Note: Zero is not demonstrated in this exercise. The is on the possible combinations to make a number. Presentation #4: Commutative Law (Order Principle) and pencil are required for this lesson. Lay out the material for the lesson. Think of a number (7). Write the number at the top of the page. Place the 1 blue strip on the board. Now place the 6 red strip on the board to make 7. Now the 6 blue strip on the board and the 1 red strip and say, “We have made a discovery; 1+6=7 and 6+1=7.” Record the equations. Explain that this is called the commutative law. (It is sometimes called the Principle - the order of the numbers added does not matter.) Work of the Teacher: Points of Emphasis: Careful layout of the materials, clear, simple language so that the child understands the concept of addition. Language: Woven into the lesson. Discovering new work, discovering combinations to Points of Interest: make numbers. Work of the Child: Points of Consciousness: Numbers can be added together, the same numbers added in reverse order give the same answer. Control of Error: The answers can be found at the top of the board. Variations: Extensions: Note: There are other versions for laying out the strips. Consistency within the school or classroom may take precedent. The above placement reflects the layout of the number rods (9 on top, 1 on bottom, left edge aligned).
Note: Zero is not demonstrated in this exercise. The is on the possible combinations to make a number. Presentation #4: Commutative Law (Order Principle) and pencil are required for this lesson. Lay out the material for the lesson. Think of a number (7). Write the number at the top of the page. Place the 1 blue strip on the board. Now place the 6 red strip on the board to make 7. Now the 6 blue strip on the board and the 1 red strip and say, “We have made a discovery; 1+6=7 and 6+1=7.” Record the equations. Explain that this is called the commutative law. (It is sometimes called the Principle - the order of the numbers added does not matter.) Work of the Teacher: Points of Emphasis: Careful layout of the materials, clear, simple language so that the child understands the concept of addition. Language: Woven into the lesson. Points of Interest: Discovering new work, discovering combinations to make numbers. Work of the Child: Points of Consciousness: Numbers can be added together, the same numbers added in reverse order give the same answer. Control of Error: The answers can be found at the top of the board. Variations: Extensions: Note: There are other versions for laying out the strips. Consistency within the school or classroom may take precedent. The above placement reflects the layout of the number rods (9 on top, 1 on bottom, left edge aligned).
nmi_final_math_2016_ec.docx