TIIE Mathematics Module

The mathematics module has been designed with the aim to support the development of students' foundational numeracy skills through the use of different models, teaching strategies, and input formats incorporating principles of Universal Design for Learning to facilitate inclusion of all learners in the classroom.

Objectives:

• Revisiting basic number concepts
• Working with peers to recall and revise understanding of numbers and number relations
• To understand number cardinality through comparison of their relative sizes
• To understand number ordinality through comparison of their relative positions

Materials:

small empty chits.

Activity 1: Guess the number and arrange those numbers in a sequence (ascending / descending order).

Process:

1. Divide children into small groups of 6
2. One child chooses a number of their choice and the others in the group try to guess it by taking turns to ask questions like "is it bigger/smaller than __".
3. Once the number is guessed, the child who chose the number writes it down on a piece of paper and arranges it in the middle/on the bench.
4. The process is repeated for each child in the group. Each child, after their number has been guessed, write it down on a chit of paper, and place it to the left/right of the previous number depending on whether it is lesser/greater than the 1st number.

Incorporating inclusive strategies:

• Groups can be created based on broadly similar levels of comfort that children have with number concepts
• Students can also be grouped based on languages they speak
• Each group can choose the number ranges they want to play with. For eg – numbers <10, <20, between 50 and 100, >100, etc.
• The facilitator can work with the groups that need their help and those who are comfortable with the activity can take up more challenging numbers and move beyond the greater/lesser questions to include “is it odd/even”, “is it a multiple of __”, etc.
• All groups can be encouraged to continue the activity as a game whenever they get time in schools.
• They can play in the same groups and progressively increase the difficulty level as everyone gets comfortable or form newer groups and play with others