CONCEPT OF ADDITION

This PPT will help in learning :
1. What is addition
2. Different properties of addition
3. Different methods of teaching addition

1. CONCEPT OF ADDITION

2. WHAT IS ADDITION???? Addition is taking two or more numbers and adding them together, i.e., it is the total sum of 2 or more numbers. FOR EXAMPLE: There are 7 apples in one basket and 4 apples in the other. So, we add 7 and 4 to find the total number of apples.

3. PROPERTIES OF ADDITION!!!! ADDITIVE IDENTITY PROPERTY ASSOCIATIVE PROPERTY  COMMUTATIVE PROPERTY

4. 1. ADDITIVE IDENTITY PROPERTY Additive Identity is a number, which when added to any number, gives the sum as the number itself. It means that additive identity is “0” as adding 0 to any number, gives the sum as the number itself. This property is also known as “ the zero property of addition .” FOR EXAMPLE :     2 +   = 2    + 5 = 5 For any set of numbers, i.e., all integers, rational numbers, complex numbers, the additive identity is 0. It is because when you add 0 to any number. I t doesn’t change the number and keeps its identity. However, additive identity cannot be associated to natural numbers, since 0 is not considered as a natural number.

5. 2. ASSOCIATIVE PROPERTY Associative P roperty states that when three or more numbers are added, the sum is the same regardless of the grouping of the numbers. Associative Property gets its name from the word “Associate” and it refers to grouping of numbers.  The associative property always involves 3 or more numbers. The numbers that are grouped within a bracket become one unit.  FOR EXAMPLE: ( 2 + 3 ) + 4 = 2 + ( 3 + 4 ) = 9 Associative property can only be used with addition and multiplication and not with subtraction or  division .

6. 3. COMMUTATIVE PROPERTY When we add two or more whole numbers, their sum is the same regardless of the order of the number is called as “Commutative Property.” FOR EXAMPLE : 2 + 1 = 1 + 2 = 3 The sum of both 2 + 1 and 1 + 2 is 3. That means, we can add whole numbers in any order.

7. LETS MOVE ON TO AN ACTIVITY!!!!

8. FIND OUT THE PROPERTIES OF ADDITION 2+3+1=3+2+1 = ___________________ 5+0 = ___________________ 7+ [4+6] = [7+4] +6 = ________________ 8+4+2 = 4+2+8 = ___________ 0+29= _________ 8+2 = 2+8 = _________ 9+ [1+2] +4 = [9+1] +4+2 = __________ 9+ [5+1] = [9+5] +1 = __________ 100+50+1 = 50+100+1 =_________ 0+4 = 4+0 = ___________

9. METHODS OF TEACHING ADDITION...... Introduce The C oncept U sing Physical Objects . Transition T o Visuals. Use A N umber L ine. Counting Up. Finding The T en. Word Problems.

10. A. I ntroduce The Concept Using Physical Objects Using physical objects will make addition concrete and much easier to understand. It’s important to use a variety so students begin to understand the concept independent of what’s being counted. Counting on fingers is the most intuitive place to start before you transition to tokens, bottle caps, or paper cut-outs. If you want to incorporate some movement, put students in small groups and have them join up, counting out the total number of members once more are added.

11. B. T ransition To Visuals Start transferring addition to paper by using illustrated sums, or having students draw objects they can count. It’s best if you put visuals along-side numbers to promote association between the two. Consider using a  graphic organizer  with the sum written across the top and a space for drawing under each number.

12. C. Use A Number Line M ost students will still be adding by counting out every number in a sum to reach the total solution. A number line, however, removes the need to count out the first number in the sum. If the sum is 3 + 1, For E xample, students can put their finger on the three to start with, and then count up ones to reach 4.

13. D. Counting Up You can then have them practice this by counting aloud on their fingers. Let’s stick with 5 + 2 as an example: Students start with a closed fist and say “5”. Students then count up “6, 7”, extending two fingers one at a time. Students now have two fingers extended, but remind them that the answer isn’t 2. They started with a 5 in their fist and then counted up, so the answer is 7.

14. E. Finding The Ten Instead of adding two numbers together as they are, encourage students to add them up to 10, and then add the remainder to that 10. FOR EXAMPLE, T he P rocess for 7 + 5 is: 7 + 3 = 10 We still need to add an extra 2, to turn that 3 into 5. 10 + 2 = 12

15. F. Word Problems Word problems encourage students to identify addition problems even when they aren’t clearly specified. Start by introducing them to the language of addition, such as: X Plus Y X Extra X Added T o T otal Amount I n A ll A ltogether Once they’re familiar with the language, get them started with simple problem-solving and reasoning activities.

16. ***SOME FACTS*** Addition of two whole numbers except for zero will always give a bigger number. When you add numbers (except 0) on a number line, the result will always shift you to the right. The symbol used to indicate Addition is ‘+’ (plus symbol). Addition of small numbers can be done horizontally. Large numbers are added in vertical columns (written under the place value chart). The number or values being added are called addends and the answer is called the sum. 1 added to a number gives the successor of the number as the sum. To find a missing addend in an addition sum, the given addend or the sum of all the given addends is subtracted from the given sum.