# Session 3: Number Diagrams

<div align="left" dir="ltr" id="bkmrk-session-title-number"><table style="width: 106.309524%;"><colgroup><col style="width: 34.52381%;" width="199"></col><col style="width: 65.357143%;" width="434"></col></colgroup><tbody><tr><td>**Session Title**

</td><td>**Number Diagrams**

</td></tr><tr><td>Objective

</td><td>1. Understand different ways to represent numbers using diagrams and number sentences.
2. Explore addition, subtraction, and multiplication patterns for small numbers.
3. Strengthen visual learning and numerical flexibility using hands-on activities.

</td></tr><tr><td>Concept

</td><td>Number diagrams are visual representations that show the different ways to break down or build a number using operations like addition, subtraction, or multiplication.

**Examples:**

- 4 = 2 + 2
- 4 = 2 × 2
- 4 = 1 + 1 + 2
- 4 = 5 – 1
- 4 = 8 - 4
- 4 = 8 ÷ 2
- 4 = 16 ÷ 4

</td></tr><tr style="padding-left: 80px;"><td>Materials Required</td><td>1. Board &amp; Chalk
2. Number cards
3. Colored markers
4. Chart paper
5. Dice
6. Counters - Counters means small physical objects used to help students visualize and solve math problems. They can be anything like: (Colored chips, Bottle caps, Beads, Pebbles, Coins, Buttons)

</td></tr><tr><td>Methodology

</td><td>Activity-based Learning: Drawing diagrams, using counters. Exploratory Learning: Discovering patterns in numbers through multiple operations.

</td></tr><tr><td>Session Duration

</td><td>90 Minutes

</td></tr></tbody></table>

</div>###  

### Introduction Activity (15 minutes):

##### Number Diagram

Write a number (e.g., 4 or 5) in the center of a chart. Ask students to shout out all the ways they know to make that number using +, –, ×. Write each version as a diagram around the number like a web.

### Main Activity (60 minutes):

##### Counter Challenge (20 minutes)

**Divide the students into small groups**

1. Children in every group are given 10 counters and a number (e.g. 6).
2. Ask them to use the counters to show different ways to make the number:
3. Grouping (e.g. 3 + 3)
4. Arrays (e.g. 2 \* 3)
5. Removal (e.g. 10 - 4)
6. Students draw diagrams of each representation.

##### Diagram Race Game (20 minutes)

(Show one example of how to do it.)

1. Write numbers 1–10 on the board.
2. Divide the class into teams.
3. Each team gets a number and 3 minutes to write or draw as many correct diagrams as possible (e.g. 6 = 3 + 3, 2 × 3, 7 – 1).
4. Teams present and explain their diagrams.

##### Time to Solve (20 Minutes)

1. Match the number diagrams to their values.
2. Complete number webs.
3. Create 3 different diagrams for each of the given numbers: 5, 6, and 8.

### Review Questions (5 minutes):

Ask:

1. How many ways can you show the number 7?
2. Is 2 × 3 the same as 3 + 3? Why or why not?
3. What’s the smallest number you can show using both multiplication and subtraction?

### Follow-up Tasks (10 minutes):

##### Homework:

1. Choose a number between 5 and 10. Show 4 different ways to make that number using diagrams.
2. Complete a number web for the number 6 using +, –, ×.
3. Explain which representation you find easiest and why.

### Expected Learning Outcome:

##### Knowledge building:

- Deeper understanding of number structure.
- Flexible use of basic operations to express numbers.

##### Skill Building:

- Visual reasoning
- Creative problem-solving
- Mathematical communication