Fractions: Naming, Writing and Labeling - Revision history

Rosalia at 04:19, 15 October 2009

2009-10-15T04:19:55Z

Rosalia at 17:06, 2 June 2009

2009-06-02T17:06:36Z

Rosalia at 20:52, 1 June 2009

2009-06-01T20:52:36Z

Rosalia at 20:51, 1 June 2009

2009-06-01T20:51:13Z

Rosalia at 20:49, 1 June 2009

2009-06-01T20:49:57Z

Rosalia: New page: === Age ===
=== Materials ===
=== Preparation ===
=== Presentation ===
=== Control Of Error ===
=== Points Of Interest ===
=== Purpose...

2009-06-01T20:42:36Z

New page: === Age === === Materials === === Preparation === === Presentation === === Control Of Error === === Points Of Interest === === Purpose...

New page

=== Age ===

 

=== Materials ===

 

=== Preparation ===

 

=== Presentation ===

 

=== Control Of Error ===

 

=== Points Of Interest ===

 

=== Purpose ===

 

=== Variation ===

 

=== Links ===

 

=== Handouts/Attachments ===

 

[[Category:Mathematics]]

@@ Line 19: / Line 19: @@
 #Have the child bring over the first tray of fractions.
-#Take out the whole circle. Directress tells the child&nbsp;“This is a whole.” Place the whole in front of the tray.
+#Take out the whole circle. Directress tells the child&nbsp;“This is a whole.”
-#Directress takes out one of the group of 2 and say, “This is a 1/2”. Place it in front of the tray.
+#Place the whole in front of the tray.
 #Repeat in this way up to the group of 5. (1/2)
 #Directress&nbsp;does a Three-Period Lesson for the group of 1, group of 2, group of 3, group of 4, and group of 5.
@@ Line 28: / Line 30: @@
 #When the child knows the names, begin with the two trays.
-#Directress points to a few fractions and ask the child what it is. This will serve as your check to see if the child knows the names.
+#Directress points to a few fractions and ask the child what it is.
 #Tell the child that you will show him how to write fractions.&nbsp;
-#Point to the group of 2. Ask the child how many pieces there are. (2) . Directress says, “Yes, there are two pieces, so I will write a 2.”
+#Point to the group of 2. Ask the child how many pieces there are. (2) .
 #Take one 1/2 and place it on front of the tray.
 #Ask the child how many pieces are here. (One 1/2). Say, “There is one.”
@@ Line 38: / Line 42: @@
 #Directress can remind the child that we place how many pieces are all together on the bottom and the piece we have taken out over the line.
 #Do a Three Period Lesson for Numerator and Denominator.
-#Then take out 2/3 or 7/9 or 2/5, etc and have the child write these fractions. Then read these with the child. <br>
+#Then take out 2/3 or 7/9 or 2/5, etc and have the child write these fractions.
 '''Labeling'''

@@ Line 5: / Line 5: @@
 === Materials  ===
 *Red fraction circles in green frames (ten circles: 1 is undivided and the others are divided into 2 -10 equal parts.
 *Label with fractions written on them: 1, 1/2, 1/2, 1/3
 *Pencil and paper
 *Skittles
 === Preparation  ===
@@ Line 59: / Line 57: @@
 === Purpose  ===
-<br>
+To help the child gain a sensorial impression of fraction. <br>To introduce the concept and notation of fractions. <br>To introduce sensorial exploration of equivalency among fractions. <br>To introduce simple operations.<br>
 === Variation  ===

@@ Line 1: / Line 1: @@
 === Age  ===
-<br>
+1/2.<br>
 === Materials  ===
 <br>
@@ Line 9: / Line 14: @@
 === Preparation  ===
-<br>
+This is an individual presentation.<br>
 === Presentation  ===
@@ Line 24: / Line 29: @@
 '''Writing'''
 #When the child knows the names, begin with the two trays.
 #Directress points to a few fractions and ask the child what it is. This will serve as your check to see if the child knows the names.
 #Tell the child that you will show him how to write fractions.&nbsp;
 #Point to the group of 2. Ask the child how many pieces there are. (2) . Directress says, “Yes, there are two pieces, so I will write a 2.”
 #Take one 1/2 and place it on front of the tray.
@@ Line 39: / Line 44: @@
 '''Labeling'''
 #Have the child bring over the two trays of fractions.
 #Take out all of the labels and place them in their corresponding piles in front of the tray.
 #Have the child label each part of each fraction reading each label as he does so.
 #Ask the child for the names of the numerator and denominator to check for understanding.<br>
@@ Line 58: / Line 63: @@
 === Variation  ===
 #Two children can work together by mixing all of the labels together and then labeling each piece of each fraction.
 #The children who may need more work can play a game in pairs, one picking a slip with a fraction written on it and the other child pointing to it or taking it out of the tray. <br>