Presentation of Concepts: Equivalency - Revision history

Rosalia at 05:08, 11 August 2009

2009-08-11T05:08:33Z

Rosalia at 05:07, 11 August 2009

2009-08-11T05:07:43Z

Rosalia: New page: === Age ===
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2009-08-11T05:04:51Z

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

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[[Category:Mathematics]]

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 === Materials  ===
 *Metal insets of the square and its subdivisions
 *Geometry chart: square 10 (5 and 6 for review)<br>
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 #Repeat the procedure for the triangle pieces.
 #Refer to chart S5.
 #All three squares are equal to one another.
 #Identify 1/2 of the square; a rectangle; also a triangle. Isolate one rectangle and one triangle.
 #Each piece has the value of 1/2 of the same square. Are they congruent? Are they similar?
 #When two figures do not have the same shape, but have the same fractional value; they are equivalent (equivalent: Latin aequus - equal; valere, to be worth).
 #Repeat the experience with the fourths, eighths, and sixteenths.
 #If two figures have the same fractional value of the same whole, then one can be transformed into the other.
 #Use the frame to transform the 1/2 rectangle into a 1/2 triangle.
 #Fill the space vacated by the rectangle with small pieces: 1/4 square, 2/8 triangles.
 #Remove these pieces and arrange them on the table in the shape of the triangle.
 #Change the triangle into the rectangle, using the same smaller pieces and reversing the process.
+<br>
 === Control Of Error  ===
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 === Purpose  ===
-<br>
+'''Direct Aim:'''
 === Variation  ===
 Exercises: <br>1. For each of the three concepts, ask the child to identify the insets that bear that relationship.<br>2. The directress chooses an inset piece and asks the child to find a piece which is congruent (similar or equivalent) to it.<br>3. The child constructs his own geometry charts.<br>4. The child makes different shapes (). To find the value of the pine tree, place the pieces in an empty square frame. 1/2 + 1/4 + 1/8 + 1/16 = What will make the square complete? 1/16. Thus this shape is equivalent to 1/16 less than the whole: 15/16. Later, when the child has done addition with fractions having unlike denominators, the calculation can be done arithmetically.
 Note: The village is formed with triangles and squares. Therefore the value of the village is 15/16 + 15/16 = 30/16 = 1 7/8. Each roof is equivalent to one whole.<br>

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 === Age  ===
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 === Materials  ===
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+*Metal insets of the square and its subdivisions
 === Preparation  ===
 <br>
 === Presentation  ===
-<br>
+#Isolate the whole and the rectangle halves and triangle halves.
 === Control Of Error  ===
 <br>
 === Points Of Interest  ===
 <br>
 === Purpose  ===
 <br>
 === Variation  ===
-<br>
+Exercises: <br>1. For each of the three concepts, ask the child to identify the insets that bear that relationship.<br>2. The directress chooses an inset piece and asks the child to find a piece which is congruent (similar or equivalent) to it.<br>3. The child constructs his own geometry charts.<br>4. The child makes different shapes (). To find the value of the pine tree, place the pieces in an empty square frame. 1/2 + 1/4 + 1/8 + 1/16 = What will make the square complete? 1/16. Thus this shape is equivalent to 1/16 less than the whole: 15/16. Later, when the child has done addition with fractions having unlike denominators, the calculation can be done arithmetically.
 === Links  ===
 <br>
 === Handouts/Attachments  ===
 <br>
-[[Category:Mathematics]]
+[[Category:Mathematics]] [[Category:Mathematics_6-9]]

Presentation of Concepts: Equivalency - Revision history

Rosalia at 05:08, 11 August 2009

Rosalia at 05:07, 11 August 2009

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

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