Difference between revisions of "Fractions: Addition with same denominator"

From wikisori
Jump to: navigation, search
m
 
Line 1: Line 1:
 
=== Age  ===
 
=== Age  ===
  
4 1/2.<br>  
+
5.<br>
  
 
=== Materials  ===
 
=== Materials  ===
Line 12: Line 12:
 
=== Preparation  ===
 
=== Preparation  ===
  
This is an individual presentation.<br>  
+
This is an individual presentation.<br>
  
 
=== Presentation  ===
 
=== Presentation  ===
Line 29: Line 29:
 
=== Control Of Error  ===
 
=== Control Of Error  ===
  
The Directress.<br>  
+
The Directress.<br>
  
 
=== Points Of Interest  ===
 
=== Points Of Interest  ===
  
<br>  
+
<br>
  
 
=== Purpose  ===
 
=== Purpose  ===
Line 44: Line 44:
 
=== Variation  ===
 
=== Variation  ===
  
<br>  
+
<br>
  
 
=== Links  ===
 
=== Links  ===
  
<br>  
+
<br>
  
 
=== Handouts/Attachments  ===
 
=== Handouts/Attachments  ===
  
<br>  
+
<br>
  
 
[[Category:Mathematics]]
 
[[Category:Mathematics]]

Latest revision as of 17:05, 2 June 2009

Age

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

This is an individual presentation.

Presentation

  1. Have the child bring out the two trays.
  2. Write two fractions (with the same denominator): 2/6 + 3/6 =
  3. Show the child that we first take out 1/6 two times (2/6).
  4. Place these in front of the tray.
  5. Then take out 1/6 three times (3/6).
  6. Have the child count how many 1/6 there are. (5)
  7. Show the child how to write the answer as shown: 2/6 + 3/6 = 5/6
  8. Read the whole equation with the child.
  9. Write another addition problem and have the child do it.
  10. After a few equations, point out to the child that "we can only add fractions with the same denominator". For example: 2/4 + 1/4 = 3/4

Control Of Error

The Directress.

Points Of Interest


Purpose

  • To help the child gain a sensorial impression of fraction.
  • To introduce the concept and notation of fractions.
  • To introduce sensorial exploration of equivalency among fractions.
  • To introduce simple operations.

Variation


Links


Handouts/Attachments