Difference between revisions of "Fractions: Division by a whole number"
From wikisori
(New page: === Age === <br> === Materials === <br> === Preparation === <br> === Presentation === <br> === Control Of Error === <br> === Points Of Interest === <br> === Purpose...) |
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| Line 1: | Line 1: | ||
=== Age === | === Age === | ||
| − | <br> | + | 5.<br> |
=== Materials === | === Materials === | ||
| − | <br> | + | *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<br> | ||
=== Preparation === | === Preparation === | ||
| − | <br> | + | This is an individual presentation.<br> |
=== Presentation === | === Presentation === | ||
| − | <br> | + | #Have the child bring over the two trays of fractions. |
| + | #Write a division equation on the paper: 4/4 2 = | ||
| + | #Read the equation. Ask the child if he knows by how many will we be dividing. | ||
| + | #Have the child place two skittles in a row below the trays. | ||
| + | #Ask the child how many 4ths we need to start. (four 1/4) | ||
| + | #Place all of the 4ths below the tray. | ||
| + | #Tell the child that we need to share these 4ths evenly between our two skittles. | ||
| + | #Have the child give each 1/4 and then another 1/4. | ||
| + | #Directress remind the child that in division we always want to know how many 1 got. | ||
| + | #Ask the child how many 4ths one skittle got. (2/4) | ||
| + | #Have the child write the answer. | ||
| + | #Do a few examples with the child. <br> | ||
=== Control Of Error === | === Control Of Error === | ||
| − | <br> | + | The Directress.<br> |
=== Points Of Interest === | === Points Of Interest === | ||
| − | <br> | + | <br> |
=== Purpose === | === 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 === | === Variation === | ||
| − | <br> | + | <br> |
=== Links === | === Links === | ||
| − | <br> | + | <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
| − | <br> | + | <br> |
[[Category:Mathematics]] | [[Category:Mathematics]] | ||
Latest revision as of 21:25, 1 June 2009
Contents
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
- Have the child bring over the two trays of fractions.
- Write a division equation on the paper: 4/4 2 =
- Read the equation. Ask the child if he knows by how many will we be dividing.
- Have the child place two skittles in a row below the trays.
- Ask the child how many 4ths we need to start. (four 1/4)
- Place all of the 4ths below the tray.
- Tell the child that we need to share these 4ths evenly between our two skittles.
- Have the child give each 1/4 and then another 1/4.
- Directress remind the child that in division we always want to know how many 1 got.
- Ask the child how many 4ths one skittle got. (2/4)
- Have the child write the answer.
- Do a few examples with the child.
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
