Day 4 - 25th August 2011

Day 4 25th August 2011

(Lesson  14) -Think of two numbers

Tell one number

Example 1+2= 3
12-3=9 . 
To get the answer we must multiply by 9

8     72

3      27

9      81

4      36

6      54

7     63 and so on

(Lesson 15 )-Subtraction

37                      -              19                                    37

                                                                               - 19 
_-19                                                                          18

20-19 = 1 + 17 = 18                                      

Many ways of doing it

Then we came up with a word problem that can be solved using 37-19.

Tommy had 37 marbles.  He gave Peter 19 marbles. How many marbles has he left?

This is a common subtraction situation.

There is an initial amount. Then there is a change and the final is unknown (result)

We learned that marbles are discrete quantity and $37 is continuous quantity.

Then there was another variation taught in the class that is the part part whole situation which
is describe below:

There are 37 children in a class. 19 are boys. How many girls are there?

I learned we must provide children with different variations So they are more exposed to the
different way of doing the sum. Zoltan Dienes.Said. 

Lesson 16-FRACTION

We were all given a square piece of paper and told to divide it into four equal parts.

The square piece of paper represents 1.
When this one is folded into equal part and as long as they are equal we can give
it a name.  The name for one part out of the four parts is one fourth and four fourth make up 1. 

A piece of paper when folded into two. One equal part is called a half.

When folded into three equal parts, one part is called one third.

When folded into five equal parts one part is called one fifth.

2 fifth + 1 fifth is 3 fifth

Any child who knows that 2 cookies + 1 cookie will know how to do this because it is a noun.

2                                    

5   are not advisable as the child will not make connections.  You don’t count 2/5 and ½
together. In order to add 2/5 +1/2. We need to change the denominator of 5 to that of 10. And the denominator 2 to that of 10. Once there is an equal denominator the addition becomes easier.

Fraction as a part of a set – (Which will be learned in primary 4)

Fraction of a quantity

½ is only larger than ¼ when we talk about quantity.

A rectangle can have equal parts. I never thought so until I saw how in class today. Reason because I know that it has two long sides and two short sides unlike a square that has four sides all equal.
How wrong I was.  Glad this was pointed out in class today.

Division has a sharing meaning and a grouping meaning

12 cakes divided by 3 children will give the answer that each child will get 4 (Sharing)

There were 12 cakes.  Each child is given 4 cakes how many children will get the cake (Grouping)

We tried division with fraction and many ways of doing and getting the right answer.

¾ divided ¼, when division change to
multiply we have to invert the fraction so it is   
3/4 X  4/1 =3(Ans) or we divided
3/4 divided 1/4 =3