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Math CAMPPP 2012

Math CAMPPP 2012. Breakout Session #6 Kindergarten to Grade 4. 1. Minds On! Human Number Line. Stand where 5 would be Stand where 3 would be Stand where 8 would be. 10. 0. 2. Minds On! Human Number Line. 0. 12. Stand where 5 would be Stand where 3 would be Stand where 8 would be

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Math CAMPPP 2012

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  1. Math CAMPPP 2012 Breakout Session #6 Kindergarten to Grade 4 1

  2. Minds On!Human Number Line • Stand where 5 would be • Stand where 3 would be • Stand where 8 would be 10 0 2

  3. Minds On!Human Number Line 0 12 Stand where 5 would be Stand where 3 would be Stand where 8 would be How did your thinking change? 3 3

  4. Minds On!Value Line What does this activity have to do with fractions? • Place yourself on the value line • Discuss with your neighbours to ensure you have positioned yourself correctly Everything Nothing

  5. Minds On!Human Number Line – again! 1 0 Stand where one half would be Stand where one fourth would be Stand where three fourths would be 5 5

  6. Minds On!Human Number Line 1 0 Mystery person stands somewhere and the rest figure out what fraction he/she might be 6 6

  7. Action!Adding Tape Paper Folding In Pairs … • How can you fold the tape to get halves? • How can you fold the tape to get fourths? • Label your fractions • Discuss with your partner, "Why are the fractions different on your various sized adding tape pieces?" 1 0

  8. Adding Tape Paper Folding 0 In Pairs with a new adding tape … • How can you fold the tape to get thirds? • What would happen if you folded the tape in half again? • Label your fractions • Discuss with your partner, "Why are the fractions different on your various sized adding tape pieces?" 1

  9. Body Fractions With your partner … • Discuss where these fractions would be on your bodies one half, one fourth, two thirds • Mark those spots with stickers • Use adding tape to check estimations

  10. Body Fractions With your partner … Decide what fraction would be where your knees are Decide what fraction would be where your eyes are Do you and your partner have the same fractions? Why or why not? Use adding tape to check 10

  11. Check for Understanding One person hiked two-thirds of the way on the trail, the other person hiked two-fourths of the way. Who hiked the further distance? How do you know?

  12. Learning Goals • Participants will: • Understand the use of number line activities to from whole number to fractional thinking • Recognize how the number line is different from other fractional representations and its advantages • Understand the importance of the number line and how understanding its structure • Recognize the advantages that can be gained by using the number line

  13. On the back of your number lines … 1. What are some pluses of using the number line when dealing with fractions? 2. What mathematical concepts can be reinforced by using the number line? Reflect on the Quote: Learning is a treasure that will follow its owner everywhere – Chinese Proverb Consolidation

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