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mLine 1,571:
Line 1,571: − '''''Evaluation'''''+ − − Line 1,582:
Line 1,580: − + − − − + + − [[http://www.superteacherworksheets.com/percents/converting-fractions-decimals-percents_EASIE.pdf]]+ − − − [[http://www.superteacherworksheets.com/percents/basic-percentages1.pdf]] − − − − Instructions Method − + − − − [[http://www.superteacherworksheets.com/percents/converting-fractions-decimals-percents_EASIE.pdf]] and − [[http://www.superteacherworksheets.com/percents/basic-percentages1.pdf]] and discuss the various percentage quantities with − the various shapes. − + − − − − − − − − − + − − − + − Objectives − − − Understand fraction representation and rational and irrational − numbers + + − '''''Materials and'''''+ − resources required − − Thread+ − of a certain length. − − − − Instructions Method − − − Construct − Koch's snowflakes . − + − − − + − − − + − − − Line 1,726:
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removed Category:Number system using HotCat
Make copies of the above given resources.
Make copies of the above given resources.
'''''Evaluation'''''
# Draw a number line and name the fraction and decimal numbers on the number line. Take a print of the document [[http://www.superteacherworksheets.com/decimals/decimal-number-lines-tenths.pdf]] ''' . '''Ask students to place any fraction and decimal numbers between between 0 and 10 on the number line
# Draw a number line and name the fraction and decimal numbers on the number line. Take a print of the document [[http://www.superteacherworksheets.com/decimals/decimal-number-lines-tenths.pdf]] ''' . '''Ask students to place any fraction and decimal numbers between between 0 and 10 on the number line
# Write 0.45, 0.68, 0.05 in fraction form and represent as a fraction 100 square.
# Write 0.45, 0.68, 0.05 in fraction form and represent as a fraction 100 square.
Objectives
Objectives
Understand fraction representation and percentages
Understand fraction representation and percentages
'''''Materials and'''''
'''''Materials and'''''
resources required
resources required
[[http://www.superteacherworksheets.com/percents/converting-fractions-decimals-percents_EASIE.pdf Converting fractions, decimals and percents]]<br>
[[http://www.superteacherworksheets.com/percents/basic-percentages1.pdf Percentage]]
'''''Pre-requisites/Instructions Method'''''
'''''Pre-requisites/'''''
Please print copies of the above given activity sheets and discuss the various percentage quantities with various shapes.
Please print
copies of the 2 activity sheets
Then print a copy each of [[spider-percentages.pdf]] and make the children do this activity
Then print a copy
each of [[spider-percentages.pdf]]
and make the children do this activity
'''''Evaluation'''''
'''''Evaluation'''''
# What value is the denominator when we represent percentage as fraction ?
# What value is the denominator when we represent percentage as fraction ?
# What does the numerator represent ?
# What does the numerator represent ?
# What does the whole fraction represent ?
# What does the whole fraction represent ?
# What other way can we represent a fraction whose denominator is 100.
# What other way can we represent a fraction whose denominator is 100.
=== Activity 3 Fraction representation and rational and irrational numbers ===
=== Activity 3 Fraction representation and rational and irrational numbers ===
'''''Learning'''''
'''''Learning Objectives'''''
Understand fraction representation and rational and irrational numbers <br>
'''''Materials and resources required'''''
Thread of a certain length.
'''''Pre-requisites/Instructions Method'''''
'''''Pre-requisites/'''''
Construct Koch's snowflakes .
Start
Start
with a thread of a certain length (perimeter) and using the same
with a thread of a certain length (perimeter) and using the same
thread construct the following shapes (see Figure).
thread construct the following shapes (see Figure).
[[Image:KOER%20Fractions_html_m1a6bd0d0.gif]]
[[Image:KOER%20Fractions_html_m1a6bd0d0.gif]]
See
See
how the shapes can continue to emerge but cannot be identified
how the shapes can continue to emerge but cannot be identified
definitely with the same perimeter (length of the thread).
definitely with the same perimeter (length of the thread).
Identify
Identify
the various places where pi, "e" and the golden ratio
the various places where pi, "e" and the golden ratio occur
occur
== Evaluation ==
== Evaluation ==
# How many numbers can I represent on a number line between 1 and 2.
# How many numbers can I represent on a number line between 1 and 2.
# Introducing Fractions Using Share and Measure Interpretations: A Report from Classroom Trials . Jayasree Subramanian, Eklavya, Hoshangabad, India and Brijesh Verma,Muskan, Bhopal, India
# Introducing Fractions Using Share and Measure Interpretations: A Report from Classroom Trials . Jayasree Subramanian, Eklavya, Hoshangabad, India and Brijesh Verma,Muskan, Bhopal, India
# Streefland, L. (1993). “Fractions: A Realistic Approach.” In Carpenter, T.P., Fennema, E., Romberg, T.A. (Eds.), Rational Numbers: an Integration of Research. (289-325). New Jersey: Lawrence, Erlbaum Associates, Publishers.
# Streefland, L. (1993). “Fractions: A Realistic Approach.” In Carpenter, T.P., Fennema, E., Romberg, T.A. (Eds.), Rational Numbers: an Integration of Research. (289-325). New Jersey: Lawrence, Erlbaum Associates, Publishers.
[[Category:Fractions]]