Ralleia Experimental Primary Schools
Math Lessons with Operations: Fractions the structure, the concept, depiction
Teacher: Develegka Maria - Karousatou Maria
Class: E2
1st lesson (some parts are in Greek)
The main objective from the beginning was students to understand what fraction is. That the fraction is a number, but, compared with the already known numbers, is a "piece" of a natural number.
In order to achieve the above goal the students had initially to make a comparison of a whole number such as the unit and one “piece” of this number, which is the fraction, and then to observe how the fraction, which is "part" will be able to remake the unit, namely, the whole, by adding fractions (homonyms).
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The main objective of the initial questionnaire was to ascertain, on the one hand if they already knew the format of the fraction (numerator / denominator) and what these terms state (split into pieces an amount-denominator-and get some of them-numerator), on the other hand, the meaning of the whole or unit, how they are expressed (same numerator, denominator itself) and finally how the fraction will remake the entire (addition of fractions).
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Total number of students: 28
2nd Scratch Lesson (some parts are in Greek)
Most of the students had a very good knowledge about these concepts. However, the scratch projects immediately resulted an increased attention of students. The concept of the "whole" immediately became noticeable initially of the uncut pizza and after with the cut one. They easily answered the questions. All the students participated to this lesson. Then easily students express the pieces of pizza to fractions.
While sometimes the images and questions could be perceived as something childish, on the contrary the teacher of the specific lesson realized that images and questions attributed the simplicity, the clarity and precision that always should characterize mathematics.
The next stage, which included a return to the whole (unit) by adding fractions, was completed by repeating the questions and of course by depicting the pieces and the whole. It was easily understood that by joining the pieces we can "create" the whole again. To sum up, the simple examples helped the students to thoroughly understand the concept of fractions, so that they can handle them more confidently in more complex operations.
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Students's project under the coordination of ICT teacher, Angeliki Theodosi
https://scratch.mit.edu/projects/138940788/
https://scratch.mit.edu/projects/138939572/
https://scratch.mit.edu/projects/138936742/