# 20 February 2008 ELED 3150 Chapter 9 Notes and Activities (continued) Activity 9.

22 Title: Symmetry and Letters Grades: 3-5 Setting: Small group or independent work Objective: Students look at letters and try to determine which letters have symmetry. Activity 9.23 Title: Symmetry Designs Grades: 3-5 Setting: Pairs Objective: Students created designs with pattern blocks to display symmetry. Activity 9.24 Title: Blob art Grades: K-4 Setting: individual Objective: Students create designs and fold their paper over to create a picture with symmetry. Activity 9.25 Title: Lines of Symmetry Grades: 3-5 Setting: Whole group or small group Objective: Students will fold regular polygons to find lines of symmetry. Activity 9.29 Title: Coordinate Classroom Grades: 3-5 Setting: Whole class Objective: Students use their classroom seats to model coordinates. Chapter 10 Notes and Activities Common fraction- 2/3, 4/7 Decimal fraction- .15, .5, .75 The idea of teaching these together comes from the idea that students learn that fractions and decimals are just different ways to show the same thing. At times, teachers are tempted to hurry students beyond manipulatives into more abstract work. Be sure to allow students enough time to get comfortable with manipulatives and concrete examples before moving into abstract work. Down under= denominator The bigger the denominator, the smaller the pieces of pizza are. The common order for teaching fractions is as follows:

½

¼

1/8

1/3

1/6

Activity 10.15 Title: Fraction Strips Grades: 3-5 Setting: Cooperative learning Objective: Students demonstrate a strategy for comparing common fractions Activity 10.18 Title: Rounding Decimals to Whole Numbers Grades: 3-5 Setting: Cooperative learning Objective: Students demonstrate a strategy for rounding decimal tenths to whole numbers. Students determine which “mile marker” they are closer to at any given point.

Activity Title: Grades: Setting: Objective: Activity 10.23 Title: What is Percent? Grades: 4-6 Setting: Whole class Objective: Students use rods to break down rods into 10 parts and find how many parts of the ten they need to make a given percent.

Activity 10.24 Title: Hundred Day Chart Grades: 2-4 Setting: Whole class Objective: Students write out equivalent common fractions, decimal fractions, and percents. Activity 10.25 Title: Elastic Percent Ruler Grades: 4-6 Setting: Pairs Objective: Students use a ruler made from elastic marked with percents to measure percents of objects such as desks.

Chapter 11 Notes and Activities Fractions To add or subtract fractions, you must have a common denominator. This makes adding and subtracting problems are a little harder for students for this reason. So addition and subtraction often comes after students are taught to multiply and divide with fractions. Multiplying Fractions Multiply numerators, then multiply denominators. Reduce if necessary. 2 x3=6 5 7 35 Dividing Fractions Never divide. Instead, flip the second fraction over (denominator on top, numerator on bottom) and multiply. Reduce if necessary. 2÷3 5 7 2 x 7 = 14 5 3 15 The cross-multiplication method was also discussed. Addition and Subtraction with Fractions Make sure you have a common denominator. Activity 11.9 Title: Multiplying with Mixed Numbers Grade: 4-6 Setting: Groups of four Objective: Students use measuring cups to multiply mixed sets of numbers. **The instructor went over questions about Exam 2. She gave the class her email address and phone number so we can email our answers for Exam 2 instead of bringing them.