Chapter 6 Teaching The Basic Concepts Of A Fraction

FIG. 66. It is recommended that exercises be graded as set out in a and b above. The following questions can serve as a guide: 1

Using the white rod — 1

2

What is

× 10 equal to?

2 What is

× 10 equal to?

3 What is

× 5 equal to?

Using rods other than the white — 1

What is

× 10 equal to?

2 What is

× 10 equal to?

3 What is

× 8 equal to?

Because multiplications have already been widely practiced, it is at this stage that the close relation between multiplication and fractions should be stressed. The aim is to make the child read × 10 = 2 as naturally as he reads 5 × 2 = 10. His knowledge of the relations between the various operations will remain limited and he will not understand partition division in the form of × 10 = 2 unless he realizes that multiplication is closely related to fractions.

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The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics

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