Talk:Activities/Fraction Bounce - Revision history

FGrose: moved Talk:Activities/FractionBounce to Talk:Activities/Fraction Bounce: deCamelCase

2012-07-23T16:55:24Z

moved Talk:Activities/FractionBounce to Talk:Activities/Fraction Bounce: deCamelCase

← Older revision	Revision as of 12:55, 23 July 2012
(No difference)

Walter: /* show which fractions were played */

2011-10-21T21:20:59Z

show which fractions were played

← Older revision		Revision as of 17:20, 21 October 2011
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	it: maybe the fraction itself when they get it wrong and the fraction		it: maybe the fraction itself when they get it wrong and the fraction
	on a gold star when they get it right?		on a gold star when they get it right?

			As of Version 8, there are labels on columns of smiley and frowning faces to show which answers the children get correct. --[[User:Walter\|Walter]] 17:20, 21 October 2011 (EDT)

	:		:
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	But what are the levels? % and decimal? More complex fractions?		But what are the levels? % and decimal? More complex fractions?

			The way it is currently set up, the denominator increases over time. But children (or teachers) can also enter arbitrary fractions through the customization toolbar. --[[User:Walter\|Walter]] 17:20, 21 October 2011 (EDT)

	:		:

Walter: /* Let user define new fractions/scales */

2011-10-03T22:26:34Z

Let user define new fractions/scales

← Older revision		Revision as of 18:26, 3 October 2011
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	Users should be able to add additional compound fractions, e.g. 15/16...		Users should be able to add additional compound fractions, e.g. 15/16...
	Also, users should be able to define new scales, e.g., distance, weight, volume, etc. --[[User:Walter\|Walter]] 10:21, 3 October 2011 (EDT)		Also, users should be able to define new scales, e.g., distance, weight, volume, etc. --[[User:Walter\|Walter]] 10:21, 3 October 2011 (EDT)

			==== Multiple balls ====

			:<walterbender> yes... it is a simple game to learn fractions...
			:<walterbender> give me ideas how to improve it
			:<ChristoferR> mmm
			:<ChristoferR> could put sums of fractions
			:<walterbender> ChristoferR: yes... that would add to the difficulty.
			:<ChristoferR> whit two ball
			:<walterbender> that is getting complicated... to move two balls at once :)
			:<walterbender> unless they move together, one balanced on top of the other?
			:<walterbender> maybe a little ball in between with a + or -?
			:<walterbender> could be fun :)
			:<ChristoferR> yes

Walter at 14:21, 3 October 2011

2011-10-03T14:21:50Z

← Older revision		Revision as of 10:21, 3 October 2011
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	=== ideas for further development ===		=== ideas for further development ===

			==== show which fractions were played ====
	2011/10/1 Paulina Clares-García <pclares.unam@gmail.com::		2011/10/1 Paulina Clares-García <pclares.unam@gmail.com::
	: Thank you. I will look for downloads.		: Thank you. I will look for downloads.
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	All nice ideas. --[[User:Walter\|Walter]] 16:41, 2 October 2011 (EDT)		All nice ideas. --[[User:Walter\|Walter]] 16:41, 2 October 2011 (EDT)

			==== Let user define new fractions/scales ====

			Users should be able to add additional compound fractions, e.g. 15/16...
			Also, users should be able to define new scales, e.g., distance, weight, volume, etc. --[[User:Walter\|Walter]] 10:21, 3 October 2011 (EDT)

Walter: /* ideas for further development */

2011-10-02T20:41:51Z

ideas for further development

Walter: Created page with "=== ideas for further development === 2011/10/1 Paulina Clares-García : > Thank you. I will look for downloads. > > Now I see the bar and the number in ..."

2011-10-02T20:40:18Z

Created page with "=== ideas for further development === 2011/10/1 Paulina Clares-García <pclares.unam@gmail.com>: > Thank you. I will look for downloads. > > Now I see the bar and the number in ..."

New page

=== ideas for further development ===

2011/10/1 Paulina Clares-García <pclares.unam@gmail.com>:
> Thank you. I will look for downloads.
>
> Now I see the bar and the number in the ball. I like the number in the ball.
> But I have to be counting on the bar through the two different colors. I
> also see, it shows me the range the ball has to hit the good point. I have
> some ideas on this, I tell you.
>
> I am imaging:
>
> a) What about an another ball for showing the dimensions: ¼; ½; 2/3; into
> different colors. How much is this quantity on a ball, a circle or other
> figures?

If I understand you correctly, the idea would be for the ball to be a
"pie chart" or some other visual indication of the fraction? Nice
idea.

>
> b) The number on the ball, as it is.
>
> c) On the bar, with different colors (while the ball is going up, and
> back to the bottom) it can be shown divided as well in many fractions; they
> are only hints, but the right answer only the kid.

Could do that as well... perhaps on the way down in the trajectory?

>
> I guess, the kid may associate the numbers, whit dimensions on figures
> (circle), and on a decimal line (bottom line).
>

Chris and I discussed percentage, decimals, etc.

> Another idea is on the faces. How do you see if besides a smiling face, also
> a thinking face could appear? But they to be associated with, the correct
> answer: circle and number. As well the thinking face could be shown with the
> wrong number.

It is very small on the screen right now. But it would be good to know
which types of answers the kids struggle with. I'll think more about
it: maybe the fraction itself when they get it wrong and the fraction
on a gold star when they get it right?

>
> So when there are many faces on, they may suggest the kid or their teachers,
> any awareness on fractions, so they may improve in the main topic; or
> Fractions Bounce could give them the main challenges: more fractions based
> on errors, or higher levels for many smiling faces ;=)
>
> Besides, every X faces, you get points. So if 4 faces are 1 point, and it is
> need 1.33 points to get the next level, how many faces the kid needs? So if
> he has already 1.5 points, he can ask for his next level.

But what are the levels? % and decimal? More complex fractions?

>
> For now, I want to see what you think on this. I am imaging how this can be
> used for other intensions, as you said. May be, a timeline, and instead of
> numbers, they could be facts on evolution life. Or 2/3, which could need 2
> bounces on the bar, so kids need to hit (add) two times 1/3.

Maybe we need to make it something that the kids determine under a "gear" icon?

>
> Let me know what you think on this, I look for more information on XO =)

All nice ideas.

← Older revision		Revision as of 16:41, 2 October 2011
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	=== ideas for further development ===		=== ideas for further development ===

	2011/10/1 Paulina Clares-García <pclares.unam@gmail.com>:		2011/10/1 Paulina Clares-García <pclares.unam@gmail.com::
	> Thank you. I will look for downloads.		: Thank you. I will look for downloads.
	>		:
	> Now I see the bar and the number in the ball. I like the number in the ball.		: Now I see the bar and the number in the ball. I like the number in the ball.
	> But I have to be counting on the bar through the two different colors. I		: But I have to be counting on the bar through the two different colors. I
	> also see, it shows me the range the ball has to hit the good point. I have		: also see, it shows me the range the ball has to hit the good point. I have
	> some ideas on this, I tell you.		: some ideas on this, I tell you.
	>		:
	> I am imaging:		: I am imaging:
	>		:
	> a) What about an another ball for showing the dimensions: ¼; ½; 2/3; into		: a) What about an another ball for showing the dimensions: ¼; ½; 2/3; into
	> different colors. How much is this quantity on a ball, a circle or other		: different colors. How much is this quantity on a ball, a circle or other
	> figures?		: figures?

	If I understand you correctly, the idea would be for the ball to be a		If I understand you correctly, the idea would be for the ball to be a
Line 19:		Line 19:
	idea.		idea.

	>		:
	> b) The number on the ball, as it is.		: b) The number on the ball, as it is.
	>		:
	> c) On the bar, with different colors (while the ball is going up, and		: c) On the bar, with different colors (while the ball is going up, and
	> back to the bottom) it can be shown divided as well in many fractions; they		: back to the bottom) it can be shown divided as well in many fractions; they
	> are only hints, but the right answer only the kid.		: are only hints, but the right answer only the kid.

	Could do that as well... perhaps on the way down in the trajectory?		Could do that as well... perhaps on the way down in the trajectory?

	>		:
	> I guess, the kid may associate the numbers, whit dimensions on figures		: I guess, the kid may associate the numbers, whit dimensions on figures
	> (circle), and on a decimal line (bottom line).		: (circle), and on a decimal line (bottom line).
	>		:

	Chris and I discussed percentage, decimals, etc.		Chris and I discussed percentage, decimals, etc.

	> Another idea is on the faces. How do you see if besides a smiling face, also		: Another idea is on the faces. How do you see if besides a smiling face, also
	> a thinking face could appear? But they to be associated with, the correct		: a thinking face could appear? But they to be associated with, the correct
	> answer: circle and number. As well the thinking face could be shown with the		: answer: circle and number. As well the thinking face could be shown with the
	> wrong number.		: wrong number.

	It is very small on the screen right now. But it would be good to know		It is very small on the screen right now. But it would be good to know
Line 45:		Line 45:
	on a gold star when they get it right?		on a gold star when they get it right?

	>		:
	> So when there are many faces on, they may suggest the kid or their teachers,		: So when there are many faces on, they may suggest the kid or their teachers,
	> any awareness on fractions, so they may improve in the main topic; or		: any awareness on fractions, so they may improve in the main topic; or
	> Fractions Bounce could give them the main challenges: more fractions based		: Fractions Bounce could give them the main challenges: more fractions based
	> on errors, or higher levels for many smiling faces ;=)		: on errors, or higher levels for many smiling faces ;=)
	>		:
	> Besides, every X faces, you get points. So if 4 faces are 1 point, and it is		: Besides, every X faces, you get points. So if 4 faces are 1 point, and it is
	> need 1.33 points to get the next level, how many faces the kid needs? So if		: need 1.33 points to get the next level, how many faces the kid needs? So if
	> he has already 1.5 points, he can ask for his next level.		: he has already 1.5 points, he can ask for his next level.

	But what are the levels? % and decimal? More complex fractions?		But what are the levels? % and decimal? More complex fractions?

	>		:
	> For now, I want to see what you think on this. I am imaging how this can be		: For now, I want to see what you think on this. I am imaging how this can be
	> used for other intensions, as you said. May be, a timeline, and instead of		: used for other intensions, as you said. May be, a timeline, and instead of
	> numbers, they could be facts on evolution life. Or 2/3, which could need 2		: numbers, they could be facts on evolution life. Or 2/3, which could need 2
	> bounces on the bar, so kids need to hit (add) two times 1/3.		: bounces on the bar, so kids need to hit (add) two times 1/3.

	Maybe we need to make it something that the kids determine under a "gear" icon?		Maybe we need to make it something that the kids determine under a "gear" icon?

	>		:
	> Let me know what you think on this, I look for more information on XO =)		: Let me know what you think on this, I look for more information on XO =)

	All nice ideas.		All nice ideas. --[[User:Walter\|Walter]] 16:41, 2 October 2011 (EDT)