Talk:Activities/Fraction Bounce: Difference between revisions

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=== ideas for further development ===

2011/10/1 Paulina Clares-García <pclares.unam@gmail.com>:

==== show which fractions were played ====

> Thank you. I will look for downloads.

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

: Now I see the bar and the number in the ball. I like the number in the ball.

> also see, it shows me the range the ball has to hit the good point. I have

: But I have to be counting on the bar through the two different colors. I

> some ideas on this, I tell you.

: 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:

:

>

: 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

: a) What about an another ball for showing the dimensions: ¼; ½; 2/3; into

> figures?

: 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

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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?

>

:

> 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.

> 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

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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)

> 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

: So when there are many faces on, they may suggest the kid or their teachers,

> on errors, or higher levels for many smiling faces ;=)

: any awareness on fractions, so they may improve in the main topic; or

>

: Fractions Bounce could give them the main challenges: more fractions based

> Besides, every X faces, you get points. So if 4 faces are 1 point, and it is

: on errors, or higher levels for many smiling faces ;=)

> 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.

: 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?

>

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)

> 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

: For now, I want to see what you think on this. I am imaging how this can be

> bounces on the bar, so kids need to hit (add) two times 1/3.

: 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 =)

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

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)

==== Multiple balls ====

~~All nice~~ ideas.

:<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

@@ Line 1: / Line 1: @@
 === ideas for further development ===
-/10/1 Paulina Clares-García <pclares.unam@gmail.com>:
+==== show which fractions were played ====
-> Thank you. I will look for downloads.
+/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
+: Now I see the bar and the number in the ball. I like the number in the ball.
-> also see, it shows me the range the ball has to hit the good point. I have
+: But I have to be counting on the bar through the two different colors. I
-> some ideas on this, I tell you.
+: 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:
+:
->
+: 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
+: a)    What about an another ball for showing the dimensions: ¼; ½; 2/3; into
-> figures?
+: 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
@@ Line 19: / Line 20: @@
 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?
->
+:
-> 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.
-> 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
@@ Line 45: / Line 46: @@
 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)
-> 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
+: So when there are many faces on, they may suggest the kid or their teachers,
-> on errors, or higher levels for many smiling faces ;=)
+: any awareness on fractions, so they may improve in the main topic; or
->
+: Fractions Bounce could give them the main challenges: more fractions based
-> Besides, every X faces, you get points. So if 4 faces are 1 point, and it is
+: on errors, or higher levels for many smiling faces ;=)
-> 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.
+: 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?
->
+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)
-> 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
+: For now, I want to see what you think on this. I am imaging how this can be
-> bounces on the bar, so kids need to hit (add) two times 1/3.
+: 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 =)
+: Let me know what you think on this, I look for more information on XO =)
+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)
+==== Multiple balls ====
-All nice ideas.
+:<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