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>:

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

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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?

>

:

> 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?

>

:

> 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?

>

:

> 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)

@@ Line 1: / Line 1: @@
 === ideas for further development ===
-/10/1 Paulina Clares-García <pclares.unam@gmail.com>:
+/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
@@ Line 19: / Line 19: @@
 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 45: @@
 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?
->
+:
-> 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?
->
+:
-> 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)