Math Kit Junior-31-Attribute Block2-Sorting Ring4-Teacher Geometry Box5-Jumbo Geometry Box6-Transparent Figure Set6-Vertex Wonder7-Cuisenaire Strip8-Tangram9-Pattern Block10-Pattern of Fraction11-Pentominoes12-Magnetic Fraction Disc13- Wings of Ring14-Cup Set15-Hexagonal Weight Set16-Time Stamp Set17-Transparent Dice

INTRODUCTION TO ATTRIBUTE BLOCKS

Attribute Blocks come in five shapes, three colors, and different thicknesses and sizes.  The shapes are rectangle, square, circle, triangle, and hexagon. Each of these shapes comes in red, yellow, and blue. Students can learn shapes, classification (sorting) skills, congruent vs. similar, proportions, comparison/contrast, patterning, area, symmetry, angles and many other mathematical concepts and thinking skills.

Rectangle Square Circle Hexagon Triangle

Now we start the activities with attribute blocks.

We start with activity called Network. In this start with select any 1 shape in the center.

Now, Ask any student find a shape which is different of that shape in only one way. So, student can see and select a shape like this

This is different in only one way. That is shape

Invite 2nd student ask same question to him.

If the student select this shape that is false. Because

this is different in two ways. Shape & color

So, change the shape and select true one.

Only shape

You can do this activity with whole class. So students can understand difference and similarity between shapes. That called network Activity.

Another way to show this activity is make a figure like this or other

and invite the students one by one. You can start it from the middle.

One line means different in one

As you can see the last shape is false. So, you can guide the student for true shape. So students can understand difference and similarity between shapes.

You can make it more challenging & interesting with this type of another activity:

1 line means different in one way.

2 line means different in two ways.

3 line means different in three ways.

4 line means different in four ways.

Invite the students one by one to fill the circles with right shapes.

Make a figure like this or create a figure which one you like. It’s up to your imagination and you’re Experiments with Attribute Blocks.

Shape

Shape Shape

& Color

Color Thickness

&

Size

Shape, Color & Thickness

After solve this remove all shapes from it and invite other group of student to fill or question them is the shapes are true or false?

Attribute Blocks also used in patterning. Make shapes like this:

Attribute Blocks also used in sorting.

Sorting means to put objects in same groups, so we put same shape in different groups.

Make it more interesting; sort them by size, thickness, shapes, and colors. As we said earlier it’s up to your imagination and you’re Experiments with Attribute Blocks.

T h a n k y o u

INTRODUCTION OF SO RT IN G RI NG S

SO RT IN G RI NG S are often used in mathematics to show relationships between sets. It’s also useful for examining similarities and differences in figures and numbers. It can be use in different ways from elementary to higher secondary for grouping, set theory and Venn diagram demonstration. These rings are made by plastic and foldable circle rings in 3 colors. We do some activities with it.

First are sort geometry shapes.

43, 26, 64

34, 92 216, 63

72

102

27

53

And you can make it more difficult to sort by shapes, colors, and sizes etc.

SO RT IN G RI NG S are also used for examining similarities between numbers.

Arrange these numbers in sorting rings by their values; 43, 216, 34, 26, 92, 72, 63, 102, 64, 53, 343,

And you can make it more difficult & interesting by add more numbers and rings.

Venn diagrams or set diagrams are diagrams that show all possible logical relations between finite collections of sets (aggregation of things). They are used to teach elementary set theory, as well as illustrate simple set relationships in probability, logic, and statistics.

When drawing Venn diagrams, you will probably always be dealing with two or three overlapping circles, since having only one circle would be boring.

Thank You

Teacher Geometry Box

Objective:To know the use various instruments in construction of various plane geometrical figures.Pre-Requisite:Properties and definitions of plane geometrical figures.Idea of basic geometric operations.Uses:Use scale to draw line segments, lines, rays or to join two given points on the board.Use protractor to draw angles of various measures on board during construction process.Use compass to draw circles, arcs or for making equal segments on board.Use set squares to make pair of parallel lines and perpendicular lines.Learning outcomes:Students will be able to understand how various properties are used during construction of a plane figure and they also learn to use instruments correctly and easily.

Jumbo Geometry Box

Objective:To know the use various instruments in construction of various plane geometrical figures.Pre-Requisite:Properties and definitions of plane geometrical figures.Idea of basic geometric operations.Uses:Use scale to draw line segments, lines, rays or to join two given points on the board.Use protractor to draw angles of various measures on board during construction process.Use compass to draw circles, arcs or for making equal segments on board.Use set squares to make pair of parallel lines and perpendicular lines.Learning outcomes:Students will be able to understand how various properties are used during construction of a plane figure and they also learn to use instruments correctly and easily.

INTRODUCTION TO VERTEX WONDER

VERTEX WONDER is useful to explore student’s imagination by making different shapes and figures. Student can make various different plane and solid geometric figures. It also develops the concepts such as symmetry, shapes, space, and construction. Students can investigate the difference between pyramid and prism in point, line, and side. VERTEX WONDER comes in set of 330 pieces of vertex and different length rods in different colors to cerate so many shapes.

Cuisenaire RodsTeacher NotesObjective:The student will learn fractions with the use of manipulative. Using manipulative such as Cuisenaire Rods will help the students visualize the problems, making them easier to understand and solve. Taken in order, these lessons will build upon each other and reinforce basic fractional knowledge. These exercises are designed for Elementary to Middle School Students.Materials: Cuisenaire strip kitWhat are Cuisenaire Strips?Cuisenaire strips are a collection of rectangular rods, each of a different color and size. The smallest rod is 1” x 1” and the longest rod is 10” x 1” in size. Learn Equivalent Fractions with Cuisenaire StripsWhen two fractions are equal in overall quantity or value they are called equivalent fractions. We can say that two fractions are considered equivalent when it can be demonstrated that each fraction can be used to represent the same amount of a given object.To Demonstrate an Equivalent Fraction:@ For Example:Let's say that 8 number strip.which represents 8”. is the unit (meaning it is equal to 1). We can show the following 3 equivalent fraction groups.

EQUIVALENT GROUP 1:

In the above example, the two fractions shown are equivalent to each other. This is evidenced by their equal length. In the equivalent fraction group 1, we used

number 1 end number 2 strip and red rods because both can be evenly divided into 8. In the first fraction of the equivalent fraction group 1, the numerator of 2/8 is the number of white rods used in the fraction (2) and the denominator of 2/8 is the number of white rods that would be needed to equal the unit in length (8). In the second equivalent fraction, the numerator of 1/4 is the number of red rods used in the fraction (1) and the denominator is the number of red rods (4) that would be required to equal the unit length.The following is another equivalent fraction group representing the unit 8.Example 2:-

In equivalent group 2 we use the 1 number printed rods in addition to the 2 number and 4 number rods because the purple rods can also be divided into 8 evenly. As you can see the numerators of all 3 fractions are equal in length and the denominators are also equal in length.

Identify the Numerator and DenominatorThe standard method of showing fractions with the cuisenaire rods is by placing one rod beside the other to show how they compare in size. The rods can be shown vertically (as below) or horizontally. The first rod of the ordered pair is the numerator ( the top number of a fraction). The second rod of the ordered pair is the unit or denominator (the bottom number of a fraction).

FOR EXAMPLE

Lowest Common Multiple or LCM For Example: In order to find the Lowest Common Multiple or Lcm for the fractions 1/2 and 1/3 we must first choose rods which represent both of the denominators. In this case the denominator 2 would be represented by the 2 number printed rod and the denominator 3 would be represented by the 3 number printed rod. Now create a train (rods lined up end-to-end) of red rods and a train of light green rods until they are equal in length. (These trains are also known as multiples). Once you have created trains equal in length, total the number of centimeters in each train. As shown below 3 rods = 6 inch. And 2 light green rods = 6 inch. Therefore, the common denominator is 6.

Let's try another example: Find the Lowest common denominator for the fractions 1/4 and 2/3. The denominator 4 will be represented by the 4 number printed rod and the 3 will be represented by the 3 number printed rod. Now we make our trains.

As shown above 3 number rods = 12 inch. and 4 number printed rods = 12 inchesAdding and Subtracting Fractions

Before we add and subtract fractions we must find the Least Common Denominator (LCD).

If the Least Common Denominator (also sometimes called Least Common Multiple) is not obvious, we can always find the unit by finding the shortest rod that is a multiple of each denominator. Once we find the Least Common Denominator each fraction in the problem must be converted to an equivalent fraction expressed in terms of the common denominator (common terms) in order to be added together.. For Example: AdditionTo add the fractions 1/2 + 1/3 we must first choose rods which represent both of the denominators. Just as in our example on finding the LCD, the denominator 2 would be represented by the red rod and the denominator 3 would be represented by the light green rod. Now create a train (rods lined up end-to-end) of red rods and a train of light green rods until they are equal in length. (These trains are also known as multiples).Once you have created trains equal in length total the number of centimeters in each train. As shown below 3 red rods = 6 cm. and 2 light green rods = 6 cm. Therefore, the common denominator is 6.

Now we must change each fraction into the terms of the common denominator. To do this, the numerator of each fraction must be mulitplied by the number of rods it takes to find the Least Common Denominator. 1/2 = Take the numerator 1 * 3 red rods = 3/61/3 = Take the numerator 1 * 2 light green rods = 2/6Once you have the common terms just add your numerators. 3/6 + 2/6 = 5/6 is your answer.Now let's try a subtraction problem: 1/2 - 1/8 =First we must find a common denominator. We'll look at the unit or denominator to decide which rods to use. In this case red for 2 and brown for 8 will be used. Next we will make a train until we have rods of equal length.

We find that the common denominator is 8 in this case. We could keep stacking the red and browns together and find other common denominators, but remember we're looking for the Least Common Denominator. 1/2 = Take the numerator 1 * 4 red rods = 4/8.

Pattern Block

Pattern block are a familiar manipulative available in most elementary schools.

We have created this pattern block lesson for two grades level k-2, 3-6.

Pattern block helps student to make sense of Mathematics using Manipulative, visual and mental models to reason quantitatively and abstractly. They solve challenging problems daily that develops their stamina to carry out a plan and to present their thinking to their classmates.

Student make conjectures and critique the reasoning of other by asking question, using tools drawing diagrams and mathematical language to communicate precisely.

Student develop and use variety of strategies to become computationally fluent with efficient, flexible and accurate methods that make use of pattern and the structures in operation and properties.

Number sense and spatial reasoning are an important part in developing a sound mathematical logic when dealing with fraction. In this Manipulative student will explore the relationship between fractional pieces using pattern block

Activity-1

Objective: Identified fractional part to the whole.

Material Required:Magnetic Board, Pattern Block, Erasable Marker

How to Proceed:

1-Invite student to join you in front of the magnetic board.

2- Place a yellow hexagon on the magnetic board and explain that this shape has an area of 1 unit or whole.

3.Write the number under hexagon

4. Display a collection of blue rhombus, triangle, trapezoid and ask student to consider what the area of each of these shapes would be if the hexagon is 1.

5. Invite student to come up to the magnetic board to share their thinking

6. When student have identified the area of a particular shape record this information on the magnetic board.

Activity-2

Objective: Identified equivalent fraction.

Material Required: Pattern Block ,Magnetic board, Erasable Marker.

How To Proceed:

1.Invite Student to explore equivalence fractional part by finding a variety of way to show half( or a third, or two third ) of a hexagon, working with the available pattern block at the Magnetic board.

2.During the discussion, the teacher models the comparison of pattern blocks that are equivalent and that are unequal. 

3.Use the whole hexagon as a template for measuring one whole: ½ = 3/6; 2/6 = 1/3; 4/6 = 2/3. Some unequal pattern blocks are 1/3 ≠ ½; 1/3 ≠ 1/6; 1/6 ≠ ½.4.When the denominators are unlike or different, attach the pattern blocks like a puzzle. Remember what a whole hexagon looks like?2 halves equal one whole3 thirds equal one whole6 sixths equal one whole.

Activity-3

Objective- Add fractions with like and unlike denominators using Pattern Block.Material Required: Pattern Block, White A4 Size Paper, Pen

How To Proceed:

1-Add fraction 1/2 + 1/3.

2. Take a Yellow Hexagon and fix it on Magnetic Board

3. Fix a Trapezoid on it because it represent 1/2 part of Hexagon.

4. Take another hexagon and fix a rhombus on it because it represents 1/3 of the hexagon.

5. Now we see that single Trapezoid contain three part of triangle. It represents 3/6.

6. Fix two triangle on rhombus, we see that it will cover the rhombus completely and it represent 2/6

7. Now both fractions contain the same denominator.

9. Add 3/6 + 2/6, It will become 5/6

10- All the above steps can be shown in the figure below.

Activity-4

Objective: Add fraction 2/3 + 1/2.

How to Proceed:

1. Take a Yellow Hexagon and fix it on Magnetic Board

2. Fix two rombus on it because it represent 2/3 part of Hexagon.

3. Take another hexagon and fix a Trapezoid on it because it represents 1/2 of the hexagon.

4. Now we see that single Trapezoid contain three part of triangle. It represents 3/6.

5. Fix two triangle on each rhombus, we see that it will cover the rhombus completely and it represent 4/6

6. Now both fractions contain the same denominator.

7. Add 3/6 + 4/6, it will become 7/6

8- All the above steps can be shown in the figure below.

INTRODUCTION TO PENTOMINOEs

They tend to resemble the following letters, respectively: F  I  L  N  P  T  U  V  W  X  Y   Z

PENTOMINOES are made from five squares attached side by side in twelve different ways of arranging them side by side. Students can understand line symmetry, Rotational symmetry, perimeter, tessellation and mathematical concepts to geometrical puzzles.

One task is find line symmetry in it?\

Who much line symmetry each one have or Rotational symmetry and they can classified accordingly.

Another task is give students a drawing sheet and also give them too many T type pentominoes and asks them to cover the sheet or give any of twelve shapes.

Another task with pentominoes to make a rectangle.

This is 5 x 3 rectangle.

And now we make 5 x 4 rectangle.

After these ask the students to explore this and Remember, each piece contains 5 squares, so there are 60 cubes total.

Using all 12 pieces, you can make:

5 x 12 rectangle

4 x 15 rectangle

3 x 20 rectangle

Now, in forth graders study geometry and spatial relation.

Solve this use all pentominoes. Get to work through puzzle like this one.

The challenge is to use them all to cover a sixty unit rectangle. The rumor is that there are 50 possible solutions. So far the fourth grade has found three or four. Along the way they swap strategies which pieces are different? When you flip them? Which are good to use first? What do you save until the end?

PENTOMINOES can use in many more activities this is up to you who you explore and experiment with it.

INTRODUCTION TO WINGS OF RING

WINGS OF RING are transparent plastic rings. It comes in 6 different values; degrees, time, percent, fraction, and decimal to understand the concept of all. These all rings are start from 0 to indicate a starting point and each of the six rings are divided into equal interval. These transparent plastic rings are well-marked to show the relationships among fraction, decimal, percent, degree, and time (1/4=0.25=25%=900 =15 minutes). These all transparent plastic rings fit around fraction circle to show all these values.

For Example

At the time 12.25 on clock which angle clock hit, what fraction, what decimal and what percent cover?

00

12

3 15

6

30

45 9

5 25

00

900

1800

2700

1500

Time ring degree ring

Decimal ring

fraction ring

0

0.25

0.50

0.75

0.416

0

1 whole

¼

½

¾

5/12

Percent ring

After these practical activities students can easily understand the concept of all these equations. WINGS OF RING are the best manipulative to understand and explore all these activities.

Thank You

Cup Set

0

25%

50%

75%

41.6%

It is uses to understand the volume concept . Different measurement of cups are given student will learn the volume by the cup.

Student can also learn the concept of stacking,sorting etc.

Plastic Dice

Dice are very usefull for student for understanding the concept of color recognition, patter matching,sorting, probability, games and many more.