Math Kit Junior-2

1- Game of Place Value2- Decimal Abacus3- 3D Paper Net4- Polyhedran and their Net5- X-Y Coordinate Geoboard6- Transparent Geoboard7- Flip N Fraction Geoboard8- Isometric Geoboard9- Coordinate Board10- Base Ten Block

11-Magnetic Base Ten Block

12-Class Room Base Ten Block

13- Decimal Kit14-Tangram15-Pattern Block16-Patter of Fraction17-Magnetic Fraction Disc18-Fraction Bar19-Phases Of Fraction20-Mearuring Tape21-Metric Wheel22-Hook n Look Balance23-Magnifying Measure24-Chemical Thermometer25- Plastic Dice

Game of place Value

Objective:To study the Place Value Concept

Procedure:This wooden U base wire abacus with 6 wire and 9 beads in each wire to understand the value up to lac. This abacus gives facility to the student to hold and learn the basic place values of numbers by do and discover concept. The overall measure of wooden base is 20 cm x 7 cm and thickness 18 mm.

Steps -1

Suppose you want to write 4567.

Step-2 Then fist you will hold 4 beads from thousand places from one side to another side

Step-3 Then you will push 5 beads from thundered place from one side to another side

Step-4 Similarly you will push 6 beads from tens position to another side and in last you will push 7 beads from unit place to another side.

By this way you can write any digit from ones to lac place with the help of this manipulative.

INTRODUCTION OF DECIMAL ABACUS

DECIMAL ABACUS is a unique manipulativehaving 7sticks denoting different placevalues middle stick (means 4th stick)represent unit place 3rd stick represent tensplace 2nd hundredth place 1st representthousand place5th stick represent 1/10thplace 6th stick 1/100th place and 7th stickrepresent 1/1000th place.By using this manipulative kids can easilyunderstand addition subtraction of decimal numbers.Rules to use the abacus:1. every stick can contain maximum 10 beads2. every 10 beads =1bead next to its left (like10unit=1ten,10tens=1hunderedetc)3. when we get more than 10 beads in a stick we should change itby 1bead in next stickLet’s start some activitiesIf we have to add 235.025+1783.129=?By decimal abacus we put 2beads in stick2, 3beads in stick 3,5beads in stick4, no beads in stick 5,2beads in stick6and 5beads instick 7 which represent 235.025 now if we have to add 1783.129 weput 9beads in 7th stick but they becomes more than 10 sop we shiftone bead in stick 6th for 10 beads of stick 7 so 4 beads left in stick 7

now we put 2more beads in stick 6 they becomes 5 now we put1bead in stick5 and we put 3beads in stick 4, 8beads in stick 3 andthey become more than 10 so we shift1 bead to left for 10 beads nowwe put 7 beads in stick 2 they become 10 so we shift 1 bead in1ststick now we count how many beads every stick has and write down2018.154 which is the answer of above question similarly we canperform subtraction.

Polyhedrons and their Nets

DemonstrationBy explanation of the 3 – dimensional figures and their nets students can easily understand different solid shapes and idea of faces, Edges and vertices. From the mere counting, Euler’s formula V-E + f =2 can also be verified, where V, E and F denote the number of vertices, edges and faces, respectively, of the Polyhedron.

Use Model can be used to show some three dimensional solids.

INTRODUCTION TO X Y AXES COORDINATE GEO BOARD

X Y axes coordinate board is a unique geoboard especially design to perform multiple activities makes it multi-purpose geoboard. This geoboard has a sliding x and y axis strips so that you can fix them anywhere according to your requirement by using a peg only we are also providing blue pegs and set of different size rubber bands to perform various activities some of them are :

1. Coordinate geometry: graphing of linear equations, conic sections, and any other polynomials

2. for graphical representation in statistics: it can be use to show bar graphs, histograms , frequency polygon etc.

3. Use as isometric geoboard: it can be use as isometric geo board to create three dimensional figures.

Coordinate geometry:

In coordinate geometry we have two axes, x axis and y axis and in our manipulative we are providing x and y sliding axis. If we fix them exactly at the centre of geo board we have numbers –7 to 7 on both the axis, so the axes divide the board in four parts.

Now we have four quadrants in first quadrant both x and y are positive, in second x is negative and y is positive, in third quadrant both are negative and in fourth quadrant x is positive and y is negative.

We have plotted the following linear equations on board:

2x-3y+2=0

X+6=0

X+1=0

Y=4 and x axis

We have to find out the points to be plot so the points table is given below:

X -1 5 2 0

Y 0 4 2 1

If we put pegs on these respective points and join all the pegs with the help of a rubber band it will form a line and so we have formed lines and made two triangles similarly we can use it for many other plotting and other various purposes also in coordinate geometry.

For graphical representation in statistics:

In stats we can also use this manipulative. If we set x axis extremely down to last row and fix y axis to extremely left at the last column it will be appropriate to perform all the graphical activities in stats. We can draw bar graphs, histograms, frequency polygons, etc by using pegs and rubber bands.

For example for bar graphing:

If we have to show sale of shoes company in various months:

Month’s sale (in lakhs)

January–February

March – April

May – June

July – august

September–October

November–December

Like this we can perform unlimited activities.

INTRODUCTION OF GEO BOARD

24

10

14

16

A geoboard is a mathematical manipulative often used to explore basic concepts in plane geometry such as perimeter, area or the characteristics of triangles and other polygons, Pythagorean Theorem. Analytic Geometry – plotting ordered pairs, slopes, lines. Euclidean Geometry – lines, symmetries, congruence, similarity and Optimization Problems.

.

Find all line segments

Objectives: 1.To develop a sense of length on the geoboard

2. To associate attributes of line segments with appropriate terminology (e.g., horizontal, parallel, intersecting, perpendicular, congruent)

3. To experiment with geometric pattern making

Extended activities

Find all squares

Find all Rectangles

Objectives: To realize that all squares are rectangles

Main activity: Find all possible rectangles

Extended activities: Make a rectangle with area 2 square units

Find all parallelograms

Warm-up activities: Make a rectangle with base 2 units on your geoboard without removing.

Make a parallelogram that has the same area as the following rectangle:

Find all right triangles

Objectives: Especially the relation between the area of a right triangle and the area of the corresponding rectangle.

Extended activities: Make an isosceles right triangle, namely, a right triangle having two equal sides.

INTRODUCTION TO CO- ORDINATE BOARD GAME This co-ordinate geometry board game is very unique, innovative, and easy to understand game. By playing this game, students can

understand the task of plotting and naming points.

X Axis

6

-x, +y 5 +x, +y

4

3

2

0

1

-6 -5 -4 -3 -2 -1 1-1

2 3

4

5

6

-2-x, -y

-3+x, -y

-4

-5

-6

Y Axis

The Rules of the game.

To play the game, two students or two groups of students can start form 0 (center point). They put their counters on 0 (center point) and four dice in a blind bag, two are red and two are blue. Red represent (-) negative and Blue represent (+) positive.

Rest of the rules we discuss after we proceed the game.

Let’s Go For It

First student or group draw a dice from the Blind bag and throw it. If the dice is red and shows -4 on it means student moves left from the center point and stand on the -4 line.

Now, he draws a

dice again and throws it. If dice is Blue and shows 3 on it, so he moves to up wards and stand on 3 (which is x, y).

6

5

4

3

2

1

-6 -5 -4 -3 -2 -1 0 1-1

2 3 4 5 6

-2

-3

-4

-5

-6

6

5

4

3

2

1

-6 -5 -4 -3 -2 -1 0-1

1 2 3 4 5 6

-2

-3

-4

-5

-6

(-4, 3)

Similarly second student or group of student draws the dice from Blind bag and throw it. If the dice is Blue and

shows 4, so it means student moves right from the center point and stand on 4th line.

6

5

4

3

2

1

-6 -5 -4 -3 -2 -1 0 1-1

2 3 4 5 6

-2

-3

-4

-5

-6

Now, student draws a dice again and throws it. If it red dice and shows -4 on it so it means student moves downwards and stand on -4 line.

(4, -4)

Whoever reach the maximum

6

5

4

3

2

1

-6 -5 -4 -3 -2 -1 0-1

1 2 3 4 5 6

-2

-3

-4

-5

-6

displacement in 4 throws wins the game. So, with this game student can understand plotting.

INTRODUCTION OF Magnetic BASE TEN BLOCKS

Base 10 Manipulative’s is use to Understand Basic Math Operation of Addition, Subtraction, Multiplication, and Division. Base Ten Blocks consist of cubes (one's place or unit’s), rods (ten's place), and flats (hundred's place). To represent any number we know digits from 0 to 9. So if we have to show 8 we can use 8 unit blocks. Same as to show 23 we use 2 ten’s and 3 unit.

UNIT’S TEN’S HUNDRED’S

Magnetic Base Ten Block is specially designed for Teacher. Teachers use this manipulative on magnetic board and explain the concept of addition ,substraction, multiplication and division .

ADDITION

34 = 30 + 4

+27 = 20 + 7

50 + 11 = 61 Now with base 10 blocks

=34 + = 27 JOIN

Regroup = 61

Subtraction

=56 - = 29

Cannot take away 29 from this representation. Trade one ten for ten ones and Remove Unit’s to Unit’s, Ten’s to Ten’s. Left is Answer

=56 - =29=Ans =27

Multiplication

In multiplication we write 5 ´ 5= 25 as 5 groups of 5= 25 by complete a rectangle. For example

Let’s Find Out 23 ´ 12

We write this as 23 groups of 12 and make a rectangle

Of 12

Make a rectangle

23

G

R

O

U

PHow many 100’s?

How many 10’s?

How many 1’s?

23 groups of 12=?

23 ´ 12 =?

Of 12

23

G

R

O

U

We take 2 Hundred’s 100´ 2=200

We take 7 Ten’s 10 ´ 7= 70

We take 6 Unit’s 1 ´ 6= 6

ANSWER 276

Division

In division we have to find out groups. 25÷5 we write this as, how many groups of 5 can you form out of 25?

Let’s Find Out 483 ÷ 21

We write this as, how many groups of 21can you form out of 483?

Of 21

21﴿483-420

63- 63

0

23

483

Now Find Out The Groups?

G

R

O

U

Of 21

Answer is 23 groups of 21

1st We Add 2 Ten’s

It’s Cover 420

2nd We Add 3 Unit’s

It’s Cover 63

1st cover 420

2nd cover 63

2 Ten’s

3 Unit’s

Base Ten Stamp Set

Base ten stamp set is the replicas of Base Ten Block. Each stamp is mounted on a wooden handle. Teacher that can make different worksheet by taking stamp impression on blank paper to give student

The set include one unit, one rod, one flat and one cube stamp.

It’s a very power full tool for understanding addition, subtractions, Multiplication and Division in a very cheaper and convenient way.

Decimal KitINTRODUCTION

This manipulative will help students understand the role of the decimal point and the relationship between tenths, hundredths, and thousandths.

OBJECTIVES:Students will:

Explore decimal place value. Read and write decimals using tenths, hundredths, and thousandths. Compare decimals using greater-than and less-than notation.

MATERIAL REQUIRED

1- 4 Grid Sheet and each sheet is contains 100 block2- 8 Translucent strips of size 2cm x 10 cm3- 8 Translucent strips of size 1 cm x 10 cm.4-

PROCEDURES

1. Introduce key vocabulary: decimal, decimal point, tenths place, hundredths place.

2. Display the overhead transparency of grid paper.3. Have students examine the 10 x10 grid. Ask:

How many small boxes make up the whole grid? (100)

4. Have a volunteer come to the projector, count out a row or column (10 squares), and shade it.

What does the shaded part represent? (one tenth of a whole)

5. Explain, or ask students to explain, ways to read and write this decimal (one-tenth, 0.1, or 1/10). The first place to the right of the decimal point is the tenths place.

6. Have a second student come to the projector and shade in only one square on the grid. Ask:

What does the shaded part represent? (one hundredth) What are ways to read and write this decimal? (one hundredth, 0.01, or

1/100)

The second place to the right of the decimal point is the hundredths place.

7. Ask:

Is 0.1 greater or less than 0.01? (greater) How much greater? (10 times)

8. Explain that one tenth (0.1) and ten hundredths (0.10) have the same value. Clean the overhead, and have a third student shade both values to illustrate that they are the same.

If the first place to the right of the decimal is called the tenths place, and the second place to the right of the decimal is called the hundredths place, what do you think the third place to the right of the decimal point is called? (the thousandths place)

What are ways to read and write one thousandth? (one thousandth, 0.001, or 1/1,000)

9. Ask students to name instances when it is important to calculate and record numbers less than 1 (Possible answers: time, money, scientific measurements). Use instances from life to show the class how each of the following decimals is written and read.

Marcel’s slice of pizza cost $1.35. In the 1988 Summer Olympics, Carl Lewis won the gold medal for running

the 100-Meter Dash in 9.92 seconds. An inch is equal to 2.54 centimeters. The average body temperature is 98.6� Fahrenheit.

When comparing decimals, begin on the left and compare the digits in each place. Example:

Compare 0.11 and 0.12.

In the tenths place the digits are the same. Look at the hundredths. 2 is greater than 1, so 0.12 > 0.11.

Compare 0.02 and 0.120.

The ones are the same. 1 is greater than 0 in the tenths place, so 0.120 > 0.02.

Compare 2.17 and 0.99.

The ones are different. Since 2 is greater than 0, 2.17 > 0.99.

1. Remind students that when there are non-zero digits on both sides of the decimal point, they should say, "and," where they see the decimal point. For example, 2.17 is read, "two and seventeen hundredths."

2. Use models on a 10 x 10 grid as necessary to guide the class in comparing decimals numbers using > and <.

1. 0.1 (>) 0.01

2. 0.2 (<) 0.22

3. 0.999 (<) 1.000

4. 0.13 (<) 0.31

5. 0.51 (>) 0.509

6. 0.183 (>) 0.083

7. 1.460 (<) 1.604

8. 0.005 (<) 0.011

9. 1.003 (>) 0.339

10. 1.06 (>) 1.007

3. Distribute the Guided Practice Worksheet and have students work in pairs. To help students compare the value of decimal.

https://www.youtube.com/watch?v=yJsVYR9XiUQ

https://www.youtube.com/watch?v=OCyNuANJEmY

https://www.youtube.com/watch?v=HGRQL_Z6o7c

INTRODUCTION OF MAGNETIC FRACTION DISK

FRACTION DISK is a set of ten circles of various colors. Each circle is broken into equal fractional parts and uses the same-sized whole. The circles included are one whole as well as circles divided into halves, thirds, quarters, fifths, sixths, seventh, eighths, ninth and tenths. FRACTION DISK can be used to help students see relationships between fractional parts of the same whole. Students can compare and order fractions, see equivalent fractions, as well as explore basic operations with fractions.

Now the question is: What is a fraction & why do we need fractions?

A fraction is a quantity that cannot be represented by a whole number.

Consider the following scenario.

Can you finish the whole cake?

If not, how many cakes did you eat?

1 is not the answer, neither is 0.

This suggests that we need a new kind of number.

Definition:

A fraction is an ordered pair of whole numbers, the 1st one is usually written on top of the other, such as ½ or ¾.

Numerator

Denominator

The numerator tells us how many such pieces are being considered.

The denominator tells us how many congruent pieces the whole is divided into, thus this number cannot be 0.

So, for that FRACTION DISK is divided in equal parts for students to explore & understand the concept of fractions. Now we do some activities with it.

We start with the activity called recognized the fractions.

Take one part of each fraction disk and ask Students which one is greater in this and which

One is next.

ab

1/3 1/8 1/4

So they can easily seen 1/3 > 1/4 > 1/8 and they can easily recognized the fraction and understand the relationship of each of the fraction.

Another activity with fraction is to add fraction.

Add 1(1/2) pulse (+) 1(1/4) + 2(1/8). So they can easily say that

1(1/2) + 1(1/4) + 4(1/8) = 1 whole

Another activity with fraction is to find the answer.

Ask the students what is the favorite Ice Cream flavor?

1/2 of the class like chocolate flavor, 1/3 of the class like vanilla, so how much of the class like strawberry?

Students can see and come with

Find the 1/6 to make 1 whole.

You can do more different activities with FRACTION DISK. It’s up to you how you explore FRACTION DISK.

INTRODUCTION TO H O O K N L O O K

H O O K N L O O K is very useful manipulative for students who started to do addition & subtraction. It’s come with numerical numbers (1 to 9) which are made by non- toxic, world-class material. Students can easily understand the concept of number balance, addition, and subtraction. It promote students to do activity on there own and explore with it.

H O O K N L O O K is having curved piece of non- toxic material on their edges for hanging the numerical numbers. Every numerical number has their own size and weight according to their value 1=1gm, 2=2gm etc.

For Example;

If you hang 5 on one side and 3+2 or 4+1 on other side so it‘s equal in numbers and weight.

+

Use two numerical numbers to balance the one below?

In other way, which numerical numbers you need to remove to balance the one below?

+ +

So, students can do activities like this and many more to understand the basic of addition and subtraction.

Measuring Tape

Objective:To find the area of the classroom.Pre-requisite:Area of rectangle = Length x BreathProcedure:Let one student hold the one end of the tape in a corner of the room.Let second student open the tape from case and move to the other end of room’s length. Take the reading of room’s length.Repeat the procedure to note the reading of room’s breadth.Observation:Area covered by class room = length x breadth = ___________m2

Learning OutcomeStudents learn to note the measurements of the dimensions of a room, playground, box etc. and to apply it to apply it to calculate respective areas and volumes.

Chemical Thermometer

Objective:

To Measure the temperature of ice, tap water, milk and sand.Procedure:Take 250 ml beaker from the kit.Put ice into it and insert the chemical thermometer.Wait for 2 minutes and note the reading.Repeat the procedure with tap-meter, milk and sand in the beaker.Observation:

Temperature of ice is _______________Temperature of Tap- Water is _______________Temperature of milk is _______________Temperature of sand is _______________

Learning outcomes:

Students will be able to infer that at a particular time different things absorb different amount of heat and thus show different temperatures.

Students become skilled in taking temperature of different things.

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