The above maze of colors represents a templatt the student / Parent should create.
How: take an eight x 11 sheet of paper or stiff stock. Draw a line separating it in two pieces, (landscape). On a center line, create a square 1.5 units, (inches) high on each side of the center line. you should end up with a square three inches on a side, centered on the left half of the vertical center line. Now create the same square on the right side of the vertical center line. Create nine squares on each side by drawing columns and rows on one inch centers and rows on one inch centers.
Why we did that: We now have a matrix of nine boxes into we insert headings now, and insert coin later. We have learned a square is the same length on each of the four sides, each small square is 1x1 and the large square is 3x3 small squares.
Why we inserted titles in the locations we did: Before we inserted ony titles, the large square was solid blue representing the blue sky with no clouds - nothing! most people would think we need Zero, but "0"is the end of the numerals, (look at the number keys on your computer 1, 2, 3, 4, 5, 6, 7, 8, 9 and then 0).
How we locate titles: Box #1 is the lower left corner. The title is One / Monday, the color is brown; Box #2 is the upper left corner. The title is Two / Tuesday, the color is red; box #3 is the upper right corner, the title is Three / Wednesday, the color is orange; box #4 is the lower right corner, the title is Four / Thursday, the color is yellow; box #5 is in the center, the title is Five / Friday, the color is green.
Why we did the above: we started in the lower left corner because the "cycle" is clockwise, The title is One because it is one more tha nothing, the color is brown the way "resistors were "color coded". Following cockwise the pattern continues. The days of the school week are used because the are five in total and the four corners take us to thursday and the fifth day friday becomes "thumbs up day"
How to create the second five is the same pattern in reverse: lower left becomes lower right; upper left becomes upper right. The remaining squares continues the reverse pattern.
Why we did the reverse pattern is the get back to where we started to do 3rd five and 4th five.
All this work will set up the pattern to use coins to use this templatt as a school calander. How each family follows this is age dependant. There is little likelyhood any Public School students have ever been exposed to this: young students will likely only understand the way we count, Grade four up should be bored with the way to count, but should be interested in the concept of squares, Between the corners are the "intervals" one squared is still one, 1x1=1, two squared is four, 2x2=4 and three squared is 3x3=9. the last of the real numerals - zero is really a lpace holder.
Mr. Larry
How and Why This Approach Provide Conceptual Number Sense
Re: How and Why This Approach Provide Conceptual Number Sense
