Fraction with discrete form and scratch program
Fractions:
- Grouping
- Sharing
- Discrete
In grouping method the number of objects are grouped into different containers in equal portions
Example: I have 15 cakes and want to give it to 5 people equally.
In sharing method I know the number of people I want to give I need to find out how many to give to each person.
Example: I have 15 cakes if a person gets 3 cakes, to how many people can I give?
In Discrete method, the user has a specified quantity of chips only.
As seen here, the arrangement of chips are in a 8 cross 5 with a total of 40 chips.
Let us consider 4/5 + 5/8
Then he would flip the appropriate chips like the following:
Here the child sees that there are out of 5 chips in one row four are blue and there are eight rows which sums up to 32. On the other hand there are five blue chips for one row and there are five rows which gives 25 now if we add all the blue we get 57.
link to project: https://scratch.mit.edu/projects/236316674/
Author
prathap7618@gmail.com
Related Posts

Exploring Awareness Through the Body (ATB) – A Teacher’s Journey
-SandhiyaBala, SivaguruPrasath and Nithya Santhosh SAIIER Teachers’ Centre recently invited teachers to a three-day workshop series called ATB for Teachers, held on...
Read out all
Bhishma Hunt program
The Bhishma Hunt program, organized by Sanvi Educational and Charitable Trust at Sanvi International School, invited STEM Land to lead robotics and...
Read out all
Plaksha School Visit
-Ilakiya, Tamil, Rajesh, Sivaguru and Aarthi STEMland was invited by Plaksha School in Andhra Pradesh for a three-day session to work with...
Read out allPhysical and Mental Health Awareness Session
-SandhiyaBala, Sivaguru , Tamil, Durai, Ajay, Rajesh , Gunavathi, Poovizhi , SandhiyaSaravanan and Sri Bhavani Every Tuesday morning, we have a learning...
Read out all
Joy of Creating Puzzles in Algebraic equation
-Sribhavani New Initiative of Sanjeev for the year 2025 is to support children from 5th to 8th grade to make project and...
Read out all