ASSIGNMENT MODULE 8

Solved By:
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Question 1.
Briefly discuss the concepts of fractions. List and
concisely describe the various materials used to
teach the concepts of fractions in Montessori
classroom.

A fraction is a number used to name part of a

whole or a group. A fraction is a way to represent
number that are not whole numbers.
Common fractions are expressed as a number
over another number, for example 2/3, or 21/45
The short line separating the numbers, indicates
division.it is called ‘’fracturs’ ‘from the Latin term
meaning to break, cut or divide.

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The number below the line is called denominator,
and represents the number of pieces that the
whole is divided into.
The number above the line is called the
numerator, and represents the number of pieces
being considered.
Fractions activities in this manual depend on the
following teaching materials:
 Fraction circles
 Green skittles
 Mute cards
 Fraction tickets
 Prepared equation slips for use with Fraction
circles
 Charts of prepared equations

Fraction circles

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Fraction circles are a set of nine circles of various
colours. 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, eighths, tenths, and twelfths. A
fraction is a number that names a part of a whole
if a red circle represents a whole notice that there
are four yellow pieces in a whole. Each yellow
piece represents the fraction 1/4.

Green skittles

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The concept of fractions can be difficult for
children to grasp in the abstract, the
fraction skittles give a concrete three-dimensional
experience of how one whole skittle can be
divided into halves, thirds and quarters. ... They
also demonstrate that 2 quarters are equivalent
to 1 half.

Mute cards
mute cards are a set of tens
squared caeds.one corresponding
to each of the fraction circles from a
whole through tenths. Each mute
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card contains the outline of a whole fraction circle
plus the superimposed outline of a single fraction
piece. For example, the mute card for the sixths
fraction circle shows an outline of a circle, and an
outline of one-sixth of the circle. A teacher can
easily make mute cards by tracing around a whole
circle and individual fraction pieces.

Fraction tickets
Fraction tickets are small, neat pieces of paper of
uniform size, each one with a single fraction
written on it. Fraction tickets are made by the
teacher. Students use them to label fractions.

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Prepared equation slips for
use with Fraction circles
Numerous fractions activities in this manual rely
on prepared equations made by the teachers, the
equations are written on
slips of paper so a
student can choose a
single equation at
random from a
container such as a
basket.

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 Charts of prepared equations
To make prepared equation slips, teachers need
to know what equations are suitable for each
activity. This manual includes charts of prepared
equations so the teacher can choose some or all
of the equations to make into prepared equation
slips. The charts appear at the end of the manual
in the section titled.

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Question 2
Elaborate the characteristics and usage of the
‘’Fraction circles” material. Write the steps for
presenting/practicing the exercise for learning the
names of fractions from whole to one-tenth.

Fraction circles
Fraction circles are a set of nine circles of various

colours. Each circle is broken into

equal fractional parts and uses the same-sized
whole. The circles included are one whole as well
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as circles divided into halves, thirds, quarters,
fifths, sixths, eighths, tenths, and twelfths. A
fraction is a number that names a part of a whole
if a red circle represents a whole notice that there
are four yellow pieces in a whole. Each yellow
piece represents the fraction 1/4.
PRESENTATION
 Most Montessori teachers present this concept
in year 1 and review it as needed in years 2 and
3.
 Ask a student to go the shelf, take out the
boards of Fractions Circle, and place them on
the mat.
 Announce that today the students will practice
recognizing and matching frac Fractions Circles.
 Choose a mute card, for examples one half, and
place it on the tale or mat near the Fractions
Circles.
 Ask the students to place the mute cards next to
the corresponding Fractions Circle. for
examples, if the mute card shows halves, the
student will place it next to the Fractions Circle
that is divided into halves.
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 Next, ask the students to take out the fraction
circle piece that matches the mute cards and
place it on the mute card.

 Have the student continue as above until all the

mute cards are correctly lined up and each
mute card has a Fraction Circle piece correctly
place on it.
 Ask the student to draw four circles in his/her
journal using the whole Fraction Circle inset.
 The first circle is a whole circle.in the second
circle, ask the student to place the half circle
inset in position and trace around it with a
different colour to make a “mute card’’.in the
two remaining circles.ask the student to do the
same with the thirds and fourths inset pieces.

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 Ask the students to label the “mute card’’ in
his/her journal.
Activity
PRESENTATION
 Most Montessori teachers present this concept
in year 1 and review it as needed in years 2 and
3.
 This presentation is best done over two or more
sessions. The teacher will need to judge when
the student has had enough for one session.

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 Invite a student to a table or mat and tell
him/her will being to learn the names of
tractions.


 Ask the students to get the Fraction Circle from

the shelf and bring them to the mat.

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 Invite the student to remove the whole fraction
piece from its frame and place it on the mat.
State that this fraction is called one half and
encourage the students to repeat its name.
 Invite the student to continue the one -third
then the one-fourth inset. And so on up to one
tenth.name each new type of fraction and
encourage the student to repeat each name.
From its frame and place it on the mat. State
that fraction is called one-third in set then the
one-fourth inset. And so, on up to one tenth.

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 Invite the student to remove a one -half inset
from its frame and place it on the mat. State
that fraction is called one-third in set then the
one-fourth inset. And so, on up to one tenth.
name each new type of fraction and encourage
the student to repeat each name.

Question 3
How does the process differ, when adding
fractions with same denominator as compared to
fractions with different denominator?
Fraction to be added are called addends. For
example, in the equation 2/3 +1/3= 1, the
fractions 2/3 and 1/3 are addends. adding
fractions that have the same denominators is
much like adding whole numbers. The
numerators are simply added.

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 Fractions to be added
are called addends. For
example, in the equation
1/3 + 1/3 = 2/3, the
fractions 1/3 and 1/3 are
addends. Adding
fractions that have the
same denominator is
much like adding whole
numbers. The
numerators are simply added.

Montessori students learn to add fractions by building

addends with Fraction Circle insets and then counting the
number of fraction Circle insets to find the total. In the
following lessons, students start with the easiest fractions:
those that have the same denominator and add up to one or
less.

Students will learn how ot add fractions with different

denominators in Year 4. However, in
year 3, those who are ready can be
introduced to the concept with either
the Fraction Circles or the Fraction
Circle Box. The important thing for
students to learn in Year 3 is that they
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must express fractions with the same denominator before
they add them. The same denominator is called the common
denominator. A common denominator is a denominator that
two or more fractions have in common. For example, if a
student wishes to add 1/3 + 1/2 = , the two fractions can be
expressed using equivalent fractions with a common
denominator of 6. The equation then becomes 2/6 + 3/6 = .

Year 3 students find common denominators by manipulating

Fraction Circles using trial and error. This is a concreate,
hands on way for students to understand the process of
finding common denominators. They need easy examples
that they can solve using Fraction Circles. That is, the
fractions must add up to less than one. After students are
successful in this way, they can be reminded of their work
with equivalent fractions and lowest common multiples, and
how these methods can be used to quickly determine
common denominators. At this point, the students will be
using more abstract means to find common denominators.

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Students who can add fractions with the Fraction Circles are
ready to learn how to subtract fractions with the same
denominator using the Fraction Circles. Subtracting fractions
with the same denominator is much like subtracting whole
numbers. One numerator is simply subtracted from the other
to arrive at the answer. For example, in the equation 3/5 -
2/5 = , the numerator 2 is subtracted from the numerator 3
to arrive at the answer 1/5.

It is easiest to start with fractions that will fit in a single

Fraction Circle (i.e., that equal one or less). The minuend is
set up in the Fraction Circle frame, and the subtrahend is
subtracting by removing the corresponding number of
fraction insets from the frame. The remaining insets in the
frame represent the difference.

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Students will learn to subtract fractions with different
denominators in Year 4, but some more advanced students
may be ready in Year 3. The emphasis in Year 3 is on
manipulating Fraction Circles (insets or plastic cut-outs) using
trial and error. For this reason, the fractions (minuends and
subtrahends) should be less or equal to one.

Adding Fractions with the Same Denominator That Add Up

to One or Less

Purpose

To learn how to add fractions with the same denominator.

Material

Fraction Circles
Prepared Equation Slips
Math journals and pencils

Presentation

Most Montessori teachers present this concept in Year 1 and

review it as needed in Year 2.

Note: It may be necessary to present this activity over two or

more sessions.

Preparing the Materials

Invite a student to learn

to add fractions that have
the same denominator at
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 a mat with the material already laid out.
- Invite the student to choose an equation slip and read it,
for example 1/3 + 1/3 =.

- Encourage the student to record the equation in her

journal. Help the student if necessary.
- Explain to the student that the best way to do this activity
is to start with two empty frames. Invite the student to
remove the whole inset from the frame and return the
inset to the board. Ask the student to place the empty
frame in the centre of the work area.
- Invite the student to place the thirds insets on the board,
and position the empty thirds frame beside the first one.

Building and Adding Fractions

- Invite the student to build the first

addend in the empty frame on the
left by placing the single thirds
fraction piece in it.
- Encourage the student to build the
second addend in the empty frame
on the right by placing a single
thirds fraction piece in it.
- Remind the student that in
addition we are putting
items/numbers together. Therefore,
we will place both addends together in the right-hand frame
to find the find the sum.
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- Ask the student to move the thirds fraction piece from the
left frame into the right frame to find each sum.
- Ask the student to count how many thirds there are in the
right frame. (Two.)
- State, "There are two thirds." Ask the student to write 2/3
to complete the equation in her journal.
- Ask the student to replace the thirds frame and its fraction
pieces.
- Encourage the student to continue in the same manner with
other equations until she can easily add fractions with the
same denominator that add up to one or less.

Extensions

Use a set of measuring cups and a glass measuring cup to add

fractions. For example, to add 1/3 + 2/3, use the one- third
cup to measure the correct quantities of water into the glass
measuring cup. Read the total off the glass measuring cup
when you are done. Do the same with 1/4 + 1/4 =, 1/2 + 1/2
= , and 1/4 + 3/4 = .

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Question 4
Discuss the various parts of angle elaborating with
diagrams. Later related and describe the
significance of angle in classifying triangles on the
basis of angles.
The angle and its parts
In the plane geometry, a figure that is formed by joining two
rays is called an angle. These two rays are the sides of the
angle. These two rays share a common endpoint. This is the
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vertex of the angle. By using angles, we can describe the
space between two lines. These two lines begin at the same
point. One can measure angles in degrees. We use a
protractor to measure angles. One can measure angles from
0° to 360° in a circle. We use angles throughout the
geometry. If we want to learn geometry, we should know
how to measure and describe angles.
Parts of an angle
There are two main parts of an angle. As we know that
two lines join together to form an angle. These two
lines are known as arms of an angle. These two lines
meet at a common endpoint. This is the vertex of an
angle.

Types of angles
There are various types of angles. These various types
of angles are given below;
1.      Acute Angle
2.      Obtuse Angle
3.      Right Angle
4.      Straight Angle
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5.      Reflex Angle
6.      Full Angle
7.      Zero Angle
1.      Acute Angle
An acute angle is a small angle. An acute angle has a
measurement of fewer than 90 degrees. In other
words, an angle whose measurement is in between 0
to 90 degrees is known as an acute angle.

2.      Obtuse Angle
An obtuse angle is a larger angle. An angle whose
measurement is greater than 90 degrees is known as
an obtuse angle. In other words, an angle whose
measurement is in between 90 to 180 degrees is
known as an obtuse angle.

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3.      Right Angle
An angle that has an exact
measurement of 90° is a right
angle. When we place a ray
at the endpoint of a line, this
ray forms adjacent angles. If
these adjacent angles are
equal, these are right angles.
When two intersecting lines are perpendicular to each
other, these two lines form right angles. To represent
the right angle, we use a symbol ∟. The corners of a
box form right angles.

4.      Straight Angle
An angle that has an exact
measurement of 180° is
straight. It is in the form
of a straight line. We

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appoint the legs of the straight angle in the opposite
direction.

5.      Reflex Angle
A reflex angle is also a large angle. The measurement
of a reflex angle is more than 180° but less than 360°. It
is the most confusing angle because we have to draw it
at the outer side of the line. Most of the children make
mistakes while measuring reflex angles. The children
can measure reflex angles in two ways. First, they can
measure the reflex angle by drawing the circle.
Secondly, they can measure the inner angle. After
measuring the inner angle, they can subtract it from
360°. It will give a reflex angle.

6.      Full Angle
Other names of the full angle are complete angle or
round angle. A full angle has an exact measurement of
360°. It is the central angle of an entire circle. To form
a full angle, we have to add two straight angles or four
right angles.

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7.      Zero Angle
A zero angle has a measurement of 0°. The initial and
the final arms of the zero angle are at the same
position. In other words, the legs of the zero angles are
in the same direction.

Difference between rational and irrational numbers

Types of triangles with pictures
Types of angles based on pairs
1.      Adjacent Angles
If two angles have a common side and a common
vertex, they are adjacent angles. The adjacent angles
don’t overlap.

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2.      Complementary Angles
If the sum of two angles is 90°, these angles are
complementary. For example, if we add 40° and 50°,
their sum is 90°. These are complementary angles. The
sum of 10° and 80° is also 90°. Therefore, these are
also complementary angles.

3.      Supplementary Angles
If the sum of two angles is 180°, these angles are
supplementary. When we join supplementary angles,
we get a straight angle. 150° and 30° are
supplementary angles because their sum is 180°.

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4.      Vertical Angles
Two line after crossing form four angles. The angles
opposite to each other that are sharing the same
vertex are vertical. We can also call them vertically
opposite angles. The vertically opposite angles are
equal. By using the concept of vertically opposite
angles, we can find out missing angles. Therefore, we
can say that vertically opposite angles are congruent.
Vertical angles consist of a pair of non-adjacent angles.

5.      Alternate Interior Angles

When a transversal crosses two parallel lines, it forms
eight angles. In these angles, four angles are formed
outside of these parallel lines and four angles are
formed inside of these parallel lines. A pair of angles
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inside the parallel lines that are present on opposite
sides of the transversal are known as alternate interior
angles. If we want to remember these angles easily, we
can understand the concept that these angles are
present on the interior of the crossed lines. The
alternate interior angles are equal.

6.      Alternate Exterior Angles

As we have discussed in the previous definition that
when a transversal crosses two parallel lines, it forms
four outside angles. A pair of the angles outside the
parallel lines that are present on the opposite sides of
the transversal are known as alternate exterior angles.
To remember these angles, we should understand that
these angles are present on the exterior of the crossed
lines. The alternate exterior angles are equal.

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7.      Corresponding Angles
When a transversal crosses two parallel lines, it forms
different angles. The angles that are present at the
matching corners are known as corresponding angles.
The corresponding angles are equal.

Positive and negative angles

A positive angle goes counter clockwise. It means that
it goes in the opposite direction as the clock goes. A
negative angle goes clockwise. It means that it goes in
the same direction as the clock goes.
Applications of angles
We are using the concepts of different types of angles
in our daily life. For example, if we want to draw hands
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on a clock, we have to make use of angles. The two
intersecting roads also make angles. The blades of a
fan are also making angles. We are also using angles
for the navigation of the planes and ships. We have to
make use of angles to draw various shapes like
triangles, rectangles and squares.
Properties of angles
There are some properties of these angles. By learning
these properties, you can get an exact overview of
different types of angles.
1.      The corresponding angles are always equal.
2.      An angle is formed only when two lines intersect.
3.      The alternate interior and alternate exterior
angles are also equal.
4.      If we sum the pair of interior angles on the same
side of the transversal, we will get a supplementary
angle.

Question 5
Write a note on the parts of a circle. Draw
and describe various types of closed curved
figures.
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Many objects that we come across in our daily life
are ‘round’ in shape such as a coin, bangles, bottle
caps, the Earth, wheels etc. In layman terms, the
round shape is often referred to as a circle. A
closed plane figure, which is formed by the set of
all those points which are equidistant from a fixed
point in the same plane, is known as a circle. In
other words, a circle can be described as the locus
of a point moving in a plane, in such a way that its
distance from a fixed point is always constant. The
fixed point is called the centre of the circle and
the constant distance between any point on the
circle and its centre is called the radius.

Figure 1: Centre and Radius of circle figure

Names of parts of a circle

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A circle can have different parts and based on the
position and shape; these can be named as
follows:
 Centre
 Radius
 Diameter
 Circumference
 Tangent
 Secant
 Chord
 Arc
 Segment
 Sector
As we have already discussed the centre and
radius of a circle. And the diameter is equal to the
twice the radius. Let us see the other parts of a
circle in detail.
Circumference of Circle
The circumference of a circle can be defined as
the distance around it. This can be understood
with the help of an example. Suppose a wire of
length 10 cm is bent so that it forms a circle. Here,
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the circumference is equal to the length of the
wire, i.e. 10 cm.
How to draw a circle?
Figure 1 given above, represents a circle with
radius ‘r’ and centre ‘O’. A circle of any particular
radius can be easily traced using a compass. The
pointed leg of the compass is placed on the paper
and the movable leg is revolved as shown. The
traced figure gives us a circle.

Position of Points of a
circle
In the below figure,
various points are
marked lying either
outside or inside the
circle or on the circle.
Based on this any point
can be defined as:

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1.Exterior Point: Points lying in the plane of the
circle such that its distance from its centre is
greater than the radius of the circle are
exterior points. A point X is exterior point
w.r.t to circle with centre ‘O’ if OX > r. In fig. 2
A, D, G and B are exterior points.
2.Interior Points: Point lying in the plane of the
circle such that its distance from its centre is
less than the radius of the circle is known as
the interior point. A point X is interior-point
w.r.t to circle with centre ‘O’ if OX < r. In fig. 2
C, F, and E  are interior points.
3.Points on the circumference of a circle: Points
lying in the plane of the circle such that its
distance from its centre is equal to the radius
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 of a circle. In simple words, a set of points
lying on the circle are points on the
circumference of a circle.
A point X is said to lie on the circumference of a
circle with centre ‘O’ if OX = r
In fig. 2, points P, S and R lie on the circumference
of a circle and on joining these points with the
centre, i.e. OR, OP and OS will represent the
radius of the given circle.
Now that you have learned about a point and its
relative position with respect to a circle; let’s
understand a line and its relative position with
respect to a circle. Given a line and a circle, it
could either be touching the circle or non-
touching as shown below:

Secant

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In the first fig. the line AB intersects the circle at
two distinct points P and Q. The line AB here is
called secant of the circle. The line segment PQ is
known as the chord of the circle as its endpoints
lie on the circumference of the circle. A chord
passing through a centre of the circle is known as
the diameter of the circle and it is the largest
chord of the circle.
Tangent
In the second figure, the line AB touches the circle
exactly at one point, P. A line touching the circle
at one single point is known as the tangent to the
circle.
In the last figure, the line does not touch the circle
anywhere, therefore, it is known as a non-
intersecting line.

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Chord
A line segment joining two different points on the
circumference of a circle is called a chord of the
circle. A circle can have any number of chords.
Diameter is the largest chord of a circle.
Arc of a circle
A part of a circumference of the circle is known as
an arc. An arc is a continuous piece of the circle.

The arc PAQ is known as the minor arc and arc

PBQ is the major arc.
Now go through the circular region which is cut
off from the rest of the circle by a secant or a
chord.
Segment
Part of a circle bounded by a chord and an arc is
known as a segment of the circle. The figure given
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below depicts the major and minor segments of
the circle.

Sector
A sector of a circle is the part bounded by two
radii and an arc of a circle. In the below-given fig.
AOB is a sector of a circle with O as centre.

Parts of a circle diagram

The figure given below illustrates the various
terms related to parts of a circle as explained
above.
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Types of closed curved figures
Circle: a circle is a closed curved figure
having every point the same distance
from the centre.

Ellipse: an ellipse looks like a flattened

circle. Both ends are the same shape.

Oval: an oval is a closed curved figure

shaped like an egg. One end is pointier
than the other.

Curvilinear Triangle: this is a triangle

that has curved sides.

Quatrefoil: it is a four-part figure

in which each part looks like a
flower petal or leaf
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