Mike & All -
Happy New Years - You too Aussie-lek, if you're awake,
My personal feelings are that too many parents, of these folks, have spent
too little time getting in behind the kids at a time when it counted and
leaving the problem to those of us out here!!! Our social systems, at least
here in the U.S., these days, seem to tolerate even less than mediocrity.
Thankfully, I went thru the schools, in years gone by, when a kid who was
inattentive or had an "attitude" problem had a whole lot more to be
concerned once he got home. The last thing I ever wanted my was for my
folks to learn about was that I over stepped my bounds or goofed off in
class.
I never doubted that Mom, Dad or anyone else in my family loved me. I
simply understood that I had an obligation to them and my future, and no
quarter was allowed. As a family, we just didn't have any room for failure,
nor did may others, back in the early '40's. Having spent some time in the
military in various projects reinforces my overall feelings in this matter.
Fractions and decimals are a normal part of life if a person just pays a bit
of attention to their surroundings and does a minimal amount of brain
work!!!
Pardon me for preaching.
Y'all have a good day, a wonderful week, and try to stay warm -
Kelly
-----Original Message-----
From: Mike Fenner <[log in to unmask]>
To: [log in to unmask] <[log in to unmask]>
Date: Thursday, January 04, 2001 3:20 PM
Subject: Re: [TN]
>As an aside I mentioned this to my (primary school) teacher friend.
>For what it's worth I pass on her remarks:
>What they do is to use clementines (small easy peel oranges). These
>neatly segment into halves quarters and so on, apparently the
>difficulty is getting the "numberness" of fractions over and this is a
>good way of illustrating it visually. You can see a quarter [1/4] and
>three quarters [3/4] etc.. Apparently once this concept has been
>grasped fractions are then easy. A further benefit for her pupils
>anyway is that you can then eat your work.....
>
>Mike
>
>----- Original Message -----
>From: "Kelly M. Schriver" <[log in to unmask]>
>To: <[log in to unmask]>
>Sent: Wednesday, January 03, 2001 9:32 PM
>Subject: Re: [TN]
>
>
>> Hi Phil -
>>
>> I had to teach the fraction and decimal reading many years ago and
>took the
>> following approach, which seemed to work. I prepared Vu-Graph
>slides, to
>> scale, of both types of rulers (decimal & fraction), adding actual
>markings
>> to them to help the students grasp the concepts, then had them work
>along
>> using identical rulers at their training work stations. The final
>exercises
>> consisted of a test of taking measurements of small wood blocks,
>then we
>> graduated to the use of calipers, micrometers and feeler gages..
>>
>> For a few students, I had to use graphic illustrations of squares,
>> subdivided by both decimal and fractional elements.
>>
>> IMHO (in my humble opinion), it worked, but I always wondered where
>these
>> folks were during third and fourth grade math classes which were
>paid by our
>> tax dollars.
>>
>> Regards - Kelly
>>
>> -----Original Message-----
>> From: Phil Nutting <[log in to unmask]>
>> To: [log in to unmask] <[log in to unmask]>
>> Date: Wednesday, January 03, 2001 11:56 AM
>> Subject: [TN]
>>
>>
>> >Happy New Year All,
>> >
>> >In our in-house training program we include not only soldering, but
>through
>> >hole assembly techniques, print reading, component identification
>and
>> >reading a scale or ruler. One problem we have encountered is there
>are some
>> >assemblers that have no understanding of fractions. I'm looking
>for a good
>> >method of teaching fractions and what all those little lines on a
>ruler
>> >mean.
>> >
>> >Any comments?
>> >
>> >Feel free to contact me online or offline.
>> >
>> >Thanks in advance.
>> >
>> >ps, I give up. What is IMHO? I know ROFL, LMAO and LOL, but IMHO?
>> >
>> >Phil Nutting
>> >Manufacturing Engineer
>> >Kaiser Systems, Inc.
>> >High Voltage Power Supplies That Work(tm)
>> >126 Sohier Road
>> >Beverly, MA 01915
>> >ph: 978-922-9300
>> >fx: 978-922-8374
>> >[log in to unmask]
>> >
>>
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