MEASURE YOUR MIND WITH ME

Hello mates!! Today I want to share an activity to work with the term 'probability'. To work with equiprobable and non-equiprobable events, we start with the following game whose final objective is to cross a river as shown in figure: Description of the didactic material: The central strip that is observed in Figure 1 represents a river and on each side twelve squares numbered from 1 to 12. For this game it is They need 24 chips and two dice. Instructions and objective of the game: Two players must participate in this game; each of which has 12 chips. Each card must be placed in each of the twelve boxes (one card per box). The first player will throw two dice, add the points obtained in the upper faces of the same and will pass to the other side of the river the chip that is located in the box that has the number that has obtained when making the sum. Then the two dice will be thrown by the second player who must repeat the same process. This should continue until o...

Hi! Two posts before, I showed you an activity to work with statistic. Today I want to show you another one to work with this term. In this case, we are going to work with coins. The objective of the activity is to work on the concept of probability, possible cases and favorable cases in a playful, entertaining way and using manipulative auxiliary material as support. The class is divided into groups of four to six depending on the number of coins we have and the number of students in the class and the tables are organized so that they can work together comfortably. Whiteboards, markers and the same number of coins are distributed to all groups. For example: one for € 2, two for € 1, three for € 0.50, four for € 0.20, five for € 0.10, six for € 0.05, seven for € 0.02 and eight for € 0.05. € 0.01. The teacher asks questions and gives them time to play, investigate, test, discuss and reach a conclusion, then rotate the explanations by group, writing the answer on the b...

Hi! Today the theme is the bouba-kiki effect. The bouba / kiki effect was discovered by the psychologist Wolfgang Köhler in 1929. In his experiments carried out on the island of Tenerife, where Spanish is the primary language, Köhler showed forms similar to those of the image showed below to a series of subjects, and found a strong preference to associate the pointed form with the name "takete" and rounded with the name "baluba" In the year 2001, Vilayanur S. Ramachandran and Edward Hubbard repeated the experiment using the words "kiki" and "bouba" and asked a large number of subjects "which of these forms is bouba and which is kiki?" In these experiments conducted with both English and Tamil speakers, 95% to 98% chose the rounded shape as bouba and the pointy as kiki, suggesting that the human brain somehow extracts abstract properties from shapes and sounds. A recent work by Daphne Maurer et al. has shown that even children 2 and a ...

Hi! Today I want to show you an activity to work with the term of 'statistics' with Lacasitos: The objective of the activity is to learn the concepts of relative frequency, absolute and work with bar charts through the use of manipulative materials. The class is divided into four groups of four to six members, the tables are organized so that they can work together and thirty selected Lacasitos are distributed to each group in such a way that they all have 5 reds, 10 white ones, 4 yellow ones, 3 blue ones, 6 green and 2 brown. They are asked to try to fill in the table with the number of Lacasitos among all the members of their team. They are also asked to group them by color, make rows and try to make a graphic with them and then pass it to the paper in the following way: Then the teacher will explain the concepts of absolute and relative frequency and ask them to fill in the first two boxes of the table with the appropriate name as they see fit. Tha...

Hi everybody! Last day I showed you a video of the area. Today I have one to explain the difference between area and volumen. I wanted to post it, because I have seen a lot of children confused about the difference of these terms. Because of that I have searched this tutorial to have some ideas of how to explain it. It is very useful because b esides being very technical, it has some examples of activities to make it more visual. I hope it will be useful for you!

Hi all!! Today I have a funny video in which it is explained the concept area. It is very useful for children of the 3rd level in which they are learning about surface and area. It is important to introduce it to children that can read fluently because it doesn't speak, there are only words. But it is explained in a funny way.