Decimal Fractions - Introduction - Lego Style!

Legoboy figured out that if you're ok with "girly" pink LEGOs, you could easily make this material entirely yourself!

The day I presented the introduction to him, I needed a crown for the unit bead. He was more than happy to oblige! This crown came from the Kingdoms Lego sets.

The Unit is the KING of the decimal system.
Everything centers around him.
I bet he's a toddler ;) hehehe

Materials for this work: 

• Decimal Fraction board - printable onto a couple sheets of cardstock and attached - or both mounted onto posterboard. Montessori Homeschooling has it for free, or it is available other places for free or purchase. (I recommend this set of 2 files from this site; ask me about the other files) - EASY
• decimal colored beads - pull them from the long division work (racks and tubes; test tubes) - just a few as these are not used often - EASY
• 1 cm cubes in blue, red, green, light blue, light pink, and light green - this is where the Legos come in! Use the 1x1 bricks! EASY if Legos; medium difficulty if needing to paint/stain them. Just buy a bunch to toss into a plastic bag with some paint or stain - shake around - scoop out with a tiny wire colander or even just a fork - lay out on wax paper to dry. ;) 
• white number cards for the decimal numbers, that when placed on the board the 0 fits in the units place; the decimal point is on the line; the next digit is in the tenths column and so on, with each digit in its appropriate column. The font colored according to its category. MEDIUM difficulty - if you buy the board and the numbers together you're set; otherwise, perhaps someone could develop an easy download for the board AND the numbers so they coordinate!
• You will also need the gray number cards from the Bank Game (elementary Bank Game - the one with only cards) - EASY
• For one part of the introduction you'll want the white decimal cards from the Bank Game as well - EASY
• and finally several black hole punches to use as decimal points - EASY
• There is one candelabra that could be made on the spot - a wonderful art extension for the children to then re-create on their own, because yours won't be all pretty and fancy! (wink-wink, hint-hint - do not make it pretty and fancy) - EASY-MEDIUM
• For later work, you will want some skittles - pull from the stamp game or the long division work - or draw a skittle on a piece of paper! EASY!

So you see - once you get to this work, the only new material is the board itself, a few black hole punches, its own number cards, and the cubes. None of these are tricky to make! 

UPDATED past post: Fraction Materials

I recently updated this post on superfluous Montessori materials. Mostly just tweaks.

But I added the information below about the fractions materials and thought it deserved its own post because of the strong emotional response that has been sent my way when I calmly say, "This material is unnecessary." So yes, here I am a bit more emotional ;) Because I really stand behind the Montessori principles involved.


As I state in my other post, I am not intending to offend anyone, but I know this will sound that way to some people. Please consider the Montessori principles at hand; the century that has passed with consistent observations and the development of album pages appropriate to the various stages of childhood. While not everything may be solidly set in stone, the youngest ages do have a very firm foundation. It is the adolescent age where we are still playing with the details.


Fraction sets for 1/11 through 1/20 - there is a keys-based presentation for helping the children work with fraction above 1/10. If a child is given the material for fractions 1/11 and higher, he is losing out on the opportunity to explore on an abstract level. He will always be hindered in his work because he was given "the fish" when he needed directions on "using the fishing pole".

I have had 3 moms tell me their 5 or 6 year old was SO STRONGLY into fractions and since the child was SO young, this hands-on material would be appropriate for them. NO! Can I say that loud enough!? NO!!! NO! NO! NO!
(before we go on: my son at age 4 1/2 was there too - ALL things fractions! a "fraction genius" even! I really thought I had a guru on my hands - and I was ready to feed that guru-ness wherever it took us, but something happened...)


There is a reason that fractions are in the primary album for children ages 5 and 6 - BECAUSE they have an intense interest! So we are already feeding that interest! But we are feeding that interest by providing the FOUNDATION. A STRONG foundation in the basic facts and uses of fractions.

Then if your child is truly a fractions-genius and his interest hasn't yet waned (most children's intense interest in fractions wanes for a year or two, because they 1) need to consolidate and 2) are moving on to other areas of development and 3) there is just so much else to DO) - there are a series of elementary level presentations that are worked on FIRST (and the little genius can certainly do them all in 1st grade if he wants! rather than spread them across 1st-3rd), before you even get to the need for doing 1/11 and beyond. Once you get to the presentation for 1/11 and beyond - WE DON'T STOP AT 1/20! We go to 1/100 and 1/360 and BEYOND even that! So when a child is ready - he's READY! And we don't hold him back! But we lay the foundation FIRST.

Therefore the fractions materials for 1/11 through 1/20 are superfluous at best; a hindrance and a crutch at worst. Don't bother with them!


SUMMARY:
If a child is a fraction genius and it HOLDS, then he has all the primary presentations AND all the elementary work at his fingertips, before he is presented with how to address fraction smaller than 1/10 --- and at that point, a true fraction genius, will be entirely ready for that materials that are provided, or he will be genius enough to make his own material - thus consolidating and applying the fraction concepts at hand in a much more efficacious manner than just handing him the material.

:)

It all works out in the end :)

Elementary Language Materials: A Photo Journey

You may notice some matches to the primary level - you should! Many of the materials transition over from primary to elementary but are used in different ways. 

Legoboy made a booklet of the rules.

Sentence Analysis is FUN!

Sorting all those nouns!

grammar box work - he wanted *real* items -
no miniatures this time!

Wood grammar symbols - worth buying the wood ones.
They are SO NICE!

small movable alphabets for word study, dictation,
spelling practice, and SO much more!
We have three at home: black, blue, red

Grammar boxes are worth having, but could also be
made of posterboard with cardboard strip "trim". 

Beginning definition stages for elementary
(moves into the definitions cut into strips)
Don't have these for just every topic - but a few key ones
 to develop analytical thinking skills and extend previous work. 

Impressionistic charts tend to inspire copying and research.
(do not require the copying or tracing -
let it be a true work of the child - but you can model it! 

Analysis of Dwyer Booklet - compared to AMI Primary Language Album

I am short on time, but I have several people interested in my analysis, so here are my notes. If I have a chance I will freshen these up in the near future with a bit more narrative.

Please DO ask if something doesn't make sense!



In Complete Agreement: 

0+
Developing language at home - absorbing it
speak, sing, poems, rhymes, read books
REAL language - diverse vocabulary
explore with the sound games (spoken language section of the language album - can begin when a child starts speaking, maybe even before - attune his ear to sounds)

2 1/2 +
Development of vocabulary
Primary Language album: spoken language - heavily emphasized (there are a lot of games in the spoken language section that are excellent for the children's exploration!)
Stories, poems and songs

Emphasis on key sounds - but not on early sandpaper letters! Be sure to have those sounds down pat! But also start them when the child is very young. I add that starting with an older child (4, 5, 6), it may be necessary to introduce some sandpaper letters very soon into it, so that the child "sees the point". Otherwise, the earliest introduction of the sandpaper letters is between 3 1/2 and 4, after just about the all sounds are known.

When sounds are known, quickly go into the sandpaper letters - 2-3 weeks should see them all mastered (AMI says "less than a month" so corresponds). Remember, the child KNOWS the sounds; he is just learning a graphic symbol and tracing it right now. Nothing more.


There are many references to "proper" presentations; full exercises; all the stages (of handwriting for example); children "lucky enough" to have had it all done right for him.... The booklet does not provide these details; the details are found in the language album. Some sample stages of the sound games, which seems sufficient to get the heart of the matter; other stuff too lightly touched on to be in-depth.


DIFFERENCE: 
Up until the booklets/folders, references of activities are to those found in the Primary language album. Activities are very similar, with Dwyer providing few details that are then found far in-depth in the Primary Language album.

DIFFERENCE: The primary language has a "photo album" filled with a set of phonogram card. There are no folders such as described in Dwyer's booklet. They may have been at the time this booklet was originally written. The booklets described are stage 1 of the booklets described in the primary language album. There are two more stages of booklets, which can be hand-made or suitable sets purchased.

SIMILARITY: For the dictionary of phonograms, the album page in the primary language album is "Research".
Dictation is done with the materials at hand - and is done in similar manner - the child can either handwrite or use the small movable alphabet to spell out the words.


SUMMARY OF INITIAL THOUGHTS: 
All in all, the Dwyer pamphlet seems to be summarizing and providing the framework for what was possibly AMI's specific approach at that time. In the meantime, only the minor differences noted above have made their way into AMI; these differences based on observation and needs of the children.

I feel that her approach is straight-forward, but knowing what I personally know, it leaves out a lot of details and leaves me hanging! Understandable given the format she was working with as compared to the size of the language album! I do NOT know how I would have felt about this booklet if I had found it before I had AMI training. I think I would have loved it for the framework it provides along with the bit of details to help me be looking for the right resources to fill in the pieces. I think I would have appreciated it and I do know that I would have mostly understood it better than the p/b/g scheme. But I do think it would have left me with a lot of hanging questions (like what are these activity word games!?).

I highly recommend this booklet for parents homeschooling their 0-6 year olds, but with a caveat: since it is only the structure AND the points of emphasis, it should utilized along with the AMI Primary Language album. The booklet will provide the necessary introduction and practical application, while the album will provide all the details on the materials and presentation styles.

The album can feel overwhelming and for a non-AMI-trained parent definitely could use more of a "guide". It seems that together, this booklet and the AMI primary language album fit well together to provide the homeschooling mom (or other adult) what they need to know to work with their child(ren).


(I have received some offline questions on this topic and am putting them all together in one post - it will go up on January 3rd, but please keep asking questions and I'll keep editing that post as needed so everything is in one place :) How to Use Dwyer with AMI Primary Language (linking to post ahead of time - it will be available on January 3rd). The post includes a chart with each step in Dwyer aligned with the corresponding section of the Primary Language Album.)




Click her for a link to the Montessori Trails page correlating Dwyer with AMI with Pink/Blue/Green - aligned next to each other according to stages.