Film and education; a symposium on the role of the film in the field of education ([1948])

FILM AND EDUCATION reaching the Nature and Structure of the Number System (Grades 3-6) Concrete materials may be pictured to help pupils to understand the following characteristics of our number system: (a) it is a decimal system; (b) it employs the principle of place value; (c) zero is used as a place holder. Picture the counting of sheets of paper as they are taken from a large pile. When 10 sheets are counted, they are rolled together and tied with a blue ribbon to form one ten. A group of children may be making tens, so there soon results a stack of tens. Next, 10 rolls of ten each may be fastened together with a red ribbon to form bundles of a hundred each. When all the sheets of paper in the original pile have been counted, there will result hundreds, tens, and single sheets. Three boxes made of transparent plastic material may be brought in and the labels "hundreds," "tens," and "ones" put on them. The sheets of paper may be distributed appropriately in the boxes. The relation of number symbols to actual quantities of paper may be made by getting designated amounts from the boxes thus: To get 342 sheets, get 3 bundles from hundreds' box, 4 rolls from tens' box, and 2 singles from ones' box. By pretending, get 342 sheets by taking 34 rolls out of the tens' box and 2 singles, or get 342 sheets from ones' box. To extend the idea to include decimal fractions, take one sheet from the ones' box; cut into 10 equal strips. Add another box called the tenths' box and put the tenths into it. Next take one of the tenths, cut it into 10 equal parts. Add another box called the hundredths' box and put the hundredths into it. Use the materials in the boxes to help pupils to visualize mixed decimals as the following: 2.5; 24.04; 120.26; etc. From a variety of experiences and after discussion and [132]