diff --git a/app/src/main/res/layout/concept_card_fragment.xml b/app/src/main/res/layout/concept_card_fragment.xml index 54f1eaf4090..eb608fc7019 100644 --- a/app/src/main/res/layout/concept_card_fragment.xml +++ b/app/src/main/res/layout/concept_card_fragment.xml @@ -36,8 +36,7 @@ + android:layout_height="match_parent"> Taking his coconut cake with him, Matthew triumphantly headed home to Aunt Tina. He was already planning to have friends over the next afternoon, so he knew he’d be back to the bakery for more goodies soon!

Before leaving the bakery, Matthew wrote down some important notes in his notebook. Write them down, so that you remember too!

" + "html": "

Taking his coconut cake with him, Matthew triumphantly headed home to Aunt Tina. He was already planning to have friends over the next afternoon, so he knew he’d be back to the bakery for more goodies soon!

Before leaving the bakery, Matthew wrote down some important notes in his notebook. Write them down, so that you remember too!

" }, "written_translations": { "translations_mapping": { @@ -2296,7 +2296,7 @@ "classifier_model_id": null, "content": { "content_id": "content", - "html": "

“That’s correct!\" said Mr. Baker. \"You see, a fraction tells us two things: how many parts we want, and the type of each of the parts.

\"It’s quicker to use numbers rather than words to write fractions. So, instead of writing 'two fifths', we can write  or '2/5':

\"Here's another example. Look carefully at the following picture:

\"This picture is divided into six equal parts, so our fraction looks like . Four of the parts are yellow, so the fraction of the circle that is yellow is (or 4/6).

\"Now, take a look at this cake.\"

\"Which of these fractions describes the darker part of the cake?\"

" + "html": "

“That’s correct!\" said Mr. Baker. \"You see, a fraction tells us two things: how many parts we want, and the type of each of the parts.

\"It’s quicker to use numbers rather than words to write fractions. So, instead of writing 'two fifths', we can write 2/5':

\"Here's another example. Look carefully at the following picture:

\"This picture is divided into six equal parts, so our fraction looks like □/6. Four of the parts are yellow, so the fraction of the circle that is yellow is 4/6.

\"Now, take a look at this cake.\"

\"Which of these fractions describes the darker part of the cake?\"

" }, "written_translations": { "translations_mapping": { diff --git a/domain/src/main/assets/fractions_exploration1.json b/domain/src/main/assets/fractions_exploration1.json index 74c947c09a3..51245019f96 100644 --- a/domain/src/main/assets/fractions_exploration1.json +++ b/domain/src/main/assets/fractions_exploration1.json @@ -399,7 +399,7 @@ "param_changes": [], "feedback": { "content_id": "feedback_3", - "html": "

No, that's not right. Start by drawing a picture of a cake divided into 8 equal pieces. Then cross out  of the cake. What fraction of the cake is left?

" + "html": "

No, that's not right. Start by drawing a picture of a cake divided into 8 equal pieces. Then cross out 3/8 of the cake. What fraction of the cake is left?

" }, "dest": "Thinking in fractions Q3", "refresher_exploration_id": null, @@ -577,7 +577,7 @@ "classifier_model_id": null, "content": { "content_id": "content", - "html": "

“You’re starting to solve problems using fractions!” said Mr. Baker. “That’s a great skill to have!

“Now, Matthew,” he said, “see if you can figure this out without the cake in front of you. Let’s say I have a cake, and  of it gets eaten. What fraction of the cake remains?”

" + "html": "

“You’re starting to solve problems using fractions!” said Mr. Baker. “That’s a great skill to have!

“Now, Matthew,” he said, “see if you can figure this out without the cake in front of you. Let’s say I have a cake, and 3/8 of it gets eaten. What fraction of the cake remains?”

" }, "written_translations": { "translations_mapping": { @@ -1481,7 +1481,7 @@ }, "explanation": { "content_id": "solution", - "html": "

We can draw a square and colour  and  of it, like this:

To find the resulting fraction, we divide the square into equal parts:

There are 4 equal parts, and 3 of them are red, so the correct answer is 3/4.

                                           ----------------------------------------------------- 

Note: You may think that you could just add the numerators and denominators of the fractions to get 2/6, but that is the wrong answer! The important thing is the amount represented by the fraction, not the actual numbers (like 1 and 2) that are used to write the fraction.

Drawing a clear picture is a good strategy to help you \"see\" that amount.

" + "html": "

We can draw a square and colour 1/2 and 1/4 of it, like this:

To find the resulting fraction, we divide the square into equal parts:

There are 4 equal parts, and 3 of them are red, so the correct answer is 3/4.

                                           ----------------------------------------------------- 

Note: You may think that you could just add the numerators and denominators of the fractions to get 2/6, but that is the wrong answer! The important thing is the amount represented by the fraction, not the actual numbers (like 1 and 2) that are used to write the fraction.

Drawing a clear picture is a good strategy to help you \"see\" that amount.

" }, "answer_is_exclusive": true }, @@ -1520,7 +1520,7 @@ "param_changes": [], "feedback": { "content_id": "feedback_2", - "html": "

No, that's not right. As Mr. Baker says, don't just look at the numbers.

Instead, draw a picture, and colour in the parts corresponding to  and . That will help you figure out what's going on. Feel free to take a hint if you get stuck.

" + "html": "

No, that's not right. As Mr. Baker says, don't just look at the numbers.

Instead, draw a picture, and colour in the parts corresponding to 1/2 and 1/4. That will help you figure out what's going on. Feel free to take a hint if you get stuck.

" }, "dest": "Thinking in fractions Q4", "refresher_exploration_id": null, @@ -1625,25 +1625,25 @@ { "hint_content": { "content_id": "hint_1", - "html": "

As Mr. Baker says, draw a picture! You can start with a square -- divide that square into half, and shade one of the halves. That represents .

Now, how can you represent  in a similar way?

" + "html": "

As Mr. Baker says, draw a picture! You can start with a square -- divide that square into half, and shade one of the halves. That represents 1/2.

Now, how can you represent 1/4 in a similar way?

" } }, { "hint_content": { "content_id": "hint_2", - "html": "

Here's what a square with  coloured red might look like:

Now, can you draw the part corresponding to ?

" + "html": "

Here's what a square with 1/2 coloured red might look like:

Now, can you draw the part corresponding to 1/4?

" } }, { "hint_content": { "content_id": "hint_3", - "html": "

Here's what the same square with  coloured red might look like:

Now, what fraction of the square do you get when you add  and  together?

" + "html": "

Here's what the same square with 1/4 coloured red might look like:

Now, what fraction of the square do you get when you add 1/4 and 1/4 together?

" } }, { "hint_content": { "content_id": "hint_4", - "html": "

Here's what combining  and  looks like:

What fraction does this represent?

" + "html": "

Here's what combining 1/2 and 1/4 looks like:

What fraction does this represent?

" } }, { @@ -1781,7 +1781,7 @@ "classifier_model_id": null, "content": { "content_id": "content", - "html": "

Mr. Baker chuckled. “OK, Matthew,” he said. “Two more questions, and if you answer them correctly, you can have my piece of cake as well!”

Matthew smiled. He liked cake!

\"OK,\" Mr. Baker said. \"Let’s say I wanted to add  and . What fraction does that give me?\"

“Oh, that’s easy!” said Matthew. “1 + 1 is 2, and ...”

“Are you sure?” said Mr. Baker. “Don’t just look at the numbers -- that would be misleading. You’ll need to think about how much cake the fractions represent. It's a good idea to draw a picture.”

“What is ?”

" + "html": "

Mr. Baker chuckled. “OK, Matthew,” he said. “Two more questions, and if you answer them correctly, you can have my piece of cake as well!”

Matthew smiled. He liked cake!

\"OK,\" Mr. Baker said. \"Let’s say I wanted to add 1/2 and 1/4. What fraction does that give me?\"

“Oh, that’s easy!” said Matthew. “1 + 1 is 2, and ...”

“Are you sure?” said Mr. Baker. “Don’t just look at the numbers -- that would be misleading. You’ll need to think about how much cake the fractions represent. It's a good idea to draw a picture.”

“What is 1/2 + 1/4?”

" }, "written_translations": { "translations_mapping": { @@ -2621,7 +2621,7 @@ "param_changes": [], "feedback": { "content_id": "feedback_2", - "html": "

Actually, that's not right. The word \"half\" means exactly the same thing as . Try again!

" + "html": "

Actually, that's not right. The word \"half\" means exactly the same thing as 1/2. Try again!

" }, "dest": "Into the Bakery", "refresher_exploration_id": null, @@ -2643,7 +2643,7 @@ "param_changes": [], "feedback": { "content_id": "default_outcome", - "html": "

Are you sure? Matthew asked Crumb for 1/2 a cake. What does the fraction  mean? Think back to the previous lesson.

Try again!

" + "html": "

Are you sure? Matthew asked Crumb for 1/2 a cake. What does the fraction 1/2 mean? Think back to the previous lesson.

Try again!

" }, "dest": "Into the Bakery", "refresher_exploration_id": null, diff --git a/domain/src/main/assets/ratios_exploration3.json b/domain/src/main/assets/ratios_exploration3.json index 5fc10e52e25..65af4512f70 100644 --- a/domain/src/main/assets/ratios_exploration3.json +++ b/domain/src/main/assets/ratios_exploration3.json @@ -62,7 +62,7 @@ "param_changes": [], "feedback": { "content_id": "feedback_3", - "html": "

No, that's not correct. For a ratio to be in simplest form, each of the numbers used should be a counting number (like 1, 2, 3, ...).

\n\n

But  is not a counting number. Try again.

" + "html": "

No, that's not correct. For a ratio to be in simplest form, each of the numbers used should be a counting number (like 1, 2, 3, ...).

\n\n

But 1/7 is not a counting number. Try again.

" }, "dest": "Practice 1", "refresher_exploration_id": null, @@ -120,7 +120,7 @@ "

14:2

\n", "

4:1

\n", "

7:1

\n", - "

1:

", + "

1:1/7

", "

28:4

" ] } @@ -1613,7 +1613,7 @@ "customization_args": { "choices": { "value": [ - "

\n", + "

1/2:1

\n", "

1:2

\n", "

2:4

\n", "

3:6

\n" @@ -2541,7 +2541,7 @@ "classifier_model_id": null, "content": { "content_id": "content", - "html": "

\"Remember,\" said Uncle Berry. \"Two ratios are called equivalent if they have the same relative relationship. Do 2:4 and 3:6 have the same relative relationship?\"

\n\n

James thought a bit. \"Yes!\" he said. \"We can multiply 2 to the left side, and get the number on the right.\"

\n\n

\"Good! So, 2:4 and 3:6 are equivalent,\" said Uncle Berry. \"In fact, you can multiply 2:4 by  to get 3:6.\"

\n\n

\"Oh, yes!\" said James. \"But that's hard to spot. Is there a simpler way to tell when two ratios are equivalent?\"

\n\n

\"Yes,\" said Uncle Berry. \"You can do that by writing the ratios in their simplest form. If the simplest forms are the same, the ratios are equivalent. If the simplest forms are different, then they are not equivalent.\"

\n\n

\"For example, the simplest forms of both 2:4 and 3:6 are 1:2. Since the two ratios have the same simplest form, they're both equivalent, and we can write 2:4 = 3:6.\"

\n\n\n

\"But 3:9 isn't equivalent to 2:4, because the simplest form of 3:9 is 1:3, which is different from 1:2.”

\n\n

\"Got it!\" said James.

\n\n

\"Great,\" said Uncle Berry. \"Now, can you figure out which of the following ratios is equivalent to 3:9?\"

" + "html": "

\"Remember,\" said Uncle Berry. \"Two ratios are called equivalent if they have the same relative relationship. Do 2:4 and 3:6 have the same relative relationship?\"

\n\n

James thought a bit. \"Yes!\" he said. \"We can multiply 2 to the left side, and get the number on the right.\"

\n\n

\"Good! So, 2:4 and 3:6 are equivalent,\" said Uncle Berry. \"In fact, you can multiply 2:4 by 1 1/2 to get 3:6.\"

\n\n

\"Oh, yes!\" said James. \"But that's hard to spot. Is there a simpler way to tell when two ratios are equivalent?\"

\n\n

\"Yes,\" said Uncle Berry. \"You can do that by writing the ratios in their simplest form. If the simplest forms are the same, the ratios are equivalent. If the simplest forms are different, then they are not equivalent.\"

\n\n

\"For example, the simplest forms of both 2:4 and 3:6 are 1:2. Since the two ratios have the same simplest form, they're both equivalent, and we can write 2:4 = 3:6.\"

\n\n\n

\"But 3:9 isn't equivalent to 2:4, because the simplest form of 3:9 is 1:3, which is different from 1:2.”

\n\n

\"Got it!\" said James.

\n\n

\"Great,\" said Uncle Berry. \"Now, can you figure out which of the following ratios is equivalent to 3:9?\"

" }, "written_translations": { "translations_mapping": {