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Kezia

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About Kezia

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    Hive Mind Larvae
  1. I bought the teacher guide and student reader used, but mainly was drawn to this history for the activity book, but I cannot find it anywhere. It says out of stock on the downloadable one on the bip website. RR says no longer made but I have it on my wishlist anyway. I have scoured the web for used or downloadable versions but cannot find just that anywhere. I know it comes with a download code when you buy it new....
  2. I just typed the name of the book and added used. Ebay, thriftbook, abe books, all have been helpful to get the books used.
  3. I use MCT teacher’s manuals only. Got them used. I did buy the new teacher’s manual for practice town and just write the sentence separately and draw 4 lines under it. Works for us. I also used teacher’s manual only for W&R. It has extra hand holding that makes it really easy. My kid did any written work on separate paper. I just read it to him as he sat across from me. Multiple choice questions, I read aloud and he chose verbally. Any crossing out material to shorten the fable was done verbally. I have a love for doing the work verbally though and he never had that book in his h
  4. Yep I learned all math procedurally or at least that is how I remember it. If it was ever taught to me conceptually, I do not remember it. I remember formulas and algorithms. That is why I would rattle off a formula with regards to finding area of a circle. I admit that I lack a deep understanding of the concepts. My passion was language related, not math and numbers. I never wondered or asked about math concepts. BA advocates kids finding these things on their own through exploration of the concepts. I printed some extra materials from BA, where they specifically say do and encourage this,
  5. BA uses the area model, distributive property, and the multiplication algorithm, none of which is the way I was taught. For ex. 18x3, I would multiply 8x3 and carry the two tens and think (3x1) + 2. I would also use zero as a place holder when multiplying multi-digit numbers by another another multi-digit number. BA is not using special or fancy methods, just not the way I was taught. Upon further investigation, BA frowns upon the way I was taught much of upper elementary math concepts.
  6. We will follow this little rabbit trail and do this fun hands on exercise. If I ever learned where pi came from, I have long since forgotten, and I really love seeing him do things like this and come to his own conclusions. I will check to see if our library has this as well. After the rabbit trail, we will go back to the planned curriculum, likely skipping around a bit within. Thanks for the great ideas!
  7. I learned math procedurally. Area of a circle popped a certain formula in my head. I would need the curriculum to guide me in the teaching if we pursue things like this so he understands it with better depth than I ever cared to know.
  8. Over breakfast yesterday, he randomly asked me, “How do you figure the area of a circle?” Uh, well... that involves pi, I rattled off the formula and briefly explained radius and diameter. Took 60 seconds. But should I even teach that just because he is interested? I love that he is interested and asking questions, but I followed that interest with multiplication and taught him my old school way last year way before we considered homeschooling, which he greatly preferred over BA’s methods. He can use BA’s methods but reverts to mine every chance he gets and shows no interest in BA’s
  9. They had him add several. Called it to their attention “Have you noticed this?” And did the same thing with 4 sided figures. What have you noticed here? I really think his confusion comes from the disappearing 90° angles and that overall that big triangle has 3 angles. This kid was bugging me in kindergarten (public school) every day for months on end about the numbers. “When do the numbers end???!!! When can I finally stop counting! How high do I have to count before I get to the end?” ”The numbers don’t just end.” We eventually looked up googolplex. He was fascinated.
  10. Beast Academy suggested that as well and we did experiment with tearing off the angles. He could see they added to 180°. I printed off two identical triangles (so he could cut one and still have an original), told him to measure them, color them different colors, tear angles off again, gave him a blank paper to draw different triangles on (he drew them freehanded and had a hard time with one being 183°, I told him his line was crooked, he should have used straight edge), gave him a page of various quadrilaterals but we did this at the end of his math time, he tried for a bit and was
  11. I just found a rubric of sorts, and I was able to read some examples of the type of writing that would receive a 1 out of 4 and what scores a 4 (looks like that is the best). Looks like my expectations may be too high for 9-10 year old 4th graders. I think TC will help immensely with this type of writing in the 2nd and 3rd parts, add that to what we are currently doing and I won’t worry if he has to take all the Starr tests to place into 5th. After all, this same school sent me my 3rd grader home for good in the spring of 2020 with awful spelling, zero punctuation or capitalizati
  12. I have been homeschooling since August. I hope to homeschool forever but my husband may only be on board with it for this school year. I started with My Father’s World Writing Skills for Today. I liked it, but it didn’t seem that it was a good fit for him. So over Christmas break, I searched and decided to really do an eclectic mix using bits from several curriculums, focusing on reading great literature (as we have always done), composing more complex sentences, sentence and idea clarity, great verb choice and descriptive adjectives and adverbs. I also point out awesome writing in our re
  13. Great! Thanks all! I have a couple of new things to try with him tomorrow. Physically seeing it with manipultives in a slightly different way than I have tried and I can read it to him verbatim from other people’s words. They sound like exactly like what I have been saying but sometimes word choice makes a huge difference. 😀
  14. We did actually go through the initial learning with a protractor and triangles, that is how the curriculum led him to understand 180° in a triangle as well as by ripping the corners off triangles to make 180° (from 0°-180° on his protractor) making a straight line. After some practice the curriculum moved on and it had him work through the quadrilaterals and the angles of it. I will try all the manipulatives again. We worked together a few times, making him prove it may show him what he needs to see. Thanks!
  15. My 10 year old has learned that the sum of the 3 angles have 180° He also learned that a quadrilateral can be divided into 2 triangles and how to figure area of a triangle. We learned that the sum of the 4 angles in a quadrilateral add up to 360°. Then he went off track. He insists that if you can break a quadrilateral with 4 angles consisting of 360° into two triangles and put them together into a big triangle then that triangle must have 360°. I keep telling him that each individual triangle has angles totaling 180°, the larger triangle that has be
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