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lewelma

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Everything posted by lewelma

  1. 1 case yesterday (but been in self isolation since 30 August), and zero cases today. Hoping we are now in the tail of elimination v2.
  2. That is wonderful news!
  3. My grandfather was diagnosed at age 46 in 1952 and lived until 88. His doctors told him that it was his active lifestyle to kept the parkinson's at bay. He gardened in his yard every day for hours and hours for my entire childhood. Roses, corn, peas, pumpkins. You name it, he had it. He also terraced his yard and made rock gardens. Back then the meds were not so good, but he stayed active until he was 80 when he started to really stiffen up.
  4. We are. Younger does 4.5 hours per day, 5 days per week. No work on the weekend or in the evenings. But to exclude his extracurricular activities is to exclude a huge part of his education. He is an active, social learner - so teaches violin a a local school, goes to drama club and a D&D club, and does a ton of PE (badminton, sports day, swimming, the gym, gymnastics.) He uses these activities to develop his leadership skills as he is keen to be either the mayor or a professional mediator -- so social skills are actually critical career path skills. The hours he puts towards formal trad
  5. My younger teen has two. ๐Ÿ™‚ Two jeans, two long sleeve shirts.
  6. I've been lactose intolerant since I was 12. Pretty obvious solution, don't eat dairy. I can handle: 1) super hard cheeses like rock hard parmesan. 2) high quality butter. This contains dairy fat not the sugar lactose if the butter is of high quality. 3) yogurt if it is not cut with milk and congealed with gelatin. You can tell by looking at the sugar content of the plain version in the brand, it should be close to zero, because any sugar in the plain is lactose. I also found that when I was on stomach acid blocking medicine, my tolerance for ANY lactose went to zero. So
  7. During our lockdown, Every. Single. Homeless person was given a hotel room and taken care of. The *entire* population went into lockdown. And now people say, if we could take care of our homeless population then, why not now? There has to be a will, I guess.
  8. During our lockdown, people took it *very* seriously. Each household was a bubble and there was no mixing between bubbles that I ever heard about from anyone I knew. None. Every household was an island. Because no one was driving, pedestrians walked in the middle of the city streets rather than on the sidewalks so that they could remain distanced from everyone. When you walked on a path in the woods, people would stop and stand in the bushes to let you pass with 2 meter distance. Attitude of the population is key, not the strictness of lockdown orders themselves.
  9. As for showing your work (nice image you posted!), the assessment criteria requires 'mathematical statements.' So you can't just put crap out of your head down on the paper and expect it to be ok. You must actually write math correctly.
  10. Oh, I will also add that NZ does not have a 'percent correct' grading system. It has a 'levels of thinking' grading system. So yes you get partial credit, but the credit you gain depends on the thinking you demonstrate. Memory/Manipulation/Understanding Concepts = C ; Relational thinking = B, Generalizaions/abstraction/insight = A. So if a student can do all the algebraic manipulation, that is only worth a C. So the work that this student I've been talking about needs to practice is just C level work. Even if she gets 100% correct right, it is still only a C because she has not shown
  11. That is part of what I have to teach -- how to lay out an axis with a pen. There is extra graph paper at the back so they can do another go. Basically, I get them to make a trial axis and think through the variables before making the main axis. They need to *think* before they start. These tests are graded by the teachers during our 6 week summer holidays. The reason for the pen is if you need to contest the grading. You can only contest it if you have done the work in pen (obviously so you can't correct your mistakes and resubmit. They do snail mail your tests back to you). My youn
  12. Never interfering. Always fun to talk maths with you. ๐Ÿ™‚ It is just so hard to discuss the ins and outs of a kid with just brief texts. We just need you to fly on over and meet me for a cuppa (after 2 weeks in quarantine of course ๐Ÿ˜œ). Then we could really kick things around. We could also have a great time disparaging Kumon. ๐Ÿ™‚ In good news, my younger boy actually wrote a 3 hour exam in maths both yesterday and today! Actually physically wrote it.
  13. She really can factor. ๐Ÿ™‚ She doesn't use the method I showed above, those are the NZ taught kids and she did Kumon. She does trial and error for factoring, just needs more practice. So I ran this thread not to try to teach her algorithmic skills better, but to just get her practice because she already knows it all she just needs to keep it fresh. She and I are focusing on word problems and investigation and baby proofs. One of my most interesting kids was dyslexic, and he couldn't learn is math facts (which is common for dyslexics). Because of this he could not keep up with his class
  14. Thanks for that. Let me go look at it on Amazon when I get home, and I'll see if your kind offer is required. ๐Ÿ™‚
  15. Oh dear, I think I've upset you. Sorry about that! Obviously, conceptual understanding is key. Luckily for me, this kid has it. Her knowledge base is just misaligned to what she will be tested on.
  16. Ah, I think you underestimate your theoretical nature. ๐Ÿ™‚ I've seen how your daughter thinks, and I doubt the apple falls very far from the tree. I also think that I am cleaning up messes in much older kids. I cannot take a year to sidestep and build a foundation no matter how much I might want to. The kids have to keep with the class. I have only once been able to convince a family to hold their kid back a grade in math. They just are not willing, no matter how dire. So I march forward, and work like the dickens to give conceptual understanding.
  17. I also think in general I work with lower end kids than you do. I had a kid who could not subtract 10-7 at the age of 17, and when she tried, it took her 2 minutes with a tally chart to get 2. I got her through 12th grade statistics with a calculator. She is just one example of many. If I can get a kid succeeding, they will be motivated. If they are motivated, they will *try*. Success cannot always mean going back to basic conceptual understanding, sometimes it means moving forward from where they are at and cleaning things up as you go.
  18. Yes, I can see that. I think it depends on the kid. From my point of view, the best outcome is when a kid is motivated. If theory motivates them, then that is the best approach. If real life motivates them, that that is the best approach. Motivated kids work harder and get better outcomes no matter the philosophical approach used. All I was saying is that each of us are more likely to see things within our own paradigm.
  19. Well, here is the thing. I don't want to spend any more time working on algorithmic skills. She has enough conceptual knowledge to not be rote, and as she practices she will gain insight on her own. What we need to focus on is higher level level thinking -- taking the basic algebra and *using* it. So during her 1.5 hours with me, we are doing investigations and word problems, focusing on setting them up. She can solve them on her own, so I send her home with that work to do. I am also having her wait 2 weeks, and then reset up the word problems on her own, so that the exact details have
  20. Haha. I just stick it in a calculator. ๐Ÿ™‚ I'm very much about *using* math. If factoring is a mess to do, trial and error or by specific technique, why bother? Just use a tool as a tool to open you up for higher level thinking.
  21. I don't think it is a shortcut at all. I link it to expansion. It is expansion backwards as long as you don't add up the two middle terms.
  22. haha. It does (x-3)(10x+3) The way we teach it here is to split up the middle term 10x^2 - 30x +3x -9 (so that they add to -27x and -30*3=the product of first and last term -90) Then one bracket factor first 2 and second 2 terms 10x(x-3)+3(x-3) (x-3)(10x+3)
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