Georgia
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Posts posted by Georgia
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I've started using the ideas from Cursive First with my left-handed, just want to play, ds8. He is not complaining! We made the salt box and it was an instant hit. The clock idea is genius. My dd10 is jealous - she didn't get to learn that way. It is one of my best purchases. I'm not using the worksheets, just the ideas, and incorporating my own way. It's even helping my handwriting.
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We checked this out from the library. I think unicef has a similar book, but I forget the title.
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I will be using sotw II middle ages soon, for ninos ages 8 and 10.
I am all set to buy the AG for the maps, but also see KQ has a big set on CD, world history plus American history for about $45.
Has anyone used KnowledgeQuest maps with this instead of the AG? Would I just be making more work for myself?
BTW, I'm really excited about this cycle. I think the kids are going to like it.
AND, each time we watch Night at the Museum, they get more and more of the jokes!! THAT's why we study history, kids! :p
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And can 2 kids share all the stuff?
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That looks like it will help.
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I'm looking for resource recommendations, and techniques. How can I learn how to teach this? I don't know what to teach, how to break it down.
How do you jump from narrations to summaries? These seem very different to me.
We are using Easy Grammar, with some diagramming added, and Classical Writing Aesop (just started, on week 4).
I like what we have, but I feel like I don't have any concrete expectations for TWTM-style summaries in history and science, so I feel lost as to how to guide my dd. I don't know what to ask for, for this age (about grade 5). Paragraph structure is usually nonexistent in nonfiction summaries. Should I teach paragraph order in this context of narration/summary?
Where do outlines come in?
I'm rambling on about paragraphs, but we also need sentence help.
We have R&S 4, but haven't done the writing lessons yet.
What resources have worked for you?
All help much appreciated! Thanks,
Georgia
How to I teach borrowing ( subtraction) to
in K-8 Curriculum Board
Posted
The child might see that nothing is being lost, just called something different that means the same thing (one 10 is renamed as 10 ones). You can still add up all the ones and tens and get the same number, 51.
I agree he is partially correct in his method, but the -6 would have to be added to the 4 tens (a positive 4 tens), and then you would get the correct answer, 36. Never thought about it that way before!:)
You might be able to show him on a number line, by counting backwards by 17 ("subtracting") that you don't go way past zero to the negative numbers, so his answer, though well thought out, can't be correct.
We use chalk on the driveway to draw dots in a place value chart, a la Singapore 2. Redraw a ten-dot as ten dots in the ones column. You might have to wait for the snow to go away.:rolleyes:
We also used dime-to-pennies trick.
That's cool that he has a reason for his method, and is really thinking.:D