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mathmarm

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About mathmarm

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    Hive Mind Queen Bee

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  1. Do they have the opportunity to learn to swim outside of the summer session? If they could take swim in the Not-Summer months then, in your shoes, I would lean more towards summer school. If this is pretty much their only chance to learn to swim, I'd go with swim because I consider it a life skill.
  2. Sorry, I don't understand the situation that you are asking about. Can you please be more clear? Perhaps using the quote function can help you structure your reply coherently. How old are the twins? Is it a total of 3 children that you are asking about, or are you asking about 2? Or more than 3 children? I asked multiple questions and you said "No and that is my main concern" No to WHAT? Can you please explain what you're main concern is? WHICH coding toy do you have that you're trying to use? (There are dozens on the market). You mentioned that your niece has a rudimentary understanding, but of WHAT? Logic? Computers? Coding? What is it that you're saying she has a rudimentary understanding of? If you're niece has a rudimentary understanding of it, what kind of understanding do(es) the other child(ren) in question have? I personally believe that every small child without severe intellectual disabilities is smart. So are you talking about children who are gifted? Are YOU---the teaching adult---only willing to devote 1hr a week of your time to learning in order to teach them, or are you saying that you only want the lessons that you teach to take 1hr a week, even though you are willing to spend more time pre-learning the material? Is it 60 minutes all on a single day that you're going to be teaching? Or will you devote 20 minutes 3x a week or 15 minutes 4x a week for teaching CS?
  3. What kind of coding do you want to teach? Are you looking to program computers or toys or just get them started with coding games and exercises? How old are the children your going to be teaching? Can the children involved read fluently? Can they reason through multistep tasks? How much time are you willing to spend doing this?
  4. Daily Work: Music: Singing and Ukelele Athletics: Body weight exercises, running, practicing tennis or soccer Thinking Time/Problem Solving: Taking a bit of time each day to focus on reasoned thinking, problem solving, creative solutions. Using a hodge-podge of curated and home-grown resources. Daily Seat work: Reading: Independent and buddy reading each day, as much as time and attention spans allow. Drawing: developing his visual communication skills by working on 3D and 2D drawing ability using instruction from New Augsburg Year 2 The Drawing Textbook Geography: learning about the worlds physical geography using a Read-Draw-Write learning pattern. This study will culminate in creating a hand-drawn world atlas. Read - he'll read daily about a specific continent for a week. Draw - each day he'll draw a map of the world, and he'll draw the continent of the week 3x. Which brings me to the Write - I'll make a photocopy of his best continent map and he'll write geography-themed copywork on it. Write - Beginning in the 3rd cycle through the continents, he'll take 2-column notes on his reading and use them to write a paragraph in later cycles. The focus is mostly on the 6 permanently inhabited continents but Antartica will be included too. For the 3rd cycle through the continents we're shortening the time we focus on a continent to 2 to 3 days at a time. After he's got each map down solid, we're going to make an atlas by compiling his best maps, copywork and paragraphs into a book. Math: He's very accelerated in math. Currently, we're solidifying his mastery of foundational skills and may transition to using textbook for 2nd grade. Alternating-Day Seat Work Writing* and Vocabulary*: Reasoning and Writing C or Whatever Vocabulary Program we settle on. Painting and Handicrafts: Froehlich Year 2/3 or Sloyd for the Primary Grades (First and Second Year section) *Starting them over the summer and working at them daily to get a head start, then switching to an alternate-day pace when the 2nd grade school year starts.
  5. Has anyone used and able to give feedback on Dynamic Literacy Word Build Foundations? Any idea how Word Build compares to Spelling through Morphographs? Does Word Wealth Jr teach via morphics?
  6. May I ask why you wish more people chose to educate as you do? Yes, we do EC/IPT. 🙂
  7. Cheer up 5. My kids are still young and we take it week-to-week, one term at a time but yes. It can feel isolating to be so...out of sync with "everyone else". But I don't think of myself 'sitting on a fence'. Instead I look am STRIKING my own path. Some people are following established paths. Some people are striking their own path. I count myself amongst the latter. So, while I don't even have a philosophy that I can name drop to others as an abbreviated way of giving them clues to my approach to educating my kids; that is OK. I have learned how to use the WTM boards for what they are good for. I have learned which questions to ask and which to explore with,my husband and/or self. I am learning to trust my gut more and LISTEN to my inner voice. I am learning to read my kids and to look critically at The Establishments for insight, inspiration or instruction on what to and not to do. I am learning how to optimally educate my kids and no book exists that can tell me how to do that.
  8. OP, In my experience Saxon Math 3 is a tough act to follow because it gets kids computing with all 4 operations, working with integers, graphing on the co-ordinate planes, adding/subtracting fractions, simplifying expressions, familiar with many geometric relations, introduced to exponents and square roots, working with time and has taught them to analyze word problems based on the structure of the story and model it using expressions and/or bar models. Saxon Math 3 is a potent book, I haven't found the 4th grade book that picks up with exponents, fractions, geometry and more complex 2 step word problems while keeping base-10 arithmetic sharp by including a few problems each day for the kids to calculate. If you're willing to make your own, I would sit down with a 1-subject notebook and write down 8 - 10 problems per page that extend on the concepts that she's learned in the last 4th or 5th of Saxon 3, because you're going to be hard pressed to find a book that fits neatly. If you're not willing/able to make your own worksheets then Have you considered the Math Minutes books? Each sheet has around 10 problems and it's meant to be completed within 1-3 minutes. The problems are designed to just exercise and review--not teach. They have books for grades 1-7/8, I think. Many schools have published these books to their school website so if you look around you can preview the entire book to pick the correct level for your DD before you buy. If you want her to build fluency with the calculation skills during this time; you could go to the book store and look at the following Kumon workbooks: Decimals and Fractions (G4) -- doing + and - of decimals and like-fractions (this will pick up right where she is with Saxon 3 and make her rock solid if she's not) Decimals and Fractions (G5) -- doing x and / decimals; + and - mixed numbers (will teach her the next level up from where she is with Saxon 3 and get her solid) Fractions (G6) -- adding, subtracting, multiplying and dividing fractions (assumes decimal arithmetic is fixed and focuses strictly on fraction arithmetic) The instruction in Kumon books is scant, so you'll want to explain what's happening and demonstrate why & how problems are solved and that will be your short, 5 minute explanation. In my opinion, each of these is solidly built, and you can use sticky notes to cover every other problem if the page is too cluttered for her to work from without feeling overwhelmed. If you want to use this time to compute in context and build-out the problem solving skills more, I like FAN Math Process Skills in Problem Solving more than Kumon Word Problem books. If she's doing well with Saxon Math 3, then you could start her with Book 3 of FAN Math. Work in both halfs of the book each day you'll finish it in a couple of months tops and then move on to book 4 of FAN Math. If you don't want to narrow her math to just either A or B, then perhaps look at getting a Spectrum Math book. I would suggest you to physically look at the G3, G4 and G5 book before deciding. It'll keep her from back sliding, give her a wider variety of practice and allow her to gain confidence and speed at many of the calculations that she's been working. Any of those options should run you at or under $20. You could get 2 of any of these math books for under $20 bucks. Again, Saxon Math 3 is an oddly shaped gem of a math program. It introduces and teaches a lot that is not in many 4th-6th grade textbooks so you have to be flexible to follow it up for a student who'se thriving and enjoying that last half of the book. If you want a variety of problems you could look for one of those 100 Math Minute books--it's a variety of math problems meant to be completed within a minute. They have graded books from 1st-6th grade.
  9. Value is subjective. Hubby and I value that our kids gain a total mastery of as many communication forms as possible before they graduate from school. We value the idea of each of them being able to clearly, fluently and with as little effort as possible, express their thoughts and communicate them clearly with, for, or to themselves or others. Since written word is a major form of communication we want the kids to master cursive AND print so that they may exercise choice each and every time that they pick up a pen(cil) to write by hand. In my mind, it's not really a choice when a person feels that one form of written communication either produces an inferior or embarrassing result, or is slow and laborious to use. Both cursive and print must require minimal effort so that they can freely choose. Therefore, both cursive and print must be practiced and exercised to utter automaticity. We have chosen to prioritize having the kids work towards mastering both script and print before the 3rd grade and to help us achieve that goal we do require cursive penmanship across the curriculum. For whatever it's worth we also have ambitions of the kids learning a calligraphic style and plan to require regular calligraphy practice for a few years so that they really get it down. So, I imagine starting calligraphy no later than 6th grade and requiring it daily during the first two-years, then 4 x a week in year three, 3 x a week in year four, and 2x a week every year after that.
  10. We chose to teach cursive penmanship so that the kids will be able to use it--whether for daily communication, accessing historical records etc.--as effortlessly as possible. Why teach any form of remote/recorded communication if you're not going to master it so that it can be used as a means of communication? If cursive (or print. or typing. or drawing, or texting,or morse code, or short hand. or whatever form of recorded communication is being considered) is slow and ineffective after 3+ years, then it may not have been taught very well. (Assuming no major LDs) We've taught cursive using a combo of Kumon and a generic workbooks but because I didn't find a workbook that had sufficient amounts of intelligently designed drill, I had to supplement and create/assign the intelligently designed drills that my kids require myself. Some of the handwriting drills that we do are --doing 2-minute handwriting sprints each day (some days we only do 1 sprint. Others we might do 2 or 3 sprints.) --completing select handwriting drills/exercises by the timer --drilling and automating letter combinations --drilling the X most common words to the point of automaticity The caveat is we write cursive in a way that is visible to all the kids. When Hubby or I write something at the whiteboard--or When we update the grocery list in the kitchen--or When we update the family billboard--or When we leave notes for someone--or When we give gifts and make inscriptions--or When we write notes to the kids--we write in cursive.
  11. Can anyone link me to where I can find this? I tried Rainbow Resource, Amazon and ChristianBook. I even looked on YouTube and Cathy Duffy but I can't find Apples and Pears anything anywhere.
  12. I am looking for a full program for morpheme based spelling/vocabulary. I do NOT want "hand a book to the kid, and walk away". I want something that gives me, as the teaching parent "a role to play" in my childrens learning. If it is interactive (between teacher and student) then all the better. What are my options?
  13. We start spelling once reading is fluent and letter formation is fairly solid. We wanted to use spelling as a vehicle to reinforce phonics, exercise/practice handwriting and introduce some very lite grammar. Our family has been delighted by R&S Spelling by Sound and Structure. I teach it directly from the TM with the caveat that I skip/edit out the overtly religious material, but I teach it as prescribed. We do the spelling drills given in the TM. We're very happy with SbSS and plan to stick with it through the end of SbSS 6 since that is the last level of spelling.
  14. Go on eBay and look at the Marva Collins sound spelling cards. They are a spin off from the original Open Court sound spelling cards from the 60s, but are more comprehensive and have exactly what you asked for. Every spelling of every sound in English.
  15. I thought sure I responded to this. Thank you for offering so many suggestions. He and Hubby have been semi-discussing permutations these last couple of weeks when discussing different sandwiches that they can make from the ingredients available. I wasn't planning to make a unit on it, but now that I think about it more that might be fun. Jr. used to really like a couple of childrens book we had with flipping half pages where the pictures changed and such. I'd love to know more about how you taught Combinatorics to your little one; any details, samples and progression or Scope/Sequences problems you used would be so greatly appreciated. We celebrate Pi day every year, with math activities (not eating pie) so he has a developing awareness of irrational numbers. Plus he knows rational numbers are and but still developing an appreciation/awareness of irrational numbers. He has done a some work with irrational numbers from when we were working on exponents and such, but we'll need to revisit/expand on it more at some point. We have been talking up to and around complex numbers off and on for a while now. He's not quite there yet but he's made a couple of comments as we've been playing with doing graphs in Cartesian space with the XYZ axis that demonstrate some curiosity about them, I've tried to drop a few hints to feed his intuition, but it's been lite. We've been graphing a lot together in preparation of playing with more linear algebra and complex numbers, but we'll need some more time. I'd love any suggestions for concepts from linear algebra that you'd recommend. I don't think that he's ready at all for all the book keeping that comes with matrices. But I've been doing XYZ graphs with him, and I was planning/hoping to do more linear algebra in the coming months, but I need to flesh out some lesson plans for teaching complex numbers too. Picks Theorem! Of course! I'll have to put together a geoboard. I think that he'd really enjoy doing Picks because he liked Area/Perimeter. I'm not super creative by default, so I would love any help with "porting" group theory concepts down to his level for exploration in a friendly way. Whether hands on or at the chalk/whiteboard. It's not so much that we need games. I'm just struggling to come up with good ways to approach and practice a lot of math concepts easily enough for him. I don't like to introduce/explain things until I'm ready, that way I minimize the chances of confusing and frustrating him bygoing too fast, or skipping something or being unclear.
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