Daily Work 10.4.14: Nouns, Rafts, Beads, and a River

Share It!

Nombres comunes y propios Common Proper Nouns

I began the noun classification presentations with Mr. Scientist last week; this was the first one, with common and proper nouns. I asked him for a book, and he gave me one, but I told him that was not the book I was looking for. He gave me another one, and I said that wasn’t it, either. After doing that three times, he began to get a little frustrated with me. 🙂 There was a pile of Sesame Street books his sister had been reading nearby, so I told him I wanted the book with Ernie in it. He gave me one, and I said no, that’s not the book I want. I want the one with Bert and Ernie both. He gave me one of that description, but I said that wasn’t it either.  Finally I told him I wanted the book with Bert, Ernie, Grover, Big Bird, and Cookie Monster. He gave me the book with all of them and I exclaimed, yes! That’s it! This led us into a discussion about the difference between some nouns. We had been talking about things and people, but there was a way to talk about one specific thing or person. I explained that the general words, like book, which could be any book, were common nouns. A specific book, on the other hand, like the Bible, would be a proper noun. Then I gave him this material. First he put all of the words in the correct columns. Then he paired them up, one common noun with one proper noun of the same type. He discovered that all of the proper nouns were written with capital letters. Another day I asked him to write what he knew about common and proper nouns in his notebook, and he wrote a definition for each one, and noted the rule that proper nouns are always capitalized.

Sumar con perlas doradas Addition with golden beads

I was putting together the stamp game, another Montessori material, for Miss Adventuress last week, but I told her she needed to work a bit more with the golden beads before going on to that material. She took out all of the materials needed and decided she wanted to add. She made three addends with the cards, showed each one with the beads, and got to work. Here she is ready to begin adding. She used the small number cards for the addends, and used the large ones to make the sum. In the little white basket you can see the large number cards behind the sets of small ones.

Experimento flotar

Meanwhile, Mr. Scientist was in the bathroom with bottles and wood, trying to make a raft. Of course, his plan was to make one large enough to take the whole family all over the lake. But he decided he wanted to see how it would work first, before building that. Here he had called us all in to see how it was going. He discovered that it was a bit more difficult than he had anticipated, but he made some important discoveries that will help him in his next attempt…and he learned a good bit of physics while he was at it! 🙂

Cuentas para la nena

Miss Braveheart was on my lap while I was helping Mr. Scientist a bit with his latitude and longitude project. She decided she wanted her own work, so she chose this one from her shelf. She’s mastered it now, and this was the last time she did it. Now she just wants to play “pour the beads out”, so I’ve taken this work off of her shelf for now.

Río Montessori River

We began the Montessori presentations on the river last week. This was our first attempt at the river model. We almost had all of the layers ready, and we were just about ready to start to pour the water to form the river, when the whole thing fell down! We made a few small changes, and it worked the second time. This river work deserves its own post, so I’ll leave more pictures and information about it until later! We’ve really enjoyed this work, and it’s one that Mr. Scientist and Miss Adventuress have done together…and Miss Braveheart has observed it all and has played quite a bit in the “ocean”, too. 🙂

Taller de matematicas Math WorkshopI decided to form a Math Workshop class with a few local homeschoolers in our city, and this was the first meeting. I’m presenting them with problems that require them to work together and do a lot of thinking. They had already done one problem in which some had sheep and others had tobacco twists, and they had to trade them. One sheep was worth two tobacco twists, but they could only use the numbers 1, 2, and 3. This is a real situation out of history, and the discovered that they would have to trade one sheep at a time, which was a long and annoying process. Then I dumbed a bucket of counting bears on the table and told them that they needed to develop some way to count them so that they could trade more easily the next time. The couldn’t use any number they already knew in any language. They didn’t finish this problem before our hour was up, but they had reached the point of deciding they could use an animal sound to represent each number to 1000, which would be enough sheep! They are going to discover place value, and they will really appreciate its usefulness after this!

Linking up with fiveforfriday2_thumb[3]

Esta entrada también está disponible en: Spanish

Share It!

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.