How I would love to be able to show you ALL of the work we’ve been doing…but we’re too busy to have time! So, as always, this is just some of the work we’ve done this week.
I introduced this distance formula work to Mr. Scientist, d=vt in my album, though in math texts it is generally written d=rt, which is the same thing. Mr. Scientist says this is the first math work he’s liked, and it’s given him a reason to keep working on long multiplication, of which he is not such a fan. 🙂
We used tickets that we cut in order to be able to move our variables around. We started with the words distance, time, and velocity, and then read a problem and made tickets with the numbers we knew. We could easily see what we already knew and what we didn’t know and were solving for. Mr. Scientist was ready to move on to the algebraic notation for the formula, and discovered all three versions on his own.
Mr. Scientist saved his money until he had enough to buy this aquarium. He really, really wants to have fish, and has been reading everything he can find on them for weeks. And he talks about them all.the.time. Truthfully, I have minimal minterest in fish, but I’ve made my best effort to support him, and listen to all of the fish things, and help him if he needs it. But clearly, he knows much more than I do about fish. And I do not mind that at all. 🙂
Wal-Mart generally has some board games on sale at this time of year, and I bought this one, Trouble, a couple of week ago. All three enjoy playing, although we let Miss Braveheart play by her own rules. ;). It’s fun to watch all three playing together with a game that I enjoyed when I was a girl.
Last year I made this game, Ofuscado (Befuddled), for Mr. Scientist. It uses Scrabble letter tiles (we use the Spanish edition), and he makes as many words as he can before he gets befuddled. It’s like Boggle. It also has some math, because he adds up the value of each word he forms. Surprisingly for me, Miss Adventuress was really interested in this game, too, and they played together, though not competitively. I also made a math version, to make math equations, which we’ll try tomorrow. I plan on sharing the games with all of you, too. 🙂
Miss Braveheart was working with these Christmas-themed cards. She can already put the same objects together. I made a set with all kinds of Christmas symbols, and I got out the Nativity-themed cards for her, since she has already had lots of experience with the Nativity set we have and with the story. I almost have this card set ready to share with you.
Miss Adventuress working with the Montessori addition strip table. She made the pyramid with the red strips correctly, but she rebelled and refused to make it with the blue strips. 🙂 She wanted a worksheet, so I made her that one with the snowmen; she wrote the sums in the snowmen’s hats. I also made a blank version, with just the snowmen and no equations printed, and she made up her own and solved them. She filled up that whole page with her own problems.
Miss Braveheart enjoyed working with these snap cubes today. I brought out the red, yellow, and blue ones to work on color at the same time. I always use objects that are identical except for their color when we work on colors. I put the Montessori color tablet boxes on her Christmas list to keep working on colors.
Miss Adventuress working with this art folder I just finished. I cut out pictures from an art history book I had. These folders are a classic Montessori material. Some have works by one artist; others, like this one, have a period theme (The Early Renaissance in this case); and others have themes like family, transportation, landscapes, etc. Each work has information written on the back, identifying it, and the folder has more information on the back of it, too. This week I’ve made art folders with Pablo Picasso and Donatello in addition to this one. Ideally, all of the photos would be the size of a complete sheet of paper, but this was the most practical for us for now.
Mr. Scientist working on his long multiplication. It’s not his favorite work, for sure, but he’s understanding it well. He doesn’t want to use the large bead frame anymore, preferring to do it all on paper. I asked him to do a problem with three digits by one digit, and he made up his problem and solved it. This allowed him to choose numbers with which he was comfortable, and concentrate on the process of long multiplication. While he didn’t want to start this work, it went well once he began. Now he just needs to practice a little bit on his own to be able to continue with more presentations in this area.
This shows how he did his work. He’s not using the standard algorithm yet, and you’ll note his use of periods instead of commas, which is how numbers are written in most Spanish-speaking countries. I want him to feel comfortable using both systems of writing numbers.
We usually work in the living room and classroom upstairs, but this morning we were in the basement, so pardon the photo quality…and the fact that you can see that the children hadn’t put away all of the materials from one work before beginning the next. We’re working on that. 🙂 Until next time!
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