In this photo Kal-El is working on a set of "Animal Story" cards. Ours are from ETC Montessori and I'm very happy with them. The pictures are beautiful and they have a really nice feel. I don't know why Kal-El is sitting on the rug and putting his work on the floor instead of the other way around. When I asked him he seemed surprised by what had happened.
Here's a closer look at the cards.
Kal-El finally finished using the division bead board to find the quotient with or without remainder for every equation with a dividend of 82 or less and quotient and divisors under 10. As he did that work he had to underline any equations without remainders and red and check them against the multiplication control chart. In the photo above he is working on the next exercise which was to record only the equations that were underlined in red on his own graph paper.
The next exercise reinforces the inverse relationship between multiplication and division, the commutative property of multiplication, and whatever you call that relationship between division equations that have the same dividend but reverse the divisor and quotient. He really really dislikes this work. This week we also did the first commutative property of multiplication exercise from the elementary math album that is preparation/review leading up to the distributive property. Kal-El is not a fan. After two to three days of uncharacteristic disgruntledness, he suggested just writing out all of the related facts in groups. One of the things that made this particular division work extra frustrating is that you only need to do the equations without remainders and if you don't know all of your facts yet there is a lot of trial and error. He was pretty tired of the division beads and thinks its silly to use graph paper or bead bars for multiplication when he already knows the facts. So, his proposed solution was perfect and I helped with the trial-and error part by providing just the first division equation for each group.
He had to find the partnered division equation, and the two multiplication equations. I left the right number of rows under each starter equation as the control of error before decorating an empty row and giving the next starter equations. This took up three pages of graph paper, double-sided, with two columns of work on each side. He did half of the work in one day. So much better. He was half-heartedly doing one group a day the other way.
A flurry of inset design was brought on by the new inset design book I made. The book has three or four pages of line drawing ideas for between math problems on graph paper. Another ten pages or more are advanced inset design ideas. I've photographed parts of the book and will post more on that another day.
Me Too likes to have the line drawing suggestions on hand when he works on the fraction drawers so he can try out new ideas for decorating between equations.
The colorforms have been making an appearance when Kal-El needs to recover from a tough work.
Me Too made a map of his neighborhood to share with his Tiger den. I ran that den meeting so the kids all got to do the magnetism lessons from Building Foundations of Scientific Understanding, the primitive map lessons and compass lessons from KHT Montessori Primary geography album. All the kids made their own compass like the ones my boys made in this classic post.
Me Too loves working through the drawers of stamp game equations...except he doesn't use the stamps. So far so good! He notates his borrowing and carrying like a champ! He chooses this work every day.
Another thing he has been choosing every day are story problems. He is working through some sets from KHT Montessori before he digs into the word problems basket Kal-El has been using.
In this particular envelope, the sum is given in the story but neither of the addends are. For each problem he is generating every possible equation that satisfies the sum. He notates the given information with a regular pencil and the other numbers in red.
We started sentence analysis this week and, for Kal-El, it is LOVE at first sentence. That is new work for us and the boys have been very prolific so it will get its own post on Monday.
Me Too has been growing and maturing and, surprise surprise, his handwriting is suddenly getting better. Guess who just needed TIME? It's the same kid breaking one of our cardinal rules, "ALWAYS sit in a good chair, properly, at the table when working in a handwriting workbook." He had gotten crowded out by Kal-El's fraction work.
Kal-El is working through equations in which fractions are multiplied by whole numbers. He doesn't need the fraction circles to do the work, but does like them on hand to reduce his product to lowest terms.
He sometimes records his work in a squared paper notebook especially for his fractions, but prefers to write the answers directly on the card with a dry erase marker.
Here's another geometry lesson you won't find in your albums. This week we wanted to learn, "What makes something a prism?" We gathered and labeled all of our solids. THEN I brought out a couple new shapes from our elementary geometric solids (hexagonal-based prism, etc.,). There was much rejoicing. We learned that there are two rules that qualify a 3-D shape as a "prism."
1. Must be a polyhedron (no curves)
2. It must have the same size and shape cross-sections all across is length.
Of course I had to shape some sugar cookie dough into a rectangular prism. The boys cut cross-sections all across its length and we backed them...and ate them.
We wanted to explore the cross-sections of other solid shapes so we learned how to make them out of modeling dough. Then, we cut cross-sections with a cheese slicer. I was happy to get the deadly knife from the first photo out of their hands. We did not eat these.
The Dwyer reading folders still make appearances for review when appropriate. This week Me Too was reviewing spellings for the long-oo sound. (That's kombucha brewing in the background by the bead cabinet in case you've been wondering. In this cold weather it takes too long to brew anywhere else in the house. The school room is the warmest room.)
I love the sight of both boys independently hard at work on two different subjects side-by-side.