On the ride back home we talked about how if he throws one rock down the mountain it might knock loose two more rocks, which isn’t really a problem — except that each of those rocks might knock two more rocks (to keep the math simple) and each of those rocks might knock two more rocks each, and pretty quickly all the rocks are falling down the mountain. N looked properly terrified.
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In the complex world of twenty-first century parenting, Screen Time can be the subject of much debate and anxiety.
Every family has different ideas and expectations about this subject. I certainly do not have it figured out. Also, my personal philosophy is in flux regarding the advantages and pitfalls of screen-bound entertainment and education. But …
we have managed to curate a list of several kid’s shows that both I and the kids like. We’ll try out new shows on Netflix every once in a while, but we have our go-to list of shows that (fortunately!) the boys don’t mind watching on repeat. Read more…
… Since I’ll be focusing on fundamental math topics rather than any certain textbook, the lesson packs will be designed to supplement any curriculum. They can be used with younger students to help solidify their understanding of math and, hopefully, get them excited about math and confident in their own ability to understand the subject, or they can be used for remediation purposes to help students who may struggle with a certain topic and need a new experience with the ideas. I’m designing them with a view towards easy implementation for parents/tutors/teachers with clear explanations of how to teach concepts in ways that help lead the student to discover how and why things work the way they do. … Read more…
… Then I brought out the craft supplies and cut out a circle, square, and rectangle from construction paper. He helped me trace each one several times to see what the pattern would look like. I asked him what was different about the repeating circles and the repeating squares/rectangles designs. He had a lot of random thoughts on the topic, but eventually mentioned that there are empty spaces between the circles but not between the squares and rectangles. He got it! 🙂 … Read more…
My 4 year old son and I sat down to brainstorm some more silly words (rhyming words or alliteration phrases or just plain silly sounds) and we (ok, mostly I) came up with this story. It’s fun to get him involved in the creative writing process so he can see how to get ideas flowing onto paper, then mash them all up and jumble them back together until they fall into place and you get a silly story. 🙂 That’s our official process at the moment. Read more…
Things (numbers, variables, expressions) on either side of an equal sign are the same. If kids can really understand this idea, they won’t stumble when they get to Algebra and have to start solving for x. If they can grasp the big ideas behind simple concepts like Equality, they’ll be much more fluent with higher level math concepts.
I wanted to practice introducing these ideas to my (then) 3 year old. I found some things we had at home and made up a very simplistic balance beam. Using egg carton pieces, a paper clip flattened out, and a toilet paper tube shaped into a triangular prism, I asked N to try to make it balance (stay level) using different amounts of cotton balls on each side. Read more…
The tale of the biker man has evolved into a series of stories (The Biker Man Chronicles, perhaps?). We’ve been on a silly-story-telling spree lately, and I had fun working with these particular ones to make them into fun tongue-twister stories.
So here’s the prequel to the story of the Biker man from my last post. Read more…
Besides answering All the Questions, another fun activity we like to do on long car rides is make up silly stories. N and I got rolling (umm, no pun intended) on a pretty silly story the other day and he helped me recall it tonight so we could be authors and write our very own book. Read more…
… At first we practiced filling up the spaces with shells and counting them until N got familiar enough with the visual that he could tell me at a glance how many shells there were (for numbers 1 – 10). Then I filled up the first one with 10 shells and put a few shells in the next 10-frame so he could see that for numbers greater than 10, you don’t have to start counting from 1 every time — you know there’s already 10, so you can just add on. Here’s our visual of the number 14, which is clearly, from the diagram, 10 + 4.
Then I extended the idea to include adding two numbers that were each less than 10. For example, I set 5 shells in the top 10-frame and 7 in the bottom one. Then he would take shells out of the bottom one to fill up missing spaces in the top one. So 5 + 7 became 10 + 2, since the 7 shells were used to fill up the 5 empty spaces and there were 2 left over. Then we went back to the previous idea of counting on from a full 10-frame to find out that there were 12 altogether. … Read more…
The other day, as we were driving, N noticed a sign on a store that had a picture of 3 raindrops. He asked us about it, but it took a lot of explaining on his part to get us to understand what he was talking about, since us grown-ups have lost the superpower of Looking Up and Noticing New Things.
When I finally found the sign he was looking at, I explained that it was that company’s logo. Of course this, as with everything, only led to more questions. We ended up having a great mini-marketing crash course that might be roughly summarized with the following points. (You’ll have to imagine “whys?” inserted after every. single. statement to get the full impact of the moment.) Read more…
