Here’s the homework for this week:

**Foundations in Math** –

Some new videos were added to the Educreations class. I’ll leave last week’s videos there for a while.

New flashcard sets have been added to the Quizlet class. I’ll leave last week’s sets there for a while.

In class we started making fact families with the addition facts we covered last week.

We started doubling numbers. When a number is doubled it’s added to itself. For example, double 4 is 4 + 4. Doubling is the same as multiplying by 2. For example, double 5 is 5 x 2. Doubling is very useful in many computations. Multiplying by 4 can be thought of as doubling and doubling again. For example, 6 x 4 is the same as 6 x 2 x 2. And multiplying by 8 can be thought of as doubling three times. For example, 7 x 8 is the same as 7 x 2 x 2 x 2.

Finally, we added two-digit numbers mentally by adding the tens, then the ones.

Finally, in your 3-ring binder, there are some pages to complete. I will note the titles of the lessons I want you to complete. Keep in mind the page numbers have nothing to do with the order of the pages are in your binder.

Complete fact families close to the beginning of the book. Students wrote numbers in small boxes above each fact family. Use only those three numbers in each fact family.

In each of the following lessons, do two things:

1) practice using the “Drill” section on the first page of each lesson. If you know these facts, aim for speed while maintaining accuracy.

2) last week the homework was the first page of each of these lessons. This week, work on the remaining pages of each lesson. For story or word problems, be sure to write the expression or equation you solved in order to get your answer. See example below.

“Sums with 5”

“Sums with 6”

“Sums with 7”

“Sums with 8”

“Sums with 9”

“Sums with 10”

Example of writing expression or equation: On the “Sums with 7” lesson, on page 32, problem 7a says “Lisa has three goldfish and Lauren has six. How many goldfish do they have together?” The student should write

3 + 6 = 9

Another example: On the same page, 7d says “Paul has nine toy cars. Six of them are in the living room. The rest of them Paul cannot find. How many cars are missing?” The student could write

6 + ___ = 9, so 3 cars are missing. OR 9 – 6 = 3

“Doubling” is the lesson following the Sums lessons. Complete this lesson. Be sure to write an expression or equation for each word or story problem.

**Math for the Middle Grades** – Daily work as listed on the blue sheet in your student’s binder: Complete lessons 4, 5, and 7. Lesson 6 is optional. For lesson 6, students should at least read the first page of the lesson. Sometimes interest is piqued and optional turns out to be fun. Parents, please score your student’s work each day, even if the student has not completed the lesson. Students, correct any errors and email me if you need help.

Parents, please score your student’s work each day, even if the student has not completed the lesson. Students, correct any errors and email me if you need help.

Homework as listed on the yellow sheet in your student’s binder: Complete homework number 3. In the “homework” section of your binder are three sheets that have a “3” handwritten at the top. All three of those are the homework. Do not score Homework. Hand it in unscored.

**Math 76** – finish lessons 4-7. We did the practice problems in class. Complete the odd-numbered problems in the problems set for each lesson. Score your work as shown in class, and as described in one of your handouts. I brought the score keys to WEST and forgot to hand them out. Students, please remind me next week! I’ll email a key for this week.

**Algebra 1/2** – finish lessons 6-10. We did the practice problems in class. Complete the odd numbered problems in the problem set for each lesson.

**Algebra 1** – finish lessons 6-10. We did the practice problems in class. Complete the odd numbered problems in the problem set for each lesson.

**Algebra 2** – finish lessons 6-10. We did the practice problems in class. Complete the odd numbered problems in the problem set for each lesson.

**Geometry** – Take LifePac test 1. Do not score it. You may use your note cards during the test. Complete Unit 2 parts 1 and 2. Be sure to score your work and correct any errors. Complete each lesson before working on the self-test for that section.

Complete Unit 2 parts 1 and 2. Be sure to score your work and correct any errors. Complete each lesson before working on the self-test for that section.

Be sure to write any definitions, postulates, and theorems from each section we study on index cards.

]]>On Thursdays, I will post homework reminders and other information here. Today I keep thinking I’m forgetting something, so feel free to email with questions.

All students should email me if they have any questions about the assignment, how to do their homework, or if they are struggling with a particular problem.

Here’s the homework for this week:

**Foundations in Math** – This class started with basic addition skills. We talked about how to add 0, 1, and 2 to any number. We found different ways to add to 5, 6, 7, 8, 9, and 10. We also talked about triangular numbers. Remember to look at groups of objects and see if you are able to figure out how many objects are in the group without counting each one. And we talked about this guy: click here

I will email the links to the Quizlet practice and Educreations videos shortly.

Finally, in your 3-ring binder, there are some pages to complete. I will note the titles and page numbers of the pages I want you to complete. Keep in mind the page numbers have nothing to do with the order of the pages are in your binder.

Complete

“Sums with 5” just page 22

“Sums with 6” just page 24

“Sums with 7” just page 30

“Sums with 8” just page 33

“Sums with 9” just page 41

“Sums with 10” just page 45

We will complete most of the rest of the pages in those lessons in class, or they will be assigned next week.

**Math for the Middle Grades** – Complete lessons 1-3. Parents, please score your student’s work each day, even if the student has not completed the lesson. Students, correct any errors and email me if you need help. Also, complete Homework number 2. Do not score Homework. Hand it in unscored. There is no Homework number 1.

**Math 76** – finish lessons 1-3. We did the practice problems in class. Complete the odd numbered problems in the problems set for each lesson. Score your work as shown in class, and as described in one of your handouts. I will email a score key for these lessons later on Thursday, September 7.

**Algebra 1/2** – finish lessons 1-5. We did the practice problems in class. Complete the odd numbered problems in the problem set for each lesson.

**Algebra 1** – finish lessons 1-5. We did the practice problems in class. Complete the odd numbered problems in the problem set for each lesson. Exception: for lesson 5, complete the practice problems and omit the odd numbered problems in the problem set.

**Algebra 2** – finish lessons 1-5. We did the practice problems in class. Complete the odd numbered problems in the problem set for each lesson.

**Geometry** – Complete Unit 1. Be sure to score your work and correct any errors. Complete each lesson before working on the self-test for that section.

3/4 ÷ 1/2

Then we were instructed to rewrite the problem changing the division to multiplication and flipping the second fraction:

3/4 x 2/1

At this point we could cancel, or we could multiply and reduce later. Let’s multiply:

6/4

We can reduce to by dividing the numerator and denominator by 2:

3/2

And if necessary, we can change this to a mixed number:

1 1/2

Does this answer make sense? It’s hard to tell. We’ve followed a procedure, an algorithm, but do we understand what just happened? For most of us, understanding the connection between the original division and the answer was missed. Maybe your elementary teacher didn’t explain it. Maybe he did and you didn’t understand or remember.

In Math for the Middle Grades we use a wonderful curriculum called Math Mammoth. Math Mammoth is written by a Maria Miller, a homeschool mom who was born and educated in Finland and now lives in the U.S. According to her website (click here), she was tutoring homeschooled children and saw that there was conceptual understanding missing from the children’s math education. In her books she provides lessons in understanding math concepts, followed by lessons that teach the traditional algorithms for those concepts.

Students who join us for Math for the Middle Grades get a good start on understanding of operations with whole numbers, fractions, decimals, and percents. This understanding provides some great advantages:

**Greater ability to calculate mentally.**This is a great time saver when solving long, complicated algebra trigonometry equations.**Increased recognition of sensible answers.**When following an algorithm to divide decimal numbers or add fractions it’s helpful to have a rough estimate of what the answer should be. That estimate can be made quickly by mental calculation when the operation is understood.**More easily connect real world problems with the math that represents them.**Solving real world problems can be difficult to solve when the process starts with picking the right algorithm. Making a connection between the algorithm for multiplying decimal numbers and calculating the sales tax on a particular purchase seems arbitrary. Understanding the concepts of decimal part of a number or percent of a number has a more direct connection to the problem.

Math for the Middle Grades help students in grades five and up with understanding the concepts described in this post and lots more. In this worktext-based class we also study basic math facts, geometry, and graphs. Most weeks also include a game that provides practice of math skills.

Join us! Find more information at WEST.

]]>At the end of the second year of school, I met with her teachers. They wanted my daughter to attend summer school so that the gains made during the school year would not be lost. I mentioned that my daughter had not attended summer school the previous year and did just fine. One of the teachers looked through the child’s records and saw that test scores indicated that the child had made progress over the previous summer. A wave of disbelief washed through the room. Then one of the teachers mentioned my background as an educator and everyone assumed I had taught my daughter all summer. At that point, I decided to keep quiet and not reveal that our summer had been completely aimless and recreational.

Besides my own daughter’s gains over a lazy summer, many of my math students have made similar gains. Over and over again I’ve seen students struggle with math concepts in the spring, avoid math all summer, and suddenly grasp concepts in the fall. I think of summer as a time to digest learning. All year we fill our students’ brains. In the summer their brains sort, store, and process the information they’ve had poured into them for months.

Some years I have looked at June, July, and August as a perfect chance to get some academic work done. My children were behind, so I thought they should catch up. Now I’m older, and maybe wiser. For some students, sometimes, summer is a good time for formal learning, but I believe summer can be put to better use.

Summer is a great time for field trips, travel, and lazy afternoons at the swimming pool. Long conversations, reading to each other, and good movies can all be enjoyed any time. Cooking, cleaning, laundry, and home organization can be explored at a leisurely pace during the long days of summer. I think I’ve just written my family’s plan for the summer!

]]>If you need to turn in work after April 19, here are some options:

I’ll be at WEST Tuesday, Wednesday, and Thursday, April 25-27. Drop off your work then. Look for a box in the hall with my name on it. You may also scan and email, or snail mail your work to me. No work will be accepted after May 31.

In math classes on 4/18 and 4/19, each class will have a final exam. It’s part trivia and fun, part spelling (math words), and part math.

Homework:

Math for the Middle Grades – In class we played with polygons, protractors, and patterns! Try to finish lesson 88. That’s it.

Math 76 – lesson 116. Any problems in that are from lesson 115 are optional. Continue working on tests.

Algebra 1/2 – lessons 121-123 and tests.

Algebra 1 – lessons 118-120, tests.

Algebra 2 – lesson 122, tests.

Personal Finance – review! We’ll have a final exam in class on Wednesday. Your activities for chapter 12 have been emailed. Another option for chapter 12 homework is to listen to a series of messages by Andy Stanley. Click here to access the messages: Your Move. Or download the Your Move app and listen on your phone or tablet. Pick any series, or single message, that has something to do with money, listen, write at least half a page of response. Be sure to include the name of the message or series. Some suggestions: “What Makes You Happy”, “See the World”, “Crazy Like Us”, and “Breathing Room”.

]]>Geometry: https://www.aop.com/curriculum/shop-lifepac/geometry-set This link is to the 10 Lifepac set plus teacher’s guide. The teacher’s guide is required for the class.

If you already have the teacher’s guide, here’s the link to the set of 10 Lifepacs: https://www.aop.com/curriculum/shop-lifepac/geometry-10-unit-set

Personal Finance: https://www.daveramsey.com/store/kids-teens/home-school/foundations-homeschool-student-text/prodFOUHOMESTUTEXT.html

Next, this week’s homework:

Math for the Middle Grades – Lesson 90 and Homework 28.

Math 76 – Lesson 112, all the problems. Be sure to complete the next test this week.

Algebra 1/2 – Lessons 118-120. Tests 24, 26, and 28 are due by 4/18.

Algebra 1 – Lessons 113-115 practice and odds. Lesson 119:12-14. Work each problem twice, once using the quadratic formula and once by completing the square. Keep working on tests.

Algebra 2 – Lesson 120 practice and odds, read Lessons 123 – 128. Keep working on tests.

Personal Finance – Your activities have been emailed. Also, begin a list of your achievements, at least one per year for the past four or five years, as part of preparing to make a résumé.

]]>One day when the baby was five months old he was playing happily with some toys and my husband and I were talking not far away. It was a lovely, peaceful scene. The quiet moment was interrupted by a loud pounding sound. It sounded like the neighbors in the adjoining unit were pounding on an upstairs wall. My husband and I looked around and were surprised to see the baby was gone.

We ran up the stairs toward the pounding. Upstairs we found the baby standing next to the toilet pounding on the lid. Once the shock wore off we quickly completed all the baby-proofing projects we thought we had months to complete.

On the flip side, only one of our six children lost baby teeth at about the times doctors say it should happen. The rest of the children had baby teeth well into their teens. And why are they called twelve-year molars when they don’t show up until you’re fifteen years old?

We accept differences in child development. Everyone is one his or her own schedule. That is until the child turns five. Then it becomes ultimately important to be on track with the academic schedule of the school. Great harm can be done when skills and knowledge are taught according to the age of the child, and not the child’s development.

I’ve seen this over and over in math. Students who were expected to understand and apply principles of math before they were ready can end up believing they are something less than smart, or that math is just too hard. Even students who are old enough to understand algebra and are unable to get past the emotions surrounding earlier failure in math. These failures were not caused by the child’s lack of effort, but by teachers trying to make them do something they were developmentally unable to do.

I could go on and on about the hazards of early formal instruction, but I’ll give my solution: wait. Wait until the student asks for instruction. Wait until learning is a treat, not torture. And when the student gets stuck it’s time for a break. It could be a day, a week, or a few months before the student is ready to begin again. In the meantime, do what’s productive. Learn what the student is ready to learn. If we wait and take breaks, and if we work on what students are developmentally ready for, learning can take much less time and effort.

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Math 76 – Lessons 108-111 practice and odds, Test 20.

Algebra 1/2 – Lessons 115-117, practice and odds.

Algebra 1 – Lessons 110-112, practice and odds; lessons 118-119, practice and problems 8-11 all.

Algebra 2 – Lessons 116-119, practice and odds.

Personal Finance – your activities have been emailed to you. Start reviewing for the final exam which will be given in class on the last day of class.

]]>Math for the Middle Grades – This is a change from the syllabus!

Lessons 83-84 and continue working on Homework 27. If you have finished Homework 27, check your work. Homework 28 will be optional.

Math 76 – Lessons 104-107 **evens**. Any problems that don’t have answers in the key may be skipped. Check trackmygrades.com to see if you are missing any tests. This semester the following tests were are assigned: 10, 11, 13, 14, 16, 18, 19, 20, and 22. Test 26 is on the syllabus, but we have moved at a more reasonable pace through the book, so we’ll skip that one.

Algebra 1/2 – Lessons 112-114. Check trackmygrades.com to see if you are missing any tests.

Algebra 1 – Lessons 107-109. Check trackmygrades.com to see if you are missing any tests.

Algebra 2 – Lessons 112-115 and test 24. Check trackmygrades.com to see you are missing any tests.

Personal Finance – Your activities have been emailed.

]]>The big picture, the goal, has to be in front of me. I need to know what I’m working toward and how to know when I’ve finished. The finish line is not just a date. It might not be a date at all. The finish line is when I’m done with the work.

The goal is achieved by making many small choices. Sometimes there are many decisions in a day that could have a cumulative effect on whether or not I reach the finish line.

Patient endurance is key. The initial excitement got me going, but patiently looking toward the goal and enduring through occasional, or sometimes frequent, discouragement will get me to the goal.

Sometimes I’ll need help from others. It’s much better to ask for help than to miss the opportunity to achieve.

How can you finish well? How can you keep the big picture in mind, make small choices, patiently endure, and ask for help today?

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