Again, the kids have spent alot of time playing outside, making up games, reading and playing with lego. It has been a bit of a struggle for me this week, with a 2.5 year old who refused to sleep and a teething 5 month old. I do have to say it has been a welcome break though, and the good thing about homeschooling is that we can break when we need, work through "school holidays" if need be, and generally take things at our own pace. I do like to see the kids use their imaginations, and this has really been the case this week.
We officially moved Kaliah to a Saturday swimming class, so her and Zak both have swimming on Saturdays now, while the other three remain on Mondays.
Friday, March 11, 2011
Week 5 (Mon 28/02 - Sun 06/03)
We have taken things, book wise, quite slowly this week. The kids have spent a great deal of time reading, constructing with lego and playing outside this week.
We have also concentrated on cleaning the house (which, of course, is a never ending task!)
Khaemon started some handwriting this week with Writing Matters K, pages 4 - 7, Downstroke letters and patterns, which he traces really well!
We touched on some Science this week with Zak and Kaliah, but I really think that's something I may need to re-evaluate and look for something that, at this stage, is less technical and more every day science.
We did our usual shopping and packing away routine on Wednesday, which was slightly challenging for the kids, as we had quite a few new and uncommon things in our shop this week (we are trying new things) so there were lots of questions about where certain things went (and what they were too, like ricotta cheese!)
Zak helped me make chick pea enchiladas this week, which was fun and definitely something we will do again.
Swimming lessons are still going well, although we are seriously considering moving Kaliah to a different class (same level) just because she needs to be challenged. Zak works hard, putting a great deal of effort into improving his strokes and styles.
At Riv Kids this week, the kids painted, made clay sculptures and also made things with scrap cardboard boxes and rolls, egg cartons and other bits and pieces.
We have also concentrated on cleaning the house (which, of course, is a never ending task!)
Khaemon started some handwriting this week with Writing Matters K, pages 4 - 7, Downstroke letters and patterns, which he traces really well!
We touched on some Science this week with Zak and Kaliah, but I really think that's something I may need to re-evaluate and look for something that, at this stage, is less technical and more every day science.
We did our usual shopping and packing away routine on Wednesday, which was slightly challenging for the kids, as we had quite a few new and uncommon things in our shop this week (we are trying new things) so there were lots of questions about where certain things went (and what they were too, like ricotta cheese!)
Zak helped me make chick pea enchiladas this week, which was fun and definitely something we will do again.
Swimming lessons are still going well, although we are seriously considering moving Kaliah to a different class (same level) just because she needs to be challenged. Zak works hard, putting a great deal of effort into improving his strokes and styles.
At Riv Kids this week, the kids painted, made clay sculptures and also made things with scrap cardboard boxes and rolls, egg cartons and other bits and pieces.
Week 4 (Mon 21/02 - Sun 27/02)
Zakari
Writing Matters 3
page 36 - No joins, b, p and s
page 37 - No joins, g, j and y
page 38 - No joins, Capital letters
page 39 - No joins, letters that don't join to 'e'
Zak's handwriting is improving, although I'm not too concerned with cursive writing as such, because his printed handwriting is quite neat and he prefers to print anyway.
Maths Plus 4 Stage 2
page 101 - Grams
Zak has no problems converting gram measurements to the equivalent kilogram and gram measurements
page 102 - 4-digit addition
Zak competently completed the exercises on this page, and even solved the final 4 problems mentally!
page 103 - Number relationships
When a number sentence displays an addition or subtraction problem, Zak can complete the missing number, regardless of its place in the sentence, quite easily. He does, however, encounter some difficulty when the sentence is a multiplication or division problem, but I am noticing that it is more often than not a concentration issue rather than one of not understanding.
He has no difficulty in devising multiple number sentences that all have the same given answer, although when it comes to deciding whether two are the same where the answer is not shown, he appears to struggle, but again, when questioned (or asked what the answer of each problem is individually), he gives the correct answer, so I think it is a lapse in concentration rather than lack of understanding.
The same can be said of questions that ask whether two number sentences are equal, or whether one is larger or smaller than the other. He tends to confuse the greater than symbol (>) and the less than symbol (<), which is easy enough to do. Out of 9 problems, he only got 4 correct. I suggested to him that he work out each problem and write the answer above, and that would help him determine if the problems were greater than, less than or equal to each other.
Kaliah
Writing Matters 2
page 12 - L
page 13 - X
page 14 - Z
page 15 - Dowstroke letters - starting points
page 16 - Assessment of downstroke letters
page 17 - Anticlockwise letters
Kaliah tends to rush her writing, even when I tell her to concentrate and take her time. She has a little bit of trouble understanding what a verb is, and has difficulty in following written and verbal instructions. I was disappointed in her effort with pages 12 and 13, and had her write these pages out again as practice, but her writing did not seem to improve.
She needs to concentrate more; when asked to separate a list of words into groups of head-and-body letters, body-and-tail letters, and letters with head, body and tail, she had difficulty understanding what was actually required, meaning we had to sit and discuss each word and what kind of letter each letter was in every word (which is very time consuming!)
______
Library
This week, we paid a visit to our local library, where Zak, Kaliah and Khaemon all became members. They enjoyed looking through all of the books and choosing which ones to borrow (of course, we were there for quite some time!)
Zak chose to borrow books from the Young Adult section of the library, which I encourage him to do, since he loves to read!
In future, I may have to look at what kinds of books Kaliah borrows, as I feel she needs to be challenged a bit and definitely needs to move on from the easy reading, Kindergarten type of books.
Khaemon was very proud of his selection (even though he just looks at pictures at this stage!) but he tends to make up his own story as he goes along!
Swimming
All of them are progressing quite well in swimming.
Zak needs to learn about stamina - swimming a lap of 25 metres with one breath is all well and good if that's all you need to do, but even in a lesson, there are many more laps to come after that, so he needs to learn to breathe when he needs to and to pace himself properly (which will come).
Kaliah needs to realise that swimming isn't all about fun and games. She is told the same thing every week about her kicking, that she needs to kick from the hips not the knees! She tends to have the same problem following directions here too. I don't think that one on one lessons are quite doing it for her, and the extra child that has been in her class lately isn't challenging her in the way we were hoping.
Khaemon is doing well, considering he is the only one in his class. I think he is really lapping up al the attention and trying really hard to do his best with learning freestyle.
Veygas was really stubborn this week, and spent alot of his lesson sitting on the side of the pool because he just refused to do anything in the water.
Saffryn is starting to splash alot more and seems to enjoy being in the water. She is constantly on the move, with a strong froggy kick. She usually tires herself out and falls asleep straight after her lesson!
Shopping
As usual, the kids all helped with grocery shopping and packing away when we got home. They are all learning the essentials of our weekly shop, and now ask me if we need this or that each week (which is good, cause sometimes I forget!) They also know the importance of putting away frozen and cold foods first!
Riv Kids
We actually made it to Riv Kids this week. It was good for the kids to catch up with their home schooled friends and I think they really benefited from the socialisation. The kids had use of the tennis courts , complete withe tennis racquets and balls (supplied by other families, as we don't usually play tennis!) They also had fun on the play equipment and Zak and a few of the other older boys constructed a marble run inside.
Writing Matters 3
page 36 - No joins, b, p and s
page 37 - No joins, g, j and y
page 38 - No joins, Capital letters
page 39 - No joins, letters that don't join to 'e'
Zak's handwriting is improving, although I'm not too concerned with cursive writing as such, because his printed handwriting is quite neat and he prefers to print anyway.
Maths Plus 4 Stage 2
page 101 - Grams
Zak has no problems converting gram measurements to the equivalent kilogram and gram measurements
page 102 - 4-digit addition
Zak competently completed the exercises on this page, and even solved the final 4 problems mentally!
page 103 - Number relationships
When a number sentence displays an addition or subtraction problem, Zak can complete the missing number, regardless of its place in the sentence, quite easily. He does, however, encounter some difficulty when the sentence is a multiplication or division problem, but I am noticing that it is more often than not a concentration issue rather than one of not understanding.
He has no difficulty in devising multiple number sentences that all have the same given answer, although when it comes to deciding whether two are the same where the answer is not shown, he appears to struggle, but again, when questioned (or asked what the answer of each problem is individually), he gives the correct answer, so I think it is a lapse in concentration rather than lack of understanding.
The same can be said of questions that ask whether two number sentences are equal, or whether one is larger or smaller than the other. He tends to confuse the greater than symbol (>) and the less than symbol (<), which is easy enough to do. Out of 9 problems, he only got 4 correct. I suggested to him that he work out each problem and write the answer above, and that would help him determine if the problems were greater than, less than or equal to each other.
Kaliah
Writing Matters 2
page 12 - L
page 13 - X
page 14 - Z
page 15 - Dowstroke letters - starting points
page 16 - Assessment of downstroke letters
page 17 - Anticlockwise letters
Kaliah tends to rush her writing, even when I tell her to concentrate and take her time. She has a little bit of trouble understanding what a verb is, and has difficulty in following written and verbal instructions. I was disappointed in her effort with pages 12 and 13, and had her write these pages out again as practice, but her writing did not seem to improve.
She needs to concentrate more; when asked to separate a list of words into groups of head-and-body letters, body-and-tail letters, and letters with head, body and tail, she had difficulty understanding what was actually required, meaning we had to sit and discuss each word and what kind of letter each letter was in every word (which is very time consuming!)
______
Library
This week, we paid a visit to our local library, where Zak, Kaliah and Khaemon all became members. They enjoyed looking through all of the books and choosing which ones to borrow (of course, we were there for quite some time!)
Zak chose to borrow books from the Young Adult section of the library, which I encourage him to do, since he loves to read!
In future, I may have to look at what kinds of books Kaliah borrows, as I feel she needs to be challenged a bit and definitely needs to move on from the easy reading, Kindergarten type of books.
Khaemon was very proud of his selection (even though he just looks at pictures at this stage!) but he tends to make up his own story as he goes along!
Swimming
All of them are progressing quite well in swimming.
Zak needs to learn about stamina - swimming a lap of 25 metres with one breath is all well and good if that's all you need to do, but even in a lesson, there are many more laps to come after that, so he needs to learn to breathe when he needs to and to pace himself properly (which will come).
Kaliah needs to realise that swimming isn't all about fun and games. She is told the same thing every week about her kicking, that she needs to kick from the hips not the knees! She tends to have the same problem following directions here too. I don't think that one on one lessons are quite doing it for her, and the extra child that has been in her class lately isn't challenging her in the way we were hoping.
Khaemon is doing well, considering he is the only one in his class. I think he is really lapping up al the attention and trying really hard to do his best with learning freestyle.
Veygas was really stubborn this week, and spent alot of his lesson sitting on the side of the pool because he just refused to do anything in the water.
Saffryn is starting to splash alot more and seems to enjoy being in the water. She is constantly on the move, with a strong froggy kick. She usually tires herself out and falls asleep straight after her lesson!
Shopping
As usual, the kids all helped with grocery shopping and packing away when we got home. They are all learning the essentials of our weekly shop, and now ask me if we need this or that each week (which is good, cause sometimes I forget!) They also know the importance of putting away frozen and cold foods first!
Riv Kids
We actually made it to Riv Kids this week. It was good for the kids to catch up with their home schooled friends and I think they really benefited from the socialisation. The kids had use of the tennis courts , complete withe tennis racquets and balls (supplied by other families, as we don't usually play tennis!) They also had fun on the play equipment and Zak and a few of the other older boys constructed a marble run inside.
Friday, February 25, 2011
Semester 1, Week 3, Friday
Zakari
Zak worked from Maths Plus 4 Stage 2, pages 96 (Coordinates), 97 (Representing data), 98 (Compensation strategy) and 99 (Division strategies). He doesn't seem to have any problems with plotting coordinates on a grid, however golf terminology is another matter! The exercise on this page asked him to map the journey of a golf ball from the tee to the hole, however the last instruction was "He then sunk his putt", so Zak plotted this on the lake as opposed to the hole! He competently draws graphs, both picture and column.
He worked well through compensation strategy, and for the most part, did well with division strategies. I find his biggest downfall is when he is getting towards the end, he tends to rush and make silly errors (eg. 19 ÷ 4 = 16 remainder 3, instead of 4 remainder 3 - because he knows that 4 x 4 = 16), but there are no major errors or lack of understanding of the concepts so far.
Zak then went on to Writing Matters 3, pages 32 - 35 (Practice and revision of horizontal joins), and has shown some improvement in his handwriting in the last couple of days.
Later in the evening, Zak finished reading George's Marvellous Medicine by Roald Dahl.
Kaliah
Kaliah worked in Targeting Maths Year 2, pages 14 (Addition patterns), 15 (Addition on a number line) and 16 (Addition to twenty). She handles addition quite well, and is beginning to see the different addition patterns for each number. She also works well using a number line for adding, and confidently solves addition problems up to 20.
Once her maths was complete, Kaliah read Disney's Beauty and the Beast and Toy Story: Buzz and the Bubble Planet, and wrote about both of them.
Khaemon
Khaemon worked on pages 18 (Make a Number Group) and 19 (Make a Number Story (2)) in My First Maths Book. He enjoyed drawing raindrops from the clouds so that each cloud had 10 raindrops.
Zak worked from Maths Plus 4 Stage 2, pages 96 (Coordinates), 97 (Representing data), 98 (Compensation strategy) and 99 (Division strategies). He doesn't seem to have any problems with plotting coordinates on a grid, however golf terminology is another matter! The exercise on this page asked him to map the journey of a golf ball from the tee to the hole, however the last instruction was "He then sunk his putt", so Zak plotted this on the lake as opposed to the hole! He competently draws graphs, both picture and column.
He worked well through compensation strategy, and for the most part, did well with division strategies. I find his biggest downfall is when he is getting towards the end, he tends to rush and make silly errors (eg. 19 ÷ 4 = 16 remainder 3, instead of 4 remainder 3 - because he knows that 4 x 4 = 16), but there are no major errors or lack of understanding of the concepts so far.
Zak then went on to Writing Matters 3, pages 32 - 35 (Practice and revision of horizontal joins), and has shown some improvement in his handwriting in the last couple of days.
Later in the evening, Zak finished reading George's Marvellous Medicine by Roald Dahl.
Kaliah
Kaliah worked in Targeting Maths Year 2, pages 14 (Addition patterns), 15 (Addition on a number line) and 16 (Addition to twenty). She handles addition quite well, and is beginning to see the different addition patterns for each number. She also works well using a number line for adding, and confidently solves addition problems up to 20.
Once her maths was complete, Kaliah read Disney's Beauty and the Beast and Toy Story: Buzz and the Bubble Planet, and wrote about both of them.
Khaemon
Khaemon worked on pages 18 (Make a Number Group) and 19 (Make a Number Story (2)) in My First Maths Book. He enjoyed drawing raindrops from the clouds so that each cloud had 10 raindrops.
Semester 1, Week 3, Thursday
Zakari
Zak worked from Maths Plus 4 Stage 2, pages 92 (Tessellations), 93 (Timetables), 94 (Extended multiplication) and 95 (Equivalent tenths and hundredths). He worked quickly through tessellations, and with a good understanding of the concept. He also appears to have a firm understanding of timetables, the time it takes to get from one station to another and the times between trains to a certain location. Zak struggled a little with extended multiplication, but he confessed that it was because alot of it seemed "useless", that he could work out the answers to the problems using simple multiplication. I explained that it was just trying to teach him to show all his working out because sometimes that was necessary. Because of his frustration with this concept, he got many of the problems wrong, as he was forgetting to put the '0' on the end of the second line answers.
eg.
2 7
x 3
--------
becomes (7 x 3) + (20 x 3) but the way that it is written, Zak was doing (7 x 3) + (2 x 3). However, doing the same problem by simple multiplication, he gets the correct answer. Just goes to show that each child works differently!
He worked quite well with equivalent hundredths and tenths and even converting them to their equivalent decimals too.
When Zak had finished his maths, he read Chapters 2 and 3 of George's Marvellous Medicine by Roald Dahl, writing about them once he had finished.
Kaliah
Kaliah worked on pages 10 (Tessellating shapes), 11 (Flip, slide and turn), 12 (Symmetry) and 13 (Problem solving) of Targeting Maths Year 2. While she was very close with her guesses as to how many more tiles were needed to complete various tessellating patterns, she has trouble visualising how to complete the patterns. However, she doesn't seem to have a problem creating a tessellating pattern from scratch.
We need to work more on flip, slide and turn, as again, Kaliah has trouble visualising the continuation of a pattern using these concepts. She understands symmetry to an extent - she competently draws both vertical and horizontal lines of symmetry on various objects, but has some difficulty completing a pattern using symmetry. She also tends to have trouble following directions in general. The next exercise asked her to use straight lines to make different tiles, and even gave 5 examples to show how it was meant to be done. We ended up with 2 tiles with a variety of different sized squares drawn in them and even one made up of circles! She was then asked to choose her favourite tile and repeat it using flip, slide and turn. I had asked her to keep the patterns simple, knowing that one would have to be picked for this exercise; instead, she made 6 more completely different tiles, using none of the concepts asked. The only consolation was that she used the same colour scheme throughout.
Khaemon
Again in My First Maths Book, Khaemon worked on pages 14 (Number 8), 15 (Number 9), 16 (Number 10) and 17 (Match, Write and Draw (2)). We need to work on his 8's and 9's - while he traces them well, when it comes to writing them by himself, he struggles. I am not too concerned at this stage though - he has plenty of time to learn!
--------------
Later in the afternoon, we all made peanut butter cookies (which honestly took longer than expected, but were fun nonetheless!)
Peanut Butter Cookies
2 1/2 cups wholemeal self raising flour
1/2 cup glucose powder
2 teaspoons baking powder
2 eggs
250g butter
2 tablespoons peanut butter
Preheat oven to 200ºC. Cut softened butter into small cubes, beat until creamy and soft. Add glucose powder and eggs and beat well. Add peanut butter and mix well. Add flour and baking powder and mix until all ingredients are combined well. Roll mixture into small balls (about 2cm) and place, well spaced, on a greased baking tray. Press centre of each ball down with a fork. Bake for about 8-10 minutes. Remove cookies from tray with a wide spatula, and place on wire rack to cool. Regrease baking tray and repeat processes until all mixture is used.
Makes about 60 cookies.
Zak worked from Maths Plus 4 Stage 2, pages 92 (Tessellations), 93 (Timetables), 94 (Extended multiplication) and 95 (Equivalent tenths and hundredths). He worked quickly through tessellations, and with a good understanding of the concept. He also appears to have a firm understanding of timetables, the time it takes to get from one station to another and the times between trains to a certain location. Zak struggled a little with extended multiplication, but he confessed that it was because alot of it seemed "useless", that he could work out the answers to the problems using simple multiplication. I explained that it was just trying to teach him to show all his working out because sometimes that was necessary. Because of his frustration with this concept, he got many of the problems wrong, as he was forgetting to put the '0' on the end of the second line answers.
eg.
2 7
x 3
--------
becomes (7 x 3) + (20 x 3) but the way that it is written, Zak was doing (7 x 3) + (2 x 3). However, doing the same problem by simple multiplication, he gets the correct answer. Just goes to show that each child works differently!
He worked quite well with equivalent hundredths and tenths and even converting them to their equivalent decimals too.
When Zak had finished his maths, he read Chapters 2 and 3 of George's Marvellous Medicine by Roald Dahl, writing about them once he had finished.
Kaliah
Kaliah worked on pages 10 (Tessellating shapes), 11 (Flip, slide and turn), 12 (Symmetry) and 13 (Problem solving) of Targeting Maths Year 2. While she was very close with her guesses as to how many more tiles were needed to complete various tessellating patterns, she has trouble visualising how to complete the patterns. However, she doesn't seem to have a problem creating a tessellating pattern from scratch.
We need to work more on flip, slide and turn, as again, Kaliah has trouble visualising the continuation of a pattern using these concepts. She understands symmetry to an extent - she competently draws both vertical and horizontal lines of symmetry on various objects, but has some difficulty completing a pattern using symmetry. She also tends to have trouble following directions in general. The next exercise asked her to use straight lines to make different tiles, and even gave 5 examples to show how it was meant to be done. We ended up with 2 tiles with a variety of different sized squares drawn in them and even one made up of circles! She was then asked to choose her favourite tile and repeat it using flip, slide and turn. I had asked her to keep the patterns simple, knowing that one would have to be picked for this exercise; instead, she made 6 more completely different tiles, using none of the concepts asked. The only consolation was that she used the same colour scheme throughout.
Khaemon
Again in My First Maths Book, Khaemon worked on pages 14 (Number 8), 15 (Number 9), 16 (Number 10) and 17 (Match, Write and Draw (2)). We need to work on his 8's and 9's - while he traces them well, when it comes to writing them by himself, he struggles. I am not too concerned at this stage though - he has plenty of time to learn!
--------------
Later in the afternoon, we all made peanut butter cookies (which honestly took longer than expected, but were fun nonetheless!)
Peanut Butter Cookies
2 1/2 cups wholemeal self raising flour
1/2 cup glucose powder
2 teaspoons baking powder
2 eggs
250g butter
2 tablespoons peanut butter
Preheat oven to 200ºC. Cut softened butter into small cubes, beat until creamy and soft. Add glucose powder and eggs and beat well. Add peanut butter and mix well. Add flour and baking powder and mix until all ingredients are combined well. Roll mixture into small balls (about 2cm) and place, well spaced, on a greased baking tray. Press centre of each ball down with a fork. Bake for about 8-10 minutes. Remove cookies from tray with a wide spatula, and place on wire rack to cool. Regrease baking tray and repeat processes until all mixture is used.
Makes about 60 cookies.
Semester 1, Week 3, Wednesday
Today we went shopping (yet again!) and the older kids were quite helpful in helping to fill the trolley, and also looking after the younger ones.
At home, the kids unpacked the car and put the groceries away before having lunch.
Kaliah then read Disney's Cinderella and wrote a four page description of the story, while Zak helped me with the dishes.
The kids then helped get all the ingredients together to make a chocolate cake and watched and helped as I made it.
Sugar-free Wholemeal Chocolate Cake
1 1/2 cups wholemeal self raising flour
1/2 cup glucose powder
1/2 cup cocoa powder
1/3 cup dessicated coconut
3 eggs
1 1/3 cups light olive oil
Preheat oven to 170ºC. Place all ingredients into a large bowl and mix well with a wooden spoon. Pour mixture into a greased 20cm cake tin. Bake in oven for about an hour, or until a skewer pushed into the middle of the cake comes out clean. Remove from oven and allow to cool in the tin for about 10 minutes before turning out onto a cooling rack.
At home, the kids unpacked the car and put the groceries away before having lunch.
Kaliah then read Disney's Cinderella and wrote a four page description of the story, while Zak helped me with the dishes.
The kids then helped get all the ingredients together to make a chocolate cake and watched and helped as I made it.
Sugar-free Wholemeal Chocolate Cake
1 1/2 cups wholemeal self raising flour
1/2 cup glucose powder
1/2 cup cocoa powder
1/3 cup dessicated coconut
3 eggs
1 1/3 cups light olive oil
Preheat oven to 170ºC. Place all ingredients into a large bowl and mix well with a wooden spoon. Pour mixture into a greased 20cm cake tin. Bake in oven for about an hour, or until a skewer pushed into the middle of the cake comes out clean. Remove from oven and allow to cool in the tin for about 10 minutes before turning out onto a cooling rack.
Semester 1, Week 3, Tuesday
Zakari
Zak worked from Writing Matters 3, pages 29 - 31, all work on horizontal joins. He isn't too fond of cursive writing, and admittedly, his printing is much neater, but as the old saying goes, practice makes perfect ... After he completed these pages, he read Chapter 1 of George's Marvellous Medicine by Roald Dahl and the wrote about what he had read.
Kaliah
Kaliah worked from Writing Matters 2, pages 9 - 11, downstroke letters. Kaliah is starting to develop a bad habit of racing with regards to her writing - in comparison, her handwriting last year was much neater than it is now. To keep her in practice, I keep asking her to slow down and concentrate, and the paragraphs which she traced and copied today, i also got her to write out again in her practice book. She then read Tough Boris by Mem Fox and wrote a summary of what she had read.
Khaemon
We worked on pages 10 (Make a Number Group), 11 (Make a Number Story (1)), 12 (Number 6) and 13 (Number 7) from My First Maths Book. Khaemon can competently count to 5, drawing missing objects to make a required number (eg. if there are 2 flowers and the number says 5, he knows to draw 3 more flowers). We again counted and coloured various groups of objects and then Khaemon practiced writing 6's and 7's, and colouring the pictures.
Zak worked from Writing Matters 3, pages 29 - 31, all work on horizontal joins. He isn't too fond of cursive writing, and admittedly, his printing is much neater, but as the old saying goes, practice makes perfect ... After he completed these pages, he read Chapter 1 of George's Marvellous Medicine by Roald Dahl and the wrote about what he had read.
Kaliah
Kaliah worked from Writing Matters 2, pages 9 - 11, downstroke letters. Kaliah is starting to develop a bad habit of racing with regards to her writing - in comparison, her handwriting last year was much neater than it is now. To keep her in practice, I keep asking her to slow down and concentrate, and the paragraphs which she traced and copied today, i also got her to write out again in her practice book. She then read Tough Boris by Mem Fox and wrote a summary of what she had read.
Khaemon
We worked on pages 10 (Make a Number Group), 11 (Make a Number Story (1)), 12 (Number 6) and 13 (Number 7) from My First Maths Book. Khaemon can competently count to 5, drawing missing objects to make a required number (eg. if there are 2 flowers and the number says 5, he knows to draw 3 more flowers). We again counted and coloured various groups of objects and then Khaemon practiced writing 6's and 7's, and colouring the pictures.
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