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
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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!
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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.
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