(Starting with the week of April 6th, your child will have a worksheet of basic addition and subtraction facts to work on every day. It should only take about 10 minutes to do the page but it's very important that your child knows the basic facts for memory easily and quickly. Most further learning in Math depends on it. You'll get the same story concerning multiplication and division in 3rd grade. In addition to that worksheet this website page will cover some of the work we would be doing in our Math journals. I'll give you the basics of each lesson but as much online or other kinds of practice you can give your child on the subject of the day, the more the concept will be solidified. We spend about 1 hour and 20 minutes on math every day and a great deal of that time is spent on review of previous lessons and practice on what your child will see when he or she opens the Math Journal.)
MATH FOR THE WEEK OF MARCH 30TH:
Monday 3/30: Lesson 9.1: Measuring with Yards and Meters This lesson provides review for the concept of nonstandard units of measure; and introduces yard and meter.
1. Review: 1 yard = 36 inches
1 foot = 12 inches
2. Use a yard stick if you have one, otherwise use the tape measure that was sent home. Recording on page 209, choose five "longish" things to measure at home indoors or outside. (things longer than a yard) Have your child estimate first and then measure "to the nearest yard". Do not allow fractions or inches.
3. Try to do page 210 of the Math Journal. It is a bit difficult.
4. Math Boxes 9.1 on page 211 is a review of previously learned concepts.
Tuesday 3/31: Lesson 9.2 Linear Measures
This lesson is to provide review for measuring with inches, feet, centimeters and decimeters; and to guide children as they begin a table of equivalenty linear measures.
1. Talk about how to measure things to the nearest inch or centimeter. For example: Line your measuring devise up on the "0". If something measure "in the middle" which number is it closest to?
2. Most children will not know that a decimeter equals 10 centimeters and that there are 100 centimeters in a meter. Talk this through.
3. Review the U.S. customary measurements from yesterday.
4. Work through journal page 212, giving suggestions on what to measure and making sure the terminology is understood.
5. Math Boxes 9.2 on page 213.
Wednesday 4/1: Take Wednesday off or take the time to review or go online.
Thursday 4/2: Lesson 9.3 Fractional Units of Length
The objective in this lesson is to guide children as they investigate the idea of accuracy, explore 1/8 inch, 1/16 inch, and 1/2 centimeter on a ruler and explore measuring to the nearest half-inch and half-centimeter.
1. Have your child take a close look at the template or tape measure that was sent home. Discuss the fractional units shown. Look at the smallest unit shown. Talk about 10 millimeters in a centimeter.
2. Page 214 of the Math Journal has your child measuring pictures of items on the page. Watch that he or she is measuring accurately according to what was discussed but still to the nearest inch or centimeter. The "Try This" section of the page has them measuring to the nearest 1/2.
3. Math Boxes 9.3 on page 215.
Friday 4/3: Lesson 9.4 Perimeter
In this lesson your child is provided experiences with finding perimeters by measuring to the nearest centimeter or inch.
1. Review units of measure in the metric and U.S. customary systems.
2. Review the meaning of perimeter (distance around)
3. Math Journal, page 216. Usually the children would be in groups of 2 or 3 measuring each others neck but perhaps they could measure you or another sibling. Their ankle the could probably measure. For #3 and #4 choose a book or another item that has four sides so they get used to measuring rectangles and understand that parallel sides are the same. In class we'd measure the tops of our desks for one. Continue on to finish all the measurements on the page.
4. Math Boxes 9.4, page 217
Little children, let us not love in word or talk but in deed and in truth.
1 John 3:18