Tuesday, July 26, 2011

Jigsaw Words (Dividing Words Into Syllables)

Print ten 2-syllable words with the same syllabication rule on a piece of colored cardstock. Cut the words into cards and let the child determine what those words have in common. Then talk about what the rule is for dividing those words into syllables. Then give the child a pair of scissors and let them cut the word into syllables (encourage them to cut them in fun creative ways). Do the same with words with other syllable rules, but print them each on different colors of paper. Store them in a bag and let the child spread them out and find the matching syllables. In the rules below letter V means vowel , letter C means consonant.

Basic Syllables Rules
VC/CV – Separate two consonants!
Trum-pet, sel-dom, plas-tic, sis-ter,
num-ber, pub-lic, con-test,
con-tent, prob-lem, won-der
V/CV – Leave the vowel!—
Divide after a long vowel
Hu-man, pi-lot, fe-male,
de-mand, se-lect, ho-tel,
de-mon, be-cause,
ba-con, pa-per,
VC/V –Close in the vowel!
Divide after the C (consonant)
Sev-en, pan-ic, lem-on, com-ic,
trav-el, drag-on, sal-ad,
plan-et, van-ish, ped-al
C + final y = ee – Never leave Y alone –
Divide before last C
Hap/py, mes/sy, can/dy, cra/zy, mis/ty,
mum/my, mis/ty, bo/ny, jol/ly, tru/ly

4 Square Quadrant Jump (Math)

To help my girls learn the different quadrants on a graph, I used a clear vinyl shower curtain. I drew a vertical and horizontal line from end to end to create four squares, or quadrants. Then I made each line a number line, with Zero being the point where the lines intersected. Then I wrote the numbers (positives and negatives) the way they would be on a graph. I used blue for the numbers on the vertical line and red for the numbers on the horizontal line. Then we learned where each quadrant was. Then I would call out the name of a quadrant and they had to jump in the correct square for that quadrant. Then we tried it with ordered pairs. We learned that the first number in the ordered pair is the number on the horizontal line and the 2nd number is the one on the vertical line. Then, I would give the girls an ordered pair, and they had to jump in the square where that ordered pair would be found.

Jump to the Roof -- Floor Division

What you need:
Black yarn cut in the following lengths: 2 feet, 8 inches, and 2 inches
A deck of number cards 0-9

What you Do
Create a division house on the floor with the longest piece of yarn. In the picture above, my daughter used part of the yarn to create a chimney where she would put the remainder. The 8 inch yarn becomes the floor of the basement. Use number cards to create the division problems. Use a small object (penny size or smaller) to be a treasure hidden on the roof. The numbers inside the house (dividend) are the family that lives inside hiding a treasure. The divisor is the King’s soldier who comes knocking at the door. When the soldier knocks, the treasure must be hidden on the roof in the spot where the first number of the quotient will go. Then the divisor has to decide which soldier will jump to the roof to get the treasure. Each soldier has a number. The only soldier that can get the treasure is the one with the correct quotient number. If it is an edible treasure, the child can eat it after correctly solving the division problem. Use pennies for decimals in decimal and money division. Make two dollar sign cards—one for inside the house and one for the roof for money division.

Here are the words of a song I created to help us remember the steps in long division. To get the sheet music please email me at lovetolearn123@gmail.com.

The Division Song
By Sherri Boekweg
First you divide, then jump to the roof.
Then you multiply --
Put the product in the basement.
Eat your favorite candy bar
While you subtract,
Then find the next digit and slide-------
Then start all over again.

The candy bar represents the subtraction sign (the 2 inch piece of yarn)
Jump to the Roof  – You could make a giant division house with yarn and use large number cards and let the child do the jumping to the roof with the number to get the treasure. 

Monday, July 25, 2011

Floor Multiplication of Big Numbers

Black Yarn
7 pieces cut 12-inches long 
Number digit cards 0-9
(you will need several cards of each number)
Operation symbol cards
for addition and multiplication
(+ and x)

What We Did
First, the girls laid out the yarn as in the picture, so that there were 5 vertical lines and two horizontal. The vertical lines created columns to keep the numbers lined up. Then they laid out the number and multiplication symbol cards above the top horizontal line to create the multiplication problem. Then, as they solved it, they would place the other cards, including the addition symbol card, in the correct spots below the top horizontal line, showing the the steps to finding the product.

Jump the Hoops With Powers of Ten

We laid six hoops on the floor, and in each hoop with put a card with one of the powers of ten, including ten to the zero power. Then the girls would read a number, and translate it into scientific notation while stepping in the correct hoop. For example, if they read the number 3526, this is how they would do it:
They would first determine which hoop to start in--in this case it would be the one with the card that says 10 to the 3rd power. They would jump in that hoop and say "three times 10 to the third power plus", then they would jump into the next hoop and say "five times ten to the 2nd power (then jump to the next hoop) plus two times ten to the 1st power (then jump) plus six times ten to the zero power.

Roman Numerals With Money Manipulatives

Roman Numerals
I (1) V (5) X (10) L (50) C (100) D (500) M (1000)

To help remember the order of the Roman Numeral Symbols, here are two pneumonics. We learned the first one.

In Venice, X-tra Little Children Drink Milkshakes.
In Venice, X-tra Lazy Cows Don't Moo.

To help understand the value of Roman Numerals, we labeled coins and dollars as follows:
I (1) = penny    
V (5) = nickel    
X (10) = dime   
L (50) = 50 cent piece     
C (100) = $1 bill   
D (500) = $5 bill             
M (1000) = $10 bill
Then as we read a roman numeral, we would lay out the coins that represented each numeral. Then the girls did a worksheet where there was a number written, and they had to write the Roman Numeral equivalent, using the money manipulatives to help them.

Sunday, July 17, 2011

Act It Out-- Four Sentence Types

This was a fun way to learn the four different types of sentences--declarative, interrogative, imperative, and exclamatory. First we learned about each kind, using an illustrated poster to help us remember what each kind was. Then we picked a sentence card and determined which kind of sentence it was, and then read it in the dramatic way described below.

A Declarative sentence declares something. It is a statement. To help my girls remember this, they would use a Southern Belle voice and say, “Well, I declare!” before reading the sentence. They would also use appropriate mannerisms, like fluttering eye lashes and walking with a swing.  They could even wear a shawl or carry a parasol as well.

An Interrogative sentence is a question. To help my girls understand what this word means, we talked about how in World War II the Nazis would often interrogate their prisoners.  So for these kinds of sentences, my girls had to read the question in a German accent and use a very stern voice, clicking heels together or pointing fingers, etc., using the “z” sound instead of “th” and “V” instead of “W”. For example, they would say “Zis is an interrogatory sentence. Ven vill ve go?”

An Imperative sentence is a command. To help my girls understand what this word means, we talked about how kings and queens would give commands, so with this kind of sentence, they would pretend to be a king or queen and put on a crown, if they wanted, and say their sentence in a commanding voice, beginning with “It is imperative that you do this.”

An Exclamatory sentence has an exclamation point, so it invites a lot of dramatic gestures and expressions, kind of like in silent movies where they were over dramatic. So for these kinds of sentences, the girls were encouraged to be over dramatic in their gestures and expressions and voice like they are on stage. They could even faint at the end.

Sentence Cards
Print out examples of the four different sentence types on cards. Then, after you have learned about them, pick a card, decide what sentence type it is, then act it out as described above.

Here are some sentences we used.
When can we eat?
Can we have ice cream?
Do you like green eggs and ham?
Oh, where is my hairbrush?
Why is your hair purple?
Can we play now?
Look at this stuff!
Your face is frightening the baby!
My shoe is on fire!
We’re on the wrong planet!
The monster is attacking!
I'm so excited!
I had the strangest dream last night.
I can’t get up. I have to finish my dream.
I like to eat apples and bananas.
I wish it was Saturday.
I left my shoe at the park.
No, I do not like to eat fish.
Stuff it in the closet.
Shut the door.
Get me a drink of water.
Tell Daddy to come here.
Don’t tell Lisa.