The lessons for today are coming. Grandma had to get a new modem and it slowed her down some
. Today's and tomorrows lessons tie together anyway so be prepared that tomorrow's lessons will
go online early for tomorrow.
God left Moses and Aaron to meet in the garden and they were to meet with the Israelite elders and
then to face the hardened Pharaoh. Faith Alive tells about making bricks in "Life In Bible Times.
People made brick by mixing mud with straw and pressing it into molds. An acid in the straw made
the bricks stronger. A person could make only about sixty-five bricks a day."
For going to the Pharaoh brought no straw and yet he insisted they make brick as Faith Alive points
out in "Let's Live It! Exodus 5:1-23
Things Go Wrong, answer these questions.
1 When Moses obeyed God, did good things happen right away?
2. Whom did the Israelites blame when told to work harder?
3. How did Moses feel when he obeyed God and the troubles of the Israelite slaves were made
Sometimes things appear worse before they get better. In the end, God enabled Moses to lead
the Israelites to freedom. Remember some things that have happened to you. On a sheet of
graph paper, draw an up-and down line to show ups (happy times) and downs (tough times).
Label the days (or times of the day) each up or down took place. Now project into the future:
Which way will your line go in the end?(Check out Philippians 3:14.)"
What does God say to Aaron and Moses in Chapter 6 and what do you think is going to happen?
I hope your tasks, responsibilities, or duties are done. Prayers or prayers lined up for the day.
For little ones string beads can be made from anyting that can be made or do slip on a string.
Patricia Gallagher suggests dry cereal as one thing. Another thing mentioned in her activities is
Playing House This can be done with Cardboard boxes saved as refrigerators, sinks, and stoves
mentioned by Patricia. She also says Toy mops, dust pans, dolls, and crst are good props. Grandma
has had a play set clear from her daughter Andrea almost 25 years coming. She keeps cleaning it
up and takes care of it. Many a child has played with it. She has a bassenet given her for the baby
dols and puppets under that with gloves to make puppets with. Her granddaughter Eva likes to play
house a lot with the barbie sets. All the girls have babies to play with and they are all sisters living
with Mom and Dad since we are down to one Ken. She suggests to name things pink today since
we may have forgetten about this one and the shape for this day is those things that are round.
Here is a good song for today's and tomorrow's lessons.from Patricia Gallagher's book. It is called
Five little soldiers, (Hold up five fingers--right hand)
Standing in a row.
Three stood straight, (Right thumb holds forefinger down, other
And two stood so. three fingers stand)
Along came the captain,
And what do you think? (Thumb and forefinger raise up)
Those sodiers jumped up,
Quick as a wink! (Be sure to wink an eye with this last word)
Words they learn with it(especially if it is written so they see the words-maybe some pictures with
them)--Five, soldiers, little, stand(ing), in, a row, Three, two, stood, straight, and, so, along, came, the,
captain, what, do, you, think, those, jumped, up, quick, as, a wink
Here is a couple I failed to gie you:
My hands upon my head (Do actions as described then bring hands down
I place, slowly and place them on their laps)
On my shoulders, on my
On my knees, and at my
Then behind me they will
Then I raise them up
Til they almost reach the
Swiftly count them---
1, 2, 3,
And see how quiet they
Words with this are: My, hands, upon, head, I, place, on, shoulders, face, knees, and, at, side, then,
behind, me, they, will, hide
Another was "Use Your Eyes"
Use your eyes, use your
You can look and see: ( Leader calls for various colors of clothing)
If you have on __________
________. ex: brown shoes
Come and stand by me.
Word are: Use, your, eyes, you, can, look, and, see, If, have, on, (the colors), come, stand, by, me
Here is one for any sleep time:
"Going to Bed"
This little boy(or girl, boys and girls (Use forefinger for boy or girl.
going to bed Lay finger crosswise
Down on the pillow he/she/they on hand using thumb
lay(s) his/her/their head. for pillow.
He/She/They wrap(s) himself/herself/themselves in the Use fingers for cover)
And this is the way he/she/they
sleep(s) all night.
Morning comes, he/she/they open(s)
Off with a toss the covers fly.
Soon he/she//they is/are up and dressed and away,
Ready for fun and play
This is also good for learning when to use is/are also the s. Words: this, little, boy(s), girl(s), going, to,
bed, down, on, the, pillow, he, she, they, lay(s), his, her, their, head, himself, herself, themselves, in,
the, covers, tight, and, this, is, way sleep(s), all, night,
Morning, comes, open(s), eyes, off, with, a, toss, fly, soon is/are, up, dress(ed), away, ready, for, fun,
Here is two more of Patricia Gallagher's songs that tie in with some of our dancing if you look close.
I'm bouncing, bounding (Bounce with knees
everywhere relaxed, drop to floor on last line)
I bounce and bounce into
I,m bouncing, bouncing
like a ball
I bounce and bounce, then
down I fall.
Words: I, am, I'm, bounce(ing), everywhere, into, the, air, like, a, ball, and, then, down,fall
Next:"Jack in the Box Sits So Still"
Jack in the box. (Hands closed---thumb inside)
Sits so still.
Won't you come out?
Yes, I will. (Thumb jumps out)"
Words: Jack, in, the, box, sits, so, still, would, not, won't, you, come, out, yes, i, will
Here are tree more Patricia had on her day 8:
""I Have Two Eyes"
I have two eyes to see (Suit actions to words)
I have two feet to run.
I have two hands to wave
And nose I have but one.
I have two ears to hear
And tongue to say "Good-day."
And two red cheeks for
you to kiss,
And now I'll run away."
Words: I, have, two, eyes, to, see, with, feet, run, hands, to, wave, nose, but, one, ears, hear, tongue
say, "Good-day", red, cheeks, for, you, kiss, and, now, I will, away
If your fingers wiggle. (Wiggle fingers)
Cross them one by one (Clasp hands together)
Until they hug each other. (Fold fingers down)
It really is quite fun."
Words: If, your, fingers, wiggle, cross them, one, by, until, they, hug, each, other, It, really, is, quite, fun
I'm hiding, I'm hiding, (Suit actions to words)
And no one knows where,
For all they can see
Are my toes and my hair."
Words: I am, I'm, hide(ing), and, no one, know(s), where, for, all, they, can, see, are, my, toes, hair
I do not remember if I gave you the ones about the Thumbs.
Where is Thumbkin? (hands behind the back)
Where is Thumbkin?
Here he comes, here he (Bring hands to front, thumbs up)
Mighty glad to see you, (Wiggle thumbs at each other)
Mighty glad to see you
There he goes, there he
Words: Where, is, Thumbkin, here, he, comes, Mighty, glad, to see, you, there, goes
This is little Tommy (Point to each finger in turn)
Round ad smooth as a
There is busy Peter
Surely he's a double
This mighty Toddy Tall.
He's the biggest one of all.
This is dainty Reuben Ring,
She's too fine for anything.
And this little wee one,
Is the pretty Finger Baby."
Words: This, is, little, Tommy, Thumb, Round, and, smooth, as, a, plum, there,busy, Peter, point(er),
mighty, Toddy, tall, he is, he's, too, fine, for, anything,and,wee,one, maybe,the, pretty, finger, baby
""Where is Thumbkin?'
Where is Thumbkin?
Where is Thumbkin?
Here I am.
Here I am.
How are you today, sir?
Very well, I thank you.
Run and play.
Run and play.
(Substitute other finger names:
Pointer, Tallman, Ringman, Pinky, and family)"
Words: Where, is, Thumbkin, here, I am, How, are, you, today, sir, very, well, thank, you, run, and,
Here are three more for this time of year.
Open them, shut them. (Suit actions to words)
Open them, shut them.
Give a little clap.
Open them, shut them.
Open them, shut them.
Put them in your lap."
Words: My, hands, open, them, shut, give, a, little, clap, put, in, your, lap
Hello, Hello, how are you?
You are my friend and I
(Child's name, child's
name), how are you?
You are my friend, and I
Words: Hello, how, are, you, my, friend, and, I, love
Everybody says, I look
just like my mother.
Everybody says, I'm the
image of Aunt Bea.
Everybody says, I've a
nose just like my father's.
But I want to look like
Words: Everybody, says, I, look, just, like, my, mother, I am,I'm, the, image, of, Aunt(Uncle)(Tia,
Tio in spanish-espanol), I have, I've, a, nose, just, father('s), but, want, to, look, ME
Some spanish for simple words:
I-YO; You-Tu, ME-Mi, a-uh, and-y, hello-hola(the h is silent-yet wave in spanish is ola) in national
Spanish from spain it is diga; Mex bueno; RP-ola--Como sta as you hear often is How are you today?
or What is up?; Look- can be diferrent ways in different
sentences-basic-mirar(see); hers-soyo, soyas, de ella; his--su, la suya, la suyo; I am is a form of be
which is one of those different words in spanish, vi, I am from Uruguay-soy
de Uruguay; There were four of us-eramos cuatro; he is a docotr-es medico; it's her-es ella; sugar is
sweet-el azucar es dulce; London is in England-Londres
esta en Inglaterra; this water is cold-esta aqua esta fria; the windows were open-las ventanas
estaban abiertas: there is a problem-hay un problema; to be
cold/warm/hungry/right/in a hurry-tner frio/calor/hambre/razon/prisa; it is cold/hot/windy--hace
one-uno first-primero(different in ways used)
two-dos second-adj.;n. segundo
three-tres third-tercer(o)-(differs) twenty-veinte
four-cuatro fourth-n.. cuarto; v. cuarta parte forty-cuarenta
five-cinco fifth-adv.,n. quinto fifty-cincuenta
six-sies sixth-adv.,n. sexto sixty-sesenta
seven-siete seventh-septimo seventy-setenta
eight-ocho eighth-octavo eighty-ochenta
nine-nueve ninth-noveno ninty-noventa
ten-diez tenth-decimo hundred-cien(to)
eleven-once eleventh- thousand-mil
twelve- doce million-millon(ll-y)
These last two songs Grandma missed when she was giving you fire safety guidelines. It might be a
good time for a drill.
This is the fire engine. (Suit actions to words)
This is the hose.
The firemen work fast
When the siren blows.
Up goes the ladder
Up goes the hose
The fire is out
When the last siren blows."
Words: Fire, engine, this, is, the, hose, firemen, work, fast, when, siren, blows, up, goes, ladder,,out,
Fire! Fire! Fire! Fire! (Suit actions to words)
Hear the siren blowing.
Fire! Fire! Fire! Fire!
Climb the ladder, squirt
With a Sh! Sh! Sh! Sh!
Out the fire goes."
If you have not done any Childrobotics you can either do it now or skip it. Creative dance can be for
today and tomorrow both. It is Lesson 21 from the chart given.
element: free flow, bound flow, and balance
As the author goes on:
"Today instead of moving, we're going to concentrate on its opposite. What is the opposite of moving?
Stopping. This time don't wait for me to stop you by stopping my drum, I want you to find how
exciting it is to stop on your own, even when no one else stops. Go
anywhere in the room, with the music, putting in stops whenever you like. Go. (play lively music.)
What makes an interesting stop? Shape, yes. This time when you stop, stop in a shape that is like
a sculpture--interesting to look at from all sides. Stop for as short or as long a time as you like. Start
to feel what it's like to stop when others are moving around you.
Feel what it's like to move when others have stopped. Go.
Let's forget stopping for a minute and think about free-flowing movement--movement that has no
thought of stopping, where the body just soars through space. You should feel that you are in a
perpetual motion machine. Feel the air moving past you at all times. Go.
Run through the room and feel the air move past your face. Keep the forward pressure even, and go
fast enough so that you can tell me the temperature of the air.
Go. What is the temperature? Do it again. Now walk as slowly as you can and still moe with enough
pressure to feel the air pass by you.
Move in that same free-flowing way, but change your level. Sit and roll and spin but keep moving,
finding the momentum that will bring you to standing and running or skipping again. Go.
Now sit on the floor and combine free-flowing movement and stillness with just your arms. Move your
arms freely, feeling the air passing, then stop and hold till the air is quiet. Feel as you move that you
are churning the air. Go. This time move your arms in the same
pathways, but feel as if you are pushing them through heavy water. Your arms are no longer free.
The movement is bound. Now add stops to that bound
movement--short stops and short moves. Make it jerky. The movement along the pathway is bound.
Combine free-flowing and bound movements now with your whole body through space. This time add
balance. Try to be still at some very unusual or difficult point, such as halfway down to low level, or on
one knee, or high on one foot, or halfway through a roll on the
floor. Make the balance as exciting as the movement. Hold the balance as long as you can. Feel you
r whole body and the air become still and quiet. I won't play
any accompaniment because you need to estalish your own rhythm for this. Go.
That was beautiful. Let's watch half the class at a time.
For our good-bye dance, let's combine free-flowing movement, bound movement, and balance, using a
musical background. Feel what it's like to move freely, to move in a bound way, and then to hold a
balance while the music still moves. (Some soaring movie
background music is good here.)
Goals for evaluation: Look for large use of space. This kind of spontaneous movement should feel good:
watch for signs that the children are enjoying it. Their movements should show increases in range
Ok folks! Because things kept getting in my way of typing up the rest of the Revolution and Recipe's
today I decided to add some Math, Art, and Science on here. and do all the revolution on tomorrow's
lesson. I hope children worked on papers, reports , newspaper,
journals, yearbooks today while waiting for Grandma. I hope you checked your calendars, organized
yourselves some, and filled out the weather calendar's or
charts. I only have two birthday's for today, November 5. Leon Philippe Teisserenc De Bort, French
meteorologist who used balloons to investigate the upper
atmosphere and who discovered the stratosphere was born in 1855. Roy Rogers, motion-piture
cowboy, whom Grandma got to see occasionally on TV and if you
have never heard him sing, during Grandma's time he was well liked. He and his wife were very special
people because they took in many foster children. He was
born in 1912 around the time of Grandma's grandfather. November 5 is also Guy Fawkes Day, during
which British children celebrate the foiling of a 1605 plot to blow
up the Houses of Parrliament.
For Science today, I want you to get ready and go on a Nature walk this week to develope an
appreciation of Nature and the Environment. Grandma has talked a little about the Pollution happening
in our waters, the Trash, and Litter left around especially in the cities.
We have also talked about some Recycling. I hope you have discussed it as a family and found out
what things they recycle as well as decided what things you
can reuse or use in your family, Plastic containers, jars, cans, and meat trays have many uses.
Drums and instruments can be made from many things. Paper plates
and cups can be used for things. little boxes can make buildings, blocks, car tunnels and roads, doll
furniture, and castles of round things. Toilet tubes and
sticks, socks, rags, floor rug rags, pot holders, hot plate pads. and many other things.
Before you go on your walk start a booklet of things for collection, vocabulary, extinction, dinosaurs,
Make a nature poster if you wish,
Paint various nature colors on a paper and look outside for those various colors. Cary a note pad of
Carry a bag with nets, jars or plastic containers in it tin foil, cloth netting, maybe a few little boxes.
As you are outside listen for all kinds of sounds in Nature, be sure to take notes.
Look at the various trees and see if you know which ones are which and what leaves they produce as
well as their fruit and flower. Observe flowers, moss, or weeds. Discuss all you see.
Take pictures of various things.
Pick a certain tree to study: determine how tall and compare with the others. take notes.
Talk and look at various leaves and smell each one, take notes.
Look through it's branches and take notes of what you see.
Depending on the size of the tree figure out how many arms it would take to go round it if it is large.
When you get back home organize yourselves as a club to take care of the area you visited or your
Make membership cards, invite neighbors to help.
Pick up litter.
Take cans, plastic bottles and newspapers to recycling or someone who can use them.
Make posters about reducing litter, trash, recycle and care about their environment.
Plant a tree.
Clean up an area.
Plant and take care of flowers.
Listen to speakers talk about ways to reduce litter and trash.
Also try to make a mural of what you seen or would like to see.
For Math Grandma has three different pages for you.
Instructions will be given for this first page. This page can be made to be reprinted if necessary.
It have 5 rows of things. The top row and a baseball, then an apple, a baseball, then an apple and then
a baseball. Five things in a row. The next row has five arrows. The first points upward, the second
downward, the third upward, the fourth downward, the fifth upward.
The next row conations a base bat, then a baseball, then a baseball mit, then a baseball bat again,
a baseball, then a mitt again, and then a baseball bat, and
another mit last. Making a total of 8 things. The fourth row has a cat, then a dog then a banana, next
a cat, a dog again, a banana, and then a cat.
The last row consists of a half moon, a star, a star, a half moon, a star, a star, a holf moon, then a star
. making a total of eight.
The parents instructions will be as follows:
1. In the second row, color the third arrow orange.
2. In the fourth row, color the first dog brown.
3. In the fifth row, color the second moon green.
4. In the first row, color the third ball red.
5. In the third row, color the first bat brown.
6. In the fourth row, color the fifth picture yellow.
7. In the fifth row, color the second picture orange.
8. In the second row, color the fourth arrow red.
9. In the first row, color the second apple green.
10. In the third row, color the fifth picture orange.
11. In the fifth row, color the third star yellow.
12. In the fourth row, color the first cat brown.
13. In the third row, color the third bat yellow.
14. In the second row, color the fifth arrow orange.
15. Write your name under the box of pictures. Circle the first letter of your name.
This is out of Grandma's (7a) book called Listen Up! Math, written by Ann Richmond Fisher, illustrated
by Bron Smith, Teaching and Learning Co 1204 Buchanan St., P O Box 10, Carthage, Il 62321, 1994
In this same book under Shapes and Patterns there are some rows of shpaes on lines A. and B.,
C. and D. only have have Underlines about 3 inches long. E is a black row. Row a has a triangle,
rectangle, large circle and a small cirlcle. Row b has a big character made of a square for the body,
two rectangle legs a rectangle neck that goes up the back of a triangle head with a small circle eye.
It has one arm of a triangle. Next to the character is a small triangle with a small square above it,
then next to those are a rectangle with a small circle above it.
Here are the problems
to read:Shapes and Patterns
1. In line A, shade the small circle with your pencil.
2. In line A, underline the triangle.
3. In line A, write your name in the rectangle.
4. Look at the animal in line B. Count the number of squares used to make the animal.
Write the number that tells how many inside the square next to the animal.
5. Count how many rectangles are in the animal. Write the number of rectangles you see
inside the rectangle on the side.
6. Listen to this pattern. Draw the shape that comes next on line C. circle, square, circle, square,
7. Next to that shape, draw the number that comes next in this pattern. 7, 1, 9, 7, 1, 9, 7, ________
8. On line D, write the numbers that are missing from this pattern. 2, 4, 6, 8, 12, 14, 16, 20.
9. In the space labelled E, follow these instructions: Draw a triangle in the bottom right corner
of your space. Draw a square in the top left corner. Draw a circle in the bottom left corner.
Draw a dotted line to connect the triangle and the square.
This next paper is to see where the child is in math and what he can do. They need Lined paper
and a pencil. They are to write their name in the top right corner of their paper. Number their paper
from 1 to 10. Write the numbers in a column down the left side of their paper. Leave three lines blank
for numbers 8, 9 and 10.
1. I will read 3 problems to you. Write just the answers to these problems in order on line 1.
1 + 1, 3 - 2, 2 + 3.
2. Listen to this story about Popsicles. At the end I will ask you to write down how many
Popsicles Cathy has.
Story: Cathy found 3 Popsicles in her freezer. She gave one to her neighbor and ate one herself.
Then her mom found 3 more and gave them to Cathy. How many Popsicles did Cathy have then?
Write your answer on line 2.
3. Write down these number pairs on line 3: 6 and 4, 5 and 4, 3 and 8. Circle the pair that adds
up to ten.
4. I will read you 2 math problems. Write down the answer only to the problem with the highest sum.
7 + 6 and 9 + 5 Write your answer on line 4.
5. I will read 3 subtraction problems to you. Write the answers to these in order on line 5
15 - 7, 16 - 8, 18 - 9
6. Last year there were 19 second grade children in a school. This year there are 15.
Did the number of students go up or down? By how much? On line 6, write the word up
or down and the number for your answer.
7. Listen to learn how many goals the Icers scored in a hockey game. Write your answer on line 7.
In the first period the Icers score 3 goals. In the second period they score no goals. In the third
period they scored 2 goals. In the last period they scored 2 again. How many goals did they score
altogether? Write your answer. If their opponents, the Sticks, score 8 goals, which team won
8. Write this subtraction problem in vertical form on line 8 of your paper: 96 - 34 = 52. If the answer
is correct, circle it. If the answer is incorrect, put an X on it.
9. Copy these 3 numbers on line 9: 529, 241, 706. Write an addition problem. Add the highest
number and the lowest number. Write the problem in vertical form and your answer on your
10. Write these 2 problems in vertical form on your paper: 863 - 529 and 617 - 132. Put an X next
to the problem you think will have the highest answer. Then solve both problems.
The next page is about Multiplication and Division
The page the children will use is as follows:
Row A is a big picture with six normal size cookies across the top inside the picture
Row B. is below that and it is just a line about this long _________________
Row C has 3 unfinished problems as follows:
4___ _____= 12 5 __ _____= 15 7 ___ ______ = 14
Row D has the following: Hardware prices: nails--2cents, nuts-3cents, bolts-5cents
Row E. has square boxes with the following numbers in them:
16 17 18 19 20
26 27 28 29 30
Your page will read the following:
1. Write your name above box A.
2. Draw 2 children in box A. Decide how to divide the cookies fairly between the 2 children.
Draw a circle around a set for each child. Then draw a line from each child to his set of cookies.
3. Two friends each bought 3 balloons. How many balloons did they buy in all? Write your answer in
the blank by letter B.
4. Look at part C. Write in a multiplication sign next to the 4 on the first blank. In the second
blank write the number you would multiply by 4 to reach an answer of 12. Finish the other
blanks in the same way.
5. Look at part D. Here you see prices of parts at a hardware store. Listen to the items Sue is
buying. Figure out how much she will spend. Sue needs 4 nails plus 1 bolt. Write how much
she will spend next to her name. Tom will buy 2 nuts, 2 bolts and 2 nails. How much will
Tom spend? Write your answer next to Tom's name.
6. Look at the boxes in part E. Put an X on the answer to 3 x 6. Circle the answer to 4 x 7.
The Next two pages have to do with Time, Money, and Measurement called Clocks, Coins, and \Rulers
For the Children's page A. is a big circle clock with the 12 at the top, the 3 on the side, the 6 at the
bottom and the 9 on the side it is suppose to be on.
B includes two smaller clocks, One says 2:00, the other says 2:30
part C is another smaller clock that says 5:00
D and E are two rows of a nickel and five pennies
F. is just a line like this_______________
So is G just the same
H. is three solid lines as follows
_____________________________ ______________________ ____________________
I. has nothing in it
The parents instructions are as follows:
1. On clock A, add these numbers where they belong: 1, 2, 4, 5, 7, 8, 10, 11.Add an hour hand
and a minute hand. Write your name under clock A. Discuss the amount of time each number
lapses with each hand.
2. Look at the 2 clocks by letter B. Underline the clock that reads 2 o'clock.
3. Look at clock C. If Mr. Smith leaves for the beach at this time and drives for 2 1/2 hours, what
time will he arrive at the beach? Write your answer in digital form under clock C.
4. In box D, circle enough coins to make 7 cents.
5. In box 3, underline the amount of money Jane would have if she started with 10 cents and
spent 4 cents.
6. How much money would you have if you found these coins: 2 dimes, 1 nickel and 3 pennies?
Write your answer by letter F.
7. Jose has 2 quarters and 2 dimes. Can he buy a treat that costs 75 cents?
Write yes or no next to letter G.
8. Look at the lines by letter H. Circle the one that is 2 inches long.
9. Near the top of the space marked I, draw a horizontal line that is 8 cm long.
10. Under that line, draw a rectangle that is 6cm wide and 4 cm high. Put an X inside the rectangle
on the spot that is 1 cm above the bottom of the rectangle and 1 cm away from the left-hand
side of the rectangle.
The following activities are just extra things to do with your children.
1. Using classroom clocks with movable arms, have students practice setting the hands for times
You give them orally. Start with hours, then half hours.
2 (I am skipping this one because it will not work for us)
3. Using the clock on the wall, Throughout the day do some oral clock "math."
Ask questons such as, "If it's 1 o'clock now, what time will it be in 1 hour?" "2 hours?"
"What time was it 1 hour ago?" "3 hours ago?"
1. Go over values of different coins. Practice finding coin sums using play or real coins. Do a lot
of oral work; for example, "Show me 2 coins that make 6 cents." "Show me w coins that
make 25 cents." "how much is 1 nickel, 1 dime and 2 pennies?"
2. Have a classroom store. Let students practice buying, selling and making change with play
money for small classroom supplies, grocery items, etc.
1, Hold up two or three objects. Ask which is longer, shorter.
2. Give students rulers that measure in inches. Ask them to find an item on or near their desk
that is 2 inches long, 5 inches long, etc. Repeat using centimeters.
The following pages have to do with Fractions and they are the last for today
The childrens page is as follows: A and B are big divided off space to draw something.
C has three divided rectangeles. The first is divided in half lengthwize. The middle is
divided up in fifths going up and The last rectangle is divided in thirds lengthwise. It also
has three fractured circles. D is 6 baloon shaped head with the eyes.
Here are the instructions with it:
1. Draw a square in space A. Shade in 1/2 of the square with your pencil Write your name
under the square.
2. In space B, draw 3 balls, Shade 1/3 of the balls with your pencil.
.3. Look at part C. Find the rectangle that's divided into fifths.
Color in 2/5 of the rectangle.
4. Find the circle in part C that's divided into fourths. Color in 3/4 of the circle
5. Find 2 shapes in part C. that are divided into thirds. Underline both shapes.
6. Look at the faces in part D. Give 4/6(2/3) of the faces smiles. Give 2/6 (1/3) of the faces smiles
7. Give 1/6 of the faces a large nose. Give 5/6 of the faces small noses.
8. Give 2/6(1/3) of the faces curly hair.
9. Put hats on 3/6(1/2) of the faces.
10. Add ears to 5/6 of the faces