# Day 174

N and C dragged their feet into school today. They spent much of their time in geography singing “boots and cats and boots and cats” and “oontsa oontsa oontsa.” Thank goodness there wasn’t much one-on-one instructional time for me, because they are definitely feeling summer coming!

N (age 11):

• Math: N is still, once again, woefully behind in her math. But that’s not stopping me from plowing on ahead. The worst-case scenario for her is that she won’t be allowed in the pool next week until she’s all caught up (I’m also planning to use the pool as blackmail to get the girls to clean their rooms in the morning). She warmed up with mental math and a worksheet on measurements (weight, volume, length, temperature, etc.). Her lesson was on geometric transformations (i.e. rotation, translation, and reflection). She remember learning it before. We used some tangram pieces to illustrate each transformation in a concrete way. She was assigned a lesson review.
• Spelling: N practiced her words using the prefixes “trans-,” “un-,” and “dis-.”
• Reading: N read a chapter of Harry Potter and the Chamber of Secrets.
• Science: N and C researched Shen Kua and his contribution to science, and wrote about it.
• Geography: N and C filled out their Middle East maps and all the countries they know so far in their Southeast Asia maps. They learned about the country of Malaysia today. I couldn’t find information on Malaysia in either Time for Kids or National Geographic Kids, so I had to settle for a combination of National Geographic and the CIA World Factbook to piece together a lesson for them.
• Music: N practiced her scales and the song she was assigned this week.

C (age 9):

• Math: C is also woefully behind in her math. But, again, I’m plowing ahead. For mental math, C learned a new strategy for addition problems (e.g. for 35+8, 35+5 makes 40 and 8 can be divided into 5+3, so the problem becomes 35+5+3). She was very annoyed to be learning this new mental math method and was quite uncooperative and grumpy through the mental math process. The lesson was much easier. She reviewed the times tables for 0, 1, 2, and 5. She completed a worksheet on multiplication and was assigned a lesson review.
• Spelling: C practiced her words with different spellings of the long “e” sound.
• Reading: C read Little House in the Big Woods for 20 minutes.
• Science: Combined class with N.
• Geography: Combined class with N.
• Music: C practiced her chord transitions to G7 and the A note.

S (age 6):

• Math: S and I counted to 100 by 1s, 5s, and 10s using the 100-number chart. For her lesson, she acted out addition and subtraction story problems using counting bears. The kids always love using the counting bears in math. The hardest part is tearing them away from the bears for the next subject.
• Reading: S reviewed the letter “n” with a worksheet from The Measured Mom. We sang the alphabet song together and S located the lowercase “o” on our alphabet poster. While she colored a picture of an otter curled around a lowercase “o,” I read her three poems, emphasizing both long and short /o/ sounds as they came up. We played “Silly Sentences” again. I said an alliterated sentence and S told me the beginning sound of the words used in each sentence. I read another chapter of Anne of Green Gables and her Usborne Book about sharks.
• Writing: S copied lowercase “o” on a custom worksheet.