Category Archives: Reference

These are materials for teachers and parents, and you’ll find, in this category, teachers copies and answer keys for worksheets, quotes related to domain-specific knowledge in English Language Arts and social studies, and quotes on issues of professional concern. See the Taxonomies page for more about this category.

Four Very Basic Addition Worksheets

I’ve been assigned a math class this year. I’m not exactly well-suited to teach math; I struggled with it as a student, and really never made it past pre-algebra in high school. Nonetheless, I’m charged with teaching the subject. My students certainly deserve a better math teacher than I am–something I mention to them a couple of times a week.

In any case, here are four addition worksheets and their answer keys that I wrote for this class. There are a number of things I’m trying to assess with this preliminary work in the subject, one of the most important of which is any given student’s fund of working memory, a cognitive ability simply essential for math. You will see some problems repeat in different orders in an attempt to see if student recognize that they’ve seen the problem before. Also, using the same problem in different order gives students a chance to rehearse the commutative law of addition and teachers a chance to assess students’ understanding of this key concept in basic operations of mathematics.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Euripides on Learning and Youth

“Whoso neglects learning in his youth, loses the past and is dead to the future.”

Euripides (480-406 B.C.)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Rotten Rejections: The Wind in the Willows by Kenneth Grahame

“…the form of the story is most unexpected.”

Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.

J.B. Sears on the Life of a Teacher II

Systematic living. What is needed by teachers is the application of a bit of system and common sense in their daily lives. Teaching cannot be sedulously followed by young people without sedulously offsetting its inactivity with outside exercise and pleasure. Every teacher should set aside a definite time for exercise, and a definite sum of money of recreation and pleasure. A regular time for a walk, a tennis game, a horseback ride; and a regular monthly allowance for theater, opera, travel, of the entertaining of one’s friends, will take one out into the open air where acquaintance with nature may be renewed, furnish a host of new thrills, and establish new interests and new companionships, which will drive away care, renew one’s mental and physical vigor, and provide a saner perspective for the serious tasks of the days to come.”

Excerpted from: Sears, J.B. Classroom Organization and Control. Boston: Houghton Mifflin, 1918.

J.B Sears on the Life of a Teacher I

Intelligent living. As a matter of self-protection, to say nothing of the wisdom of living a joyous life, the teacher must look to the problem of keeping an adequate margin of good health. This is largely the problem of proper rest and recreation. It is such a simple truth to say that when one is tired and half sick most any sort of work becomes barren drudgery, and yet this explanation is rarely thought of by the teacher who retires in disgust after a long evening spent in the useless task of correcting papers.”

Excerpted from: Sears, J.B. Classroom Organization and ControlBoston: Houghton Mifflin, 1918.

9 Aztec Lords of the Night

“Xiuhtecuhtli (Turquoise Lord) * Tecpati-Itzli (Lord of the Obsidian Blade) * Piltzintecuhtli (Our Lord Prince) * Centeotl (Lord of the Maize) * Mictlantecuhtli (Underworld Lord) * Chalchiuhtlicue (Lord of the Jade Skirt) * Tlazoteotl (Our Lady of Two Faces—Lustful Sin and Purification) * Tepeyollotl (Lord of the Heart of the Mountain) * Tlaloc (Lord of Rain and Fertility)

The Aztecs, like most of the pre-Columbian civilizations of Mesoamerica, ran a number of sacred calendars concurrently, which made life more interesting, in terms of working out festivals and celebrations, as well as good, bad, propitious and impossible days, nights and months. Blocks of nine nights fitted into both the 365-day-long solar year (known as Haab), which was divided into twenty groups eighteen-day months, as well as the 260-day-long fertility calendar (known as Tzolkin) composed of twenty groups of thirteen-day months as well as twenty-nine groups of nine nights.

Twenty-nine is of course the unit of a lunar month, while nine months represent the gestation of both a human child and the complete tropical cycle of sowing to reaping for such vital crops as maize. So the Lords of the Night, in some South American cultures, appear also as the Lords of the Nine Months, or the Nine Judges of Hell, and other ninefold manifestations.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Miguel Angel Asturias

“Miguel Angel Asturias: (1899-1974) Guatemalan novelist, short-story writer, and poet. Asturias spend much of his life in exile because of his public opposition to dictatorial rule. When he was sympathetic to his country’s leadership, he served as ambassador to El Salvador and later to France. He took a law degree in 1923 and then went to London to study economics and Paris to study anthropology, where he encountered French translations of Mayan writings. He proceeded to translate the Mayan text Popol Vuh into Spanish in 1925, developing a deep concern for the Mayan culture that was to weave its myth and history into everything he wrote, though never to the exclusion of this social and political statements. His greatest novel is El senor president (1946; tr El Senor Presidente, 1964), a phantasmagoric satire on Latin American military dictators, based largely on the regime of Manuel Estrada Cabrera, president of Guatemala from 1898 to 1920. Viento Fuerte (1950; tr Strong Wind, 1968), El papa verde (1954; tr The Green Pope, 1971), and Los ojos de los enterrados (1960; tr The Eyes of the Interred, 1973) comprise a trilogy attacking the exploitation by U.S.-owned fruit companies of the Guatemalan banana plantations. Week-end en Guatemala (1956) is a collection of stories about the C.I.A.-directed overthrow of the government of Jacobo Arbenz, whom Asturias had supported. After Arbenz’s ouster, Asturias went into exile, returning to Guatemala in 1966. In 1967 he was appointed ambassador to France, the same year in which he was awarded the Nobel Prize in literature.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Term of Art: Acculturation

acculturation: The adoption by one society of a trait or traits from another society. The term is usually employed in anthropological contexts, and considers the change from the point of view of the recipient society. cf DIFFUSION.”

Excerpted from: Bray, Warwick, and David Trump. The Penguin Dictionary of Archaeology. New York: Penguin, 1984.

A Learning Support on the Laws and Properties of Addition and Multiplication

OK, very quickly on a chilly Tuesday morning in southwestern Vermont, here is a learning support on the laws and properties of addition and multiplication.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Devil’s Dictionary: Actor

“Actor, n. One who peddles ready-made emotion, and who, despising us for the qualities on which he feeds, is by us despised for the unwholesome character of his diet.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000.