Tag Archives: math literacy\numeracy

The Order of Things: Longest Rivers

Here is another lesson from The Order of Things, this one on the longest rivers in the world. You’ll also need the list and comprehension questions that are the work of this lesson.

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.

20 Fingers and Toes

“Twenty is perhaps the oldest, most natural large number for mankind to relate to, for it is the number we achieve by counting up all our fingers and toes. Echoes of this unit (called Vigesimal) can still be found in both the French and English language. The French still express eighty as ‘quatre-vingts’ (four twenties), while English keeps a special word (‘score’) for this number, as in the expression ‘four score and ten.’ And until decimalization was introduced in 1971 the English monetary unit was still so ordered, with twenty shillings to the pound.”

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.

The Order of Things: The Civil War Secession of States

Here’s another lesson plan from The Order of Things, this one on the secession of states preceding the American Civil War. This worksheet with a list and comprehension questions related to it constitute the work for this lesson.

As I’ve previously mentioned, I was just beginning to develop these materials (in fact, as I write this, a pile of worksheets awaiting development sits before me on my desk) when the school I was working in closed for the year. In fact, I’ve already posted several lessons derived from Barbara Ann Kipfer’s book, including those on the readmission of seceded states after the Civil War. Needless to say, those logically ought to follow this one, not precede it.

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.

The Order of Things: Hesiod’s Ages of History

Here is a lesson plan on Hesiod’s Ages of History along with its reading and comprehension questions. As I’ve mentioned previously when posting these materials, this lesson (and at least 30 others like it) are something I started working on just before the COVID19 pandemic scaled up and closed schools, and I lost my job as a public school teacher.

To reiterate (and you can read more about these on the “About Posts & Texts” page linked to just above the banner photograph on the homepage of this site), these documents aim to give students an opportunity to work with, and develop their own understanding of, moving between two sets of symbols, words and numbers, in one lesson. The worksheet can be contracted or expanded as is appropriate for the attention spans of the students with whom you’re working. These are, as you will infer, literacy development exercises.

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.

The Order of Things: Admission (or Readmission after the Civil War) of States to the Union

As I mentioned the previous posts in which I published these documents (and you can learn more about these materials in the “About Posts & Texts” page on the homepage of this blog, just above the banner photograph), I began to contrive lessons from Barbara Ann Kipfer’s book The Order of Things just about the time I left public education last month. So, because I have only used these materials in the classroom a couple of times, they remain somewhat tentative.

Nonetheless, I wrote 30 of them, and have the document templates prepared to write 30 more–at least. If you’ve ever considered commenting on Mark’s Text Terminal, I would be very much obliged to hear what you think of these lessons. I intended them for emergent and struggling readers as a means to experience directly the task of reading and comprehending two symbolic systems (i.e. numbers and letters) at the same time.

So, here is a lesson plan on admission (and readmission after the Civil War) of states to the Union, along with its reading and comprehension worksheet. The worksheet is relatively short; like most other things on this blog, however, it is in Microsoft Word and therefore easily manipulable to your needs. I suppose, as I look at these, they have the potential for transfer into cross-disciplinary instruction.

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.

Chinese Power of 9

“Nine has always been respected by the Chinese, for it has tonal resonance with ‘long lasting’ and was also associated with the Emperor, who had nine dragons embroidered on his robe and ruled over a court divided between nine ranks of courtiers who could gain nine sorts of reward. This respect for the power of 9 led to many social listings of 9, often charged with an observant sense of humor, as well as the more serious concept of how individuals were bound ninefold to their family, clan, and community.

Here are the 9 Admirable Social Habits:

*Relieving tension * Courteous attention. * Discreet

Mention * Tenacious retention * Assiduousness *

Wise abstention * Calculated prevention * Truthful

Intervention * A sense of dimension

The 9 Virtues—as defined for the near legendary Emperor Yu (2205-2100. BC) by his chief minister Kao-Yao:

*Affability combined with dignity * Mildness with

firmness * Bluntness with respectfulness * Ability with

reverence * Docility with boldness * Straightforwardness

with gentleness * Easiness with discrimination * Vigo

with sincerity * Valor with goodness

The 9 Follies:

*To think oneself immortal * To think investments are

secure * To mistake conventional good manners for

friendship * To expect any reward for doing right * To

imagine the rich regard you as an equal * To continue to

drink after you have begun to declare that you are sober

* To recite your own verse * To lend money and expect

its return * To travel with too much luggage

The 9 Jollities of a Peasant:

*To laugh * To fight * To fill the stomach * To forget

* To sing * To take vengeance * To discuss * To boast

* To fall asleep

The 9 Deplorable Public Habits:

*Drunkenness * Dirtiness * Shuffling * Over-loud voice

* Scratching * Unpunctuality * Peevishness

* Spitting * Repeated jests

And the 9 Final Griefs:

*Disappointed expectations * Irretrievable loss

* Inevitable fatigue * Unanswered prayers

* Unrequited service * Ineradicable doubt

* Perpetual dereliction * Death * Judgement”

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.

 

Origami IV

I sure hope it’s true that, as the old Roman proverb goes, that fortune favors the bold, because I fear I am pushing my luck with these origami posts. As the heading indicates this is number four–out of a total of five–of these posts containing PDF illustration of origami folding instructions. This batch is from a different book from the first three, so these folding terms and directions are different.

Anyway, here we go: origami 33 luna moth; origami 34 tortoise; origami 35 carp; origami 36 pinwheel; origami 37 lotus; origami 38 balloon; origami 39 wreath; origami 40 masu; origami 41 peacock.

Finally, don’t forget this article from wikiHow on making origami paper, and this trove of videos on YouTube on origami.

Origami III

OK, folks, here is post three of give of some origami materials that I publish with no small amount of ethical foreboding. I won’t belabor the points I made in the earlier posts, but rather get right to it.

origami 22 lantern; origami 23 swan; origami 24 star; origami 25 sailboat; origami 26 carp; origami 27 butterfly; origami 28 frog; origami 29 pig; origami 30 waterbomb; origami 31 candy box; origami 32 fancy box.

Here is a document with folding terms and directions. You might find this wikiHow article on how to make origami paper useful. Finally, here is a long list of YouTube videos on origami technique.

Origami I

Ok, it’s April Fools Day, and my guess is that like most people, and certainly me, you’re in no mood for jokes, either impractical or practical.

Today is also the beginning of Asian Pacific American Heritage Month 2020. To begin this month, I’m going to push limits a bit here and post a series (the first of four or five, if this causes me no trouble) of PDFs of origami instructions; this stuff is under copyright–therefore not mine to give away.

Challenging times call for bold moves, though. If you have young or youngish kids at home–but please be aware that origami is an art and craft for all ages–during this COVID19 crisis, these are perfect activities for them.

So, here are: origami 1 dog; origami 2 cat; origami 3 rabbit; origami 4 horse; origami 5 fish; origami 6 penguin; origami 7 tulip; origami 8 stem; origami 9 cup; origami 10 hat.

Here is a PDF of folding terms and directions for origami. You might also find useful this article from Wikipedia on origami as well as this reading on origami paper itself and how to make it. Finally, like everything else in the world, YouTube carries a plethora of videos on origami.

That’s it. If you’re using this material and want more, be on the lookout for the next four of five posts on origami at Mark’s Text Terminal.

Three Long Division Worksheets and Their Answer Keys

I started working on these three long division worksheets and their respective answer keys several months ago as part of a large remedial unit on basic operations in arithmetic. I just finished them this morning.

Let me say again that I am not a math teacher–and was not exactly a stellar math student–and leave it at that. OK, come to think of it, I will point you toward this article on “interleaving” in math instruction from the American Educator. When circumstances (which I hope never to confront again) compel me to teach math, I tend to use articles like that one to guide my planning.

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.