Tag Archives: math literacy\numeracy

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.

The Order of Things: Admission of the First 13 of the United States

Here is something new at Mark’s Text Terminal: a reading and analysis lesson plan derived from the text of Barbara Ann Kipfer’s book The Order of ThingsI’ll be writing up a summary of this work and its purpose on the “About Posts & Texts” page, which you can click through to just above the banner photograph. I am still thinking through how to describe the object of these lessons (I have 30 of them outlined at this point), but I can say this much: these worksheets are an attempt to provide students practice, as a road to developing their own understanding of what former U.S. Secretary of Labor Robert Reich called the work of “symbolic analysts.”

This first lesson plan is on the admission of the first 13 of the United States. The worksheet for this lesson calls upon students to read and analyze both language and numbers (two sets of symbols, in other words) in order to answer a series of relatively simple comprehension questions. There is a lot of room to alter this material to you and your students’ needs; as always, these documents are in Microsoft Word, so they are easily manipulable.

More of these are forthcoming, as is a more extensive explanation of them and rationale for their use, as above, on the “About Posts & Texts” page.

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.