I did not realize that Tammy's Bible verse blog was not on my Blog list! I have added it now, so if you click on it, you can see what we have read and discussed. The terminology might not be very correct, because of limited understanding - especially last year - but this blog reflects a very special journey Tammy and I had learning about God. I would love to hear your comments on "How to become a child of God" (Thursday, August 14, 2008). It is sometimes difficult to explain God's grace and that we are saved through grace and grace alone - but also that we have a choice: we have to choose whether we want to follow Jesus or not (Narrow and wide road), but that it is not our good deeds that gets us into heaven.
Tammy copies the verses out of her contemporary English Bible which she got as going away gift from her previous school. (I am at home at the moment and haven't got the title before me.) It has tiny print and when she received it, I never thought that she would be able to read it so soon.
Anyway, I first read a passage out of the Bible to her, with her following where I am reading. If the same passage is in the children's Bible also, I read that too, but sometimes let her read it. Then we talk about the passage and what God is telling us. Tammy then chooses a verse or verses from the passage we have read. Homework is then to copy the verse(s) in her "Bible file" in ordinary font and to "write the italics" - i.e. to type in italics the meaning or message. The italics are there to make the difference clear between the Bible verses and her (our) interpretation, but with blogging the italics disappear and she sometimes forgets to convert the sentences into intalics again. Last year I often wrote down "the italics", but this year I usually leave it to her to type the interpretation on her own and to make her own labels for the post. I still often have to help with sentence construction, but as in all things, help dimishes slowly but surely.
Last year and the first term this year, she also illustrated the verses - her file of last year is beautiful - but this year with more attention to academics and going to the gym this has fallen away. It is a pity because the art enhanced the message. However if she does the art for homework, she just rushes it and no real thought or effort goes into the illustrations, so it seemed to me a waste of time. I could not commend her "illustration" the next day and who wants to start the day with a dissatisfied teacher?
We sometimes pray together and sometimes takes turns. I try to get her to respond to the passages we have studied because if you talk to a friend, and your friend tells you something, you can't just talk about other things - you have to respond to what your friend has told you.
I am curious to know what other homeschoolers do for Bible. Please pray for us that we will do God's will in all of this.
P.S. We start every morning but checking homework and writing down the plan for the day and if I should forget to write it down, Tammy comments "And Bible..!"
A walk to the stables
Tamerin at the horses: we walked there on Thursday and talked rugby nearly all the way!
Saturday, June 13, 2009
Thursday, June 11, 2009
Some objectives for June
I realise we have not done lapbooks yet- I have forgotten about them somehow. Its a pity. They are definitely still on the agenda.
Tammy's language is coming along. I understand her speech better, but she is still inclined to rush when she gets excited and then speech becomes clipped e.g. "He go, you turn, like this (gesture) down...at the back.." Then I have to get her to slow down: "Come again. I missed that. Where did you go?" Poor speech patterns from the past persists e.g. "You want some tea?" instead of "Do you want some tea?" Past tense is still formed through the use of "did" - a habit of many South Africans! "What did you eat?" "We did eat..." However Tamerin now says "I want to show you what my mother did bought for me..." It is going to take lots of practice still to get rid of that "did".
Language exam will include
As far as her journeying with the Lord is concerned: She still finds it hard to express what she understands at first when we read the Bible, but after we have discussed it and I have lead her with questions, her insight is quite amazing. E.g. that if Jesus is the seed from which our new life comes, people should be able to see Jesus in us, the same way you would see a mealie after you have planted a mealie. (1Peter 1:23) (See her Bible verse blog). After choosing and copying a Bible verse from the passage we read, she has to write "The Italics" i.e. what she understands the verse / passage is saying to her. Of course I help, especially with sentence construction, but in the end it is her record of what we have discussed. We have mostly been doing Bible study out of Matthew - we have just finished Chapter 7. It is a very satisfying and enlightening study.
God has a purpose here and I continue to pray for wisdom!
Tammy's language is coming along. I understand her speech better, but she is still inclined to rush when she gets excited and then speech becomes clipped e.g. "He go, you turn, like this (gesture) down...at the back.." Then I have to get her to slow down: "Come again. I missed that. Where did you go?" Poor speech patterns from the past persists e.g. "You want some tea?" instead of "Do you want some tea?" Past tense is still formed through the use of "did" - a habit of many South Africans! "What did you eat?" "We did eat..." However Tamerin now says "I want to show you what my mother did bought for me..." It is going to take lots of practice still to get rid of that "did".
Language exam will include
- Spelling
- Comprehension (filling in missing words and answering questions on a passage and choosing the correct option out of given words),
- Grammar (rewrite in the past tense; say whether it is a verb or a noun).
- Speech (reciting a poem, telling what she has read and talking about any topic she chooses. I hope to record it again so as to compare her speech with evaluation done in April.)
- One minute reading - same level as November 2008 (My Secret Unicorn) as well as from new text (Disney World Website or Zac Efron Annual. She can choose.)
- Creative writing: Make sentences with..... and Blog post.
As far as her journeying with the Lord is concerned: She still finds it hard to express what she understands at first when we read the Bible, but after we have discussed it and I have lead her with questions, her insight is quite amazing. E.g. that if Jesus is the seed from which our new life comes, people should be able to see Jesus in us, the same way you would see a mealie after you have planted a mealie. (1Peter 1:23) (See her Bible verse blog). After choosing and copying a Bible verse from the passage we read, she has to write "The Italics" i.e. what she understands the verse / passage is saying to her. Of course I help, especially with sentence construction, but in the end it is her record of what we have discussed. We have mostly been doing Bible study out of Matthew - we have just finished Chapter 7. It is a very satisfying and enlightening study.
God has a purpose here and I continue to pray for wisdom!
Sunday, June 7, 2009
Big disappointment and a new challenge
Tammy and family will no longer by going to the States this year. It is a big disappointment to the children, but there it is. Tammy and I still check the $ exhange rate each day, and she plots it on her Excel graph, but there is no longer the urgent need to learn to mentally calculate how much an item of $36.99 would be in our currency. It was fun while it lasted though, and she has learnt a lot.
So what do we do now? She is busy with Unicorn School and it starts with the unicorns preparing for exams. Seeing that her brother is busy with exams too, I decided it might be a good thing for Tamerin to also write exams. It might help her to join in conversations when she visits with her cousins.
Sooo.... what to "study" besides math and spelling? We have had several discussions on government and elections last year and earlier this year, so we will revise notes again. I hope to make the "exam" very practical e.g. to look up the telephone number of a certain government department. Just exactly what should every citizen know about government? I suppose we'll stick to the structure and functions of the different "parts" of government, the names and logos of the main political parties and taxes... and anything that is in the news this month.
Language will mostly be "fill in the missing word" based on her reader and her history notes, spelling, and finding the verb/noun/ adjective or adverb. (I find that it is important to know the difference between, for instance, a noun and a verb when using a dictionary.) I would love for her to make her own sentences with certain words as well.
Other subjects will be sport: again because it helps Tamerin to understand what is going on when family and friends watch it. (She has written on her Father's Day card: "I love watching rugby with you.) Tallying up the scores also provides good math practice. In rugby (our favourite sport) a goal counts 5 points, the conversion kick 2 points, a penalty kick 3 points and a drop kick also 3 points. In cricket you have singles, two's, fours and sixes and then there are six balls to an over and in limited cricket only 50 overs....
But why, oh why do they count 15, 30, 40 in tennis??
The math exam will include multiplication (e.g. 325 x 6), division (e.g. 325 / 6), fractions, adding with tens and hundreds, subtraction, percentages, rounding of prices and counting of money and reading of amounts involving millions and thousands.
Before finalising the study material, I better check on our goals again.
Please Lord help me to choose the right stuff and the right method to revise, and please let Tamerin enjoy it.
So what do we do now? She is busy with Unicorn School and it starts with the unicorns preparing for exams. Seeing that her brother is busy with exams too, I decided it might be a good thing for Tamerin to also write exams. It might help her to join in conversations when she visits with her cousins.
Sooo.... what to "study" besides math and spelling? We have had several discussions on government and elections last year and earlier this year, so we will revise notes again. I hope to make the "exam" very practical e.g. to look up the telephone number of a certain government department. Just exactly what should every citizen know about government? I suppose we'll stick to the structure and functions of the different "parts" of government, the names and logos of the main political parties and taxes... and anything that is in the news this month.
Language will mostly be "fill in the missing word" based on her reader and her history notes, spelling, and finding the verb/noun/ adjective or adverb. (I find that it is important to know the difference between, for instance, a noun and a verb when using a dictionary.) I would love for her to make her own sentences with certain words as well.
Other subjects will be sport: again because it helps Tamerin to understand what is going on when family and friends watch it. (She has written on her Father's Day card: "I love watching rugby with you.) Tallying up the scores also provides good math practice. In rugby (our favourite sport) a goal counts 5 points, the conversion kick 2 points, a penalty kick 3 points and a drop kick also 3 points. In cricket you have singles, two's, fours and sixes and then there are six balls to an over and in limited cricket only 50 overs....
But why, oh why do they count 15, 30, 40 in tennis??
The math exam will include multiplication (e.g. 325 x 6), division (e.g. 325 / 6), fractions, adding with tens and hundreds, subtraction, percentages, rounding of prices and counting of money and reading of amounts involving millions and thousands.
Before finalising the study material, I better check on our goals again.
Please Lord help me to choose the right stuff and the right method to revise, and please let Tamerin enjoy it.
Thursday, May 21, 2009
Money Matters
Part of preparation to go to the U.S. is practising to convert $ to Rand. This involves checking the exchange rate every morning and while Tammy is going to do that for the next couple of weeks, I let her enter the data on Excel and insert a chart: since starting that at the beginning of the week, the Rand has steadily strengthened against the $ and it shows on her chart. This morning Tammy proudly announced today that the Rand has strengthened!
She then converts $1 - $10 dollars as well as $100 and $1000. In the beginning she has made lots of mistakes, but she has done 2 sheets without a single mistake.
Example:
R 8. 35
x 8 (How does one underline this on a blogpost?!)
66 . 80
Today she made 2 mistakes - both with adding e.g with the above calculation when she had to add 4 + 2 she wrote 7!! Tammy, Tammy....!
She loves these calculations and I love them too as they involve multiplication, adding and the use of the decimal point. She also has to estimate the answer before calculating it i.e. 8 x 8 = 64 and 8 x 9 = 72 so the answer must be between 64 and 72, but today it will be closer to 64 because 35c is closer to R8 than R9. Since estimating the answer, she has made far fewer mistakes! This is also what she will use if she has to convert $ to R without a calculator or pencil and paper.
The other money matters that we practice is rounding prices. I have started with it last year, but only now feels that she understands. So we go through newspaper ads and she reads me the real price and then what it "actually" costs. R69.99 = R70.00. Great fun.
We also count money. We have been doing it for a long time, but it is not easy and Tammy has to really focus on not confusing R and c.
This week I also let Tammy "pay" for stuff.
She first counts her money to establish how much she can pay.
Then she has to round the price e.g R35.99 = R36.
Then she gives me enough cash to cover the price, but not too much (e.g. 2 x twenty Rand notes, seeing that she has no R10 note or coins to make up R6).
Then she has to calculate how much change she would get. (R40 - R35 = R5 .... + the 1c, but seeing that we no longer use 1c coins, the shop would round it and give her 5c.)
She has also calculated discounts e.g. 50%, 25% and 10% discounts. Percentages are not new to her, seeing that she always has to calculate the percentage of her homework or test results and we used percentages a lot when we covered the elections.
She still needs lots of practice, but she understands what it is all about and is very determined to crack it. This is very practical, fun numeracy and works for us.
She then converts $1 - $10 dollars as well as $100 and $1000. In the beginning she has made lots of mistakes, but she has done 2 sheets without a single mistake.
Example:
R 8. 35
x 8 (How does one underline this on a blogpost?!)
66 . 80
Today she made 2 mistakes - both with adding e.g with the above calculation when she had to add 4 + 2 she wrote 7!! Tammy, Tammy....!
She loves these calculations and I love them too as they involve multiplication, adding and the use of the decimal point. She also has to estimate the answer before calculating it i.e. 8 x 8 = 64 and 8 x 9 = 72 so the answer must be between 64 and 72, but today it will be closer to 64 because 35c is closer to R8 than R9. Since estimating the answer, she has made far fewer mistakes! This is also what she will use if she has to convert $ to R without a calculator or pencil and paper.
The other money matters that we practice is rounding prices. I have started with it last year, but only now feels that she understands. So we go through newspaper ads and she reads me the real price and then what it "actually" costs. R69.99 = R70.00. Great fun.
We also count money. We have been doing it for a long time, but it is not easy and Tammy has to really focus on not confusing R and c.
This week I also let Tammy "pay" for stuff.
She first counts her money to establish how much she can pay.
Then she has to round the price e.g R35.99 = R36.
Then she gives me enough cash to cover the price, but not too much (e.g. 2 x twenty Rand notes, seeing that she has no R10 note or coins to make up R6).
Then she has to calculate how much change she would get. (R40 - R35 = R5 .... + the 1c, but seeing that we no longer use 1c coins, the shop would round it and give her 5c.)
She has also calculated discounts e.g. 50%, 25% and 10% discounts. Percentages are not new to her, seeing that she always has to calculate the percentage of her homework or test results and we used percentages a lot when we covered the elections.
She still needs lots of practice, but she understands what it is all about and is very determined to crack it. This is very practical, fun numeracy and works for us.
Sunday, May 17, 2009
Preparing to see Disney World
While we still "struggle" with the long division (Tammy can do it alright, but she takes forever), we have had great fun with language this past week:
Seats have not been booked yet, but it seems sure that Tammy's family will be off to the U.S. end of June. Disney World will definitely be on the intinerary, so Tammy and I have started to "study" this Disney World Guide. It loads faster than the official website and gives us everything we need.
I copy the text to a Word document and then we read it together, write down then new vocabulary and discuss the contents. Then we go back to the actual website and Tammy reads it to her family!! Great stuff!
So far we have done the home page on Disney World and introduction to Magic Kingdom. New vocabulary included words such as performance, recreation, destination, options, entertainment, unique, focus, specific, area, include, incredible. ("Incredible" is so "wow"! English is Tamerin's 2nd language and communication in either her home language or English has always been a very big challenge for her, so these words are "quite big"!) We practice the tongue twisters like specific by breaking them up into syllables as we have always done and she "reads" them aloud over and over until she can say them fluently.
For her spelling test on this weeks vocabulary, she scored 16/20! (Mistakes were: guid (guide), includ, (include) increadible (incredible) and imaine (imagine).
The discussion of the contents is very important. Tammy can tell you that 50 million people visit Disney World per year. She worked out how many visitors there are on average per day (50,000,000 / 365) and also what percentage visit Magic Kingdom. The practical math we have done at election time, is paying dividends! She can read thousands and millions and write down the numbers too! I am so proud of her. We also talked about Everest and checked on the globe where Nepal is. Will check tomorrow whether she still remembers what Everest is, but I am sure she does.
To reinforce the vocabulary (and facts), I make up sentences with missing words and give her the options to be filled in, in a box above the sentences. My aim is not to confuse or to test her, but simply to make language fun, to reinforce and to read with comprehension and focus! I use the same words again and again, but each time in a different context. Tammy has to read the whole sentence first and substitute the missing word with hmmm before she chooses the word from the box.
(I wish I knew how to blog word documents, but if I try to copy a word sheet, my blog refuses to publish it? Any suggestions?)
Anyway, typical sentences would be
entertainment / option / attractions / incredible / celebrate
There are many different things to do at Disney World. You even have the .............. to .................................. your wedding there.
The variety of shopping and ......................................... areas is simply ...............................................
One of the main ...................................... in Disney World is "Expedition Everest".
To help with choosing the right word, I refer to parts of speech such as verb, noun, adjective and adverb without making a big fuss. You need to know what verbs, nouns etc are when you use a dictionary and Tammy has to look up new words daily. When do children actually learn parts of speech in school? Grade 4? I haven't the faintest idea. We do not do "grade" work - we just do what seems necessary. Right now, being able to talk about the coming trip and to feel good about herself seem very, very necessary. (By the way, the looking up of words in the dictionary or telephone numbers, and fiddling with search engines form part of my vision of her working in an office one day. )
Homeschooling is the greatest!
Seats have not been booked yet, but it seems sure that Tammy's family will be off to the U.S. end of June. Disney World will definitely be on the intinerary, so Tammy and I have started to "study" this Disney World Guide. It loads faster than the official website and gives us everything we need.
I copy the text to a Word document and then we read it together, write down then new vocabulary and discuss the contents. Then we go back to the actual website and Tammy reads it to her family!! Great stuff!
So far we have done the home page on Disney World and introduction to Magic Kingdom. New vocabulary included words such as performance, recreation, destination, options, entertainment, unique, focus, specific, area, include, incredible. ("Incredible" is so "wow"! English is Tamerin's 2nd language and communication in either her home language or English has always been a very big challenge for her, so these words are "quite big"!) We practice the tongue twisters like specific by breaking them up into syllables as we have always done and she "reads" them aloud over and over until she can say them fluently.
For her spelling test on this weeks vocabulary, she scored 16/20! (Mistakes were: guid (guide), includ, (include) increadible (incredible) and imaine (imagine).
The discussion of the contents is very important. Tammy can tell you that 50 million people visit Disney World per year. She worked out how many visitors there are on average per day (50,000,000 / 365) and also what percentage visit Magic Kingdom. The practical math we have done at election time, is paying dividends! She can read thousands and millions and write down the numbers too! I am so proud of her. We also talked about Everest and checked on the globe where Nepal is. Will check tomorrow whether she still remembers what Everest is, but I am sure she does.
To reinforce the vocabulary (and facts), I make up sentences with missing words and give her the options to be filled in, in a box above the sentences. My aim is not to confuse or to test her, but simply to make language fun, to reinforce and to read with comprehension and focus! I use the same words again and again, but each time in a different context. Tammy has to read the whole sentence first and substitute the missing word with hmmm before she chooses the word from the box.
(I wish I knew how to blog word documents, but if I try to copy a word sheet, my blog refuses to publish it? Any suggestions?)
Anyway, typical sentences would be
entertainment / option / attractions / incredible / celebrate
There are many different things to do at Disney World. You even have the .............. to .................................. your wedding there.
The variety of shopping and ......................................... areas is simply ...............................................
One of the main ...................................... in Disney World is "Expedition Everest".
To help with choosing the right word, I refer to parts of speech such as verb, noun, adjective and adverb without making a big fuss. You need to know what verbs, nouns etc are when you use a dictionary and Tammy has to look up new words daily. When do children actually learn parts of speech in school? Grade 4? I haven't the faintest idea. We do not do "grade" work - we just do what seems necessary. Right now, being able to talk about the coming trip and to feel good about herself seem very, very necessary. (By the way, the looking up of words in the dictionary or telephone numbers, and fiddling with search engines form part of my vision of her working in an office one day. )
Homeschooling is the greatest!
Friday, May 8, 2009
Long division has started!
While we worked out fractions, I realised Tamerin's ability to divide is not so good: She doesn't know what is 20 divided by 5, but when given a prompt i.e. what times 5 gives you 20, she answers without hesitation! She knew her tables well, but division practice was sorely needed!
This week we spent a lot of time on long division, using 6 every time as the divider. Tammy likes to follow a given method and she managed the long division quite well: we marked the number line with the six times table to help her count the sixes, but after a day, it was no longer needed. I realised that her knowledge of tables would kick in again, but it took some frustrating time before it happened.
What I found frustrating (and where I had to remind myself that she is "slow" and I need to be very patient) is when she had to deduct e.g. 20 - 18: For most of the week, she would do the deduction the "long method": She would say 0-8; no it can't, so I take a ten and cross out the 2 and make it a 1. 10 take away 8 is 2. 1 take away 1 is zero....! She couldn't just "see" that 20 - 18 is 2 or that 30 - 28 is 2.
But - praise the Lord - by today she started to take short cuts: 20 minus 18 is 2! Long division is the only division she can do: even 606 divided by 6 is done the long division way, but I figure, it doesn't matter, the short cuts will come with time.
We never have remainders - remainders are calculated as decimal fractions until the 2 decimal. It was good to see that 39 / 6 = 6.5. She knows very well that .5 is 1/2 and could see that the remainder of 3 is half a six.
Reading and other exercises are a bit on hold, until we really crack long division. She has made giant leaps through taking many, many, many baby steps! Tammy has had a very bad cold, so we did not go to gym this week - that's too bad, but on the other hand, it left us with more time to do math.
Today we spent most of the morning, making a computer scrapbook page for mother's day. She has a nifty programme called "Scrapbook factory", but I am not very familiar with it, so we struggled a bit, but in the end the page came out quite successfully. Next year, I'll make sure she takes more pictures of her mom. There were actually very few pics of mom on the computer. (Guess who takes most of the holiday photos?!) Tammy has a camera, but today the batteries were flat.
Our vision is that she will work in an office one day. My dilemma is now: is it better to practice to do this type of thing on computer, or should she get more practice using a ruler, scissors and glue? Which type of activity will be more beneficial in the long run? I am not too sure about this one. Either is fun: she loves working on the computer and the end result is neat. But cutting, pasting and painting are fun too!
Have a Happy Mother's Day!
This week we spent a lot of time on long division, using 6 every time as the divider. Tammy likes to follow a given method and she managed the long division quite well: we marked the number line with the six times table to help her count the sixes, but after a day, it was no longer needed. I realised that her knowledge of tables would kick in again, but it took some frustrating time before it happened.
What I found frustrating (and where I had to remind myself that she is "slow" and I need to be very patient) is when she had to deduct e.g. 20 - 18: For most of the week, she would do the deduction the "long method": She would say 0-8; no it can't, so I take a ten and cross out the 2 and make it a 1. 10 take away 8 is 2. 1 take away 1 is zero....! She couldn't just "see" that 20 - 18 is 2 or that 30 - 28 is 2.
But - praise the Lord - by today she started to take short cuts: 20 minus 18 is 2! Long division is the only division she can do: even 606 divided by 6 is done the long division way, but I figure, it doesn't matter, the short cuts will come with time.
We never have remainders - remainders are calculated as decimal fractions until the 2 decimal. It was good to see that 39 / 6 = 6.5. She knows very well that .5 is 1/2 and could see that the remainder of 3 is half a six.
Reading and other exercises are a bit on hold, until we really crack long division. She has made giant leaps through taking many, many, many baby steps! Tammy has had a very bad cold, so we did not go to gym this week - that's too bad, but on the other hand, it left us with more time to do math.
Today we spent most of the morning, making a computer scrapbook page for mother's day. She has a nifty programme called "Scrapbook factory", but I am not very familiar with it, so we struggled a bit, but in the end the page came out quite successfully. Next year, I'll make sure she takes more pictures of her mom. There were actually very few pics of mom on the computer. (Guess who takes most of the holiday photos?!) Tammy has a camera, but today the batteries were flat.
Our vision is that she will work in an office one day. My dilemma is now: is it better to practice to do this type of thing on computer, or should she get more practice using a ruler, scissors and glue? Which type of activity will be more beneficial in the long run? I am not too sure about this one. Either is fun: she loves working on the computer and the end result is neat. But cutting, pasting and painting are fun too!
Have a Happy Mother's Day!
Tuesday, April 28, 2009
First days of 2nd Term: Elections!
Besides our school vacation, we have had many public holidays in April: 22 April was Election Day, 27 April was Freedom Day (to commemorate our first truly democratic Election 15 years ago) and Friday 1 May is Workers Day. Last week we had two days of school and then I took off the rest of the week to go to the sea with my children (after we first voted of course!). So this is our "2nd week" of school, but actually today has only been our 3rd day of school this term. We could get used to have so many days off!
Last week Tammy and I spent a lot of time calculating how many people would vote if the voter percentage was 80%, 70%, 60% etc. based on the actual number of registered voters. (23,180,000). The ruling party i.e. the A.N.C. had a 2/3 majority after the last elections and that meant that they could change the constitution by themselves. To ensure true democracy, it was hoped that they would not get a 2/3 majority again. We have a very high crime rate and service delivery throughout the country is deteriorating and in many places virtually non-existent. In these aspects, the country is a mess and change is desperately needed if we are not to share the lot of Zimbabwe.
Anyway, it was good talking to Tamerin about the importance of voting and how the parliamentary seats would be allocated. Today, we studied the real results ("results" and "statistics" were today's new words) and then Tamerin "practised" speaking about the results.
She again did a lot of % calculations - from very simple ones e.g. 10% of 100 and 10% of 200 to 65.9% of 17,680.729 i.e. the election results. The complicated ones she did with a calculator of course! She also calculated percentage the other way around e.g. 40/ 50 x 100 =80% . Here too she worked from very simple calculations to real election results i.e. 11,650,748 out of 17,680.729 (the A.N.C.'s results) and 2,945,829 out of 17,680.729 (the D.A.'s i.e. the main opposition's results) It was good to see that her calculations were the same as the official statistics!
So what did she learn in this theme?
Thank you God for Tammy's good progress!
P.S. Tammy wrote (with help) on her blog about the election results. This helped her to verbalize her election information as she would explain it to her Ouma.
Last week Tammy and I spent a lot of time calculating how many people would vote if the voter percentage was 80%, 70%, 60% etc. based on the actual number of registered voters. (23,180,000). The ruling party i.e. the A.N.C. had a 2/3 majority after the last elections and that meant that they could change the constitution by themselves. To ensure true democracy, it was hoped that they would not get a 2/3 majority again. We have a very high crime rate and service delivery throughout the country is deteriorating and in many places virtually non-existent. In these aspects, the country is a mess and change is desperately needed if we are not to share the lot of Zimbabwe.
Anyway, it was good talking to Tamerin about the importance of voting and how the parliamentary seats would be allocated. Today, we studied the real results ("results" and "statistics" were today's new words) and then Tamerin "practised" speaking about the results.
She again did a lot of % calculations - from very simple ones e.g. 10% of 100 and 10% of 200 to 65.9% of 17,680.729 i.e. the election results. The complicated ones she did with a calculator of course! She also calculated percentage the other way around e.g. 40/ 50 x 100 =80% . Here too she worked from very simple calculations to real election results i.e. 11,650,748 out of 17,680.729 (the A.N.C.'s results) and 2,945,829 out of 17,680.729 (the D.A.'s i.e. the main opposition's results) It was good to see that her calculations were the same as the official statistics!
So what did she learn in this theme?
- What elections are about and a basic understanding of how our government is put together.
- The importance of voting: the higher the voter percentage, the more votes are needed to get a seat in parliament.
- What an I.D. document is.
- The voting process
- To read figures that run into hundred thousands or millions. A million has six zero's!
- To calculate % and to have a basic understanding of percentages e.g. 50% is half.
- These % calculations helped to reinforce basic arithmetic: multiply and divide.
Thank you God for Tammy's good progress!
P.S. Tammy wrote (with help) on her blog about the election results. This helped her to verbalize her election information as she would explain it to her Ouma.
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