She was introduced on how to do addition in terms of tens. A question we did was 60 + 80. To solve this, we first thought of the numbers in terms of tens which gave us 6 tens + 8 tens = 14 tens. Next we converted the tens into ones which was done by appending a 0 at the end. This gave us our final answer of 140. She was able to do the next few questions on her own. We tried to apply this by measuring the things longer than 30 cm with our 30 cm ruler. We seemed to have a bit of trouble answering the question “What is the length of two rulers?” However, she eventually understood that we had to add 30 cm every time we add a ruler. Next, we measured the height of a chair. The height of the chair we measured was 30 cm + 30 cm + 27 cm. From the previous problem, she understood the two 30’s makes 60 cm. Adding the extra 27 cm required a bit of revision from two digit addition. She was eventually able to get the answer on her own. She learnt another unit of measurement, millimetres after being curious about what the “mm” on the other side of her ruler meant.

We have a bit of trouble remembering the conversions between the units of measurements. How 1 m = 100 cm and 1 cm = 10 mm. We also sometimes get confused between metres and millimetres. This may be due to the fact that both of their abbreviations have the letter “m” but millimetres have an extra one. When we write two digit numbers, we still get jumbled up with where to place the tens and ones digit. We had trouble converting cm to mm. I tried to explain that we add a 0 at the end the number to convert from cm to mm. However, I think she was already tired at that point. I should’ve have realised this, but I still kept repeating the same question with varying amount of centimetres, and getting increasingly frustrated when she couldn’t answer them. I apologise for this. When I look back and view this lesson from a higher level, I realise that we actually did a lot and asking anymore was unreasonable of me.

She learnt about the units of measurement centimetre and metres and that their abbreviations are cm and m respectively. She learnt how to use the ruler to measure the length of objects. She understands that we first decide what side of the ruler we’re measuring with (inches or cm, or depending on the ruler), before we start measuring from the first tick (NOT the edge), while ensuring that the ruler is straight. She is more accurate with her measurements. She doesn’t round up or down to integer lengths. For example, if the measured length is a little over 7, she will write down “7 and a bit cm “and not 7 or 8. We measured 100 cm by stacking a 30 cm ruler end to end horizontally. She learnt that this specific length also has another name, metre and that it is significantly longer than a centimetre. We measured her height by stacking the 30 cm ruler end to end vertically. The height we ended up measuring was 120 cm.

We had a more difficult time measuring anything longer than 30 cm, especially when we were measuring her height. After measuring the first 30 cm and shifting the ruler down, we started to count each centimetre one by one. We could’ve calculated the entire height by performing 3 + 3 + 3 + 3 and then append a zero at the end. We have some trouble converting metres to centimetres and vice versa (with metres as integers and centimetres in hundreds). It should be like what we did in place value since 1 hundred = 100 ones and 2 hundred = 200 ones is similar to how 1 m = 100 cm and 2 m = 200 cm. This makes me suspect that we may need to revisit place values another time.

She was able to skip count by 2 and 3’s almost perfectly. Any mistakes made, were realised quickly, and corrected. For skip counting by 10’s, 10 to 100 was done flawlessly. Anything after was a bit challenging at first, however she soon got the hang of it. She was to write the correct fraction that represents the proportion of shaded rectangles. This time she did not jumble up the numerator and denominator. However, she did tell me she guessed it correctly, so I will have to test if she remembers another time. She was able to identify which values in the fraction were the numerator and denominator, after I reminded her that “Denominator” and “Down” both start with “D”. She was able to efficiently solve non-worded multiplication questions using the method I mentioned last week (groups of sticks enclosed by circles). She was able to do 6 x 6 all by herself within in a minute. Using the previous method of grid of rectangles would have taken 5-10 minutes due to the precision needed to draw the grid.

When we are writing 2-digit numbers, we still get confused on whether to write the ones or tens digit first. I think this may be due to her being left handed and watching her teacher at school write with their right. We had trouble finding the right spots for fractions on the number line. She understands that 1/2 is exactly midway between 0 and 1. However when it came to 1/3, 1/4, 1/5, we’re just guessing where they are. We had a bit of trouble on the worded multiplication questions. This is okay because they were a difficult to understand. With a bit of assistance, she was able to solve them. I think I will move on from here. I think we are spending too much time on fractions and multiplication. There are many other topics that I need to check such as measurement, money, chance and data. Especially measurement. Today I asked her if she has heard of centimetres or metres and she told me that she has not.

She was able to skip count by 10’s flawlessly until we reached 110. I’ve explained that we can think of it like counting normally with an added 0 at the end. Skip counting by 2’s wasn’t too much of a problem. She was able to see the 0, 2, 4, 8 pattern for the last digit of the values. Skip counting by 3’s proved to be more of a challenge, but with a bit of assistance she was able to get the values for the next few values. She remembers how to add and subtract fractions with the same denominator. She was able to do 21 questions of each efficiently as it was just normal addition and subtraction with the extra step of copying the denominator. Looking at her homework, I can see that she knows how to compare which fractions (same denominator) are larger or smaller. She simply does this by comparing the numerator values. I didn’t tell her how to do this, she figured it out on her own. She was comfortable doing some worded multiplication questions. She had no problem reading the question and was able to draw visual guides to help her answer the question (packs of 3 pencils and cars with 4 wheels).

We still get a bit jumbled up with writing fractions. The total number of slices should be at the bottom and the number of shaded slices at the top. We also still get confused with which value is the numerator or denominator. Not as important as the first point, but still good to know. We have trouble drawing grids when we are drawing on non-line paper. This sometimes means we draw the incorrect number of rectangles for the multiplication question. I’ve been thinking that drawing several circles with the same number of sticks inside of them would be a better visual guide as it relies less on precision.