|I know it's a mess. Don't judge me, it was traumatic.|
So I'm translating all the technical words with the Google Translate. Meanwhile DD is screaming at me that I don't understand and that I'm doing it wrong. She was totally out of control. It was hard to concentrate. I'm saying, "listen to me, I'll explain," while she's shouting, "no you listen to me - I DON'T GET IT!" You can see how this might take us round in circles. And it did, until I had to send her out of the room and do the homework myself.
I figured that it's ok if I do it providing I explain it to her afterwards so that she understands. It's not ideal but this is the only way we can work. If I show her the answer on the page, she calms down a bit and will listen to the explanation. She cannot watch me working it out as it makes her panic and get hysterical in case I'm doing it wrong.
I worked out that makbilim are parallels and me'unahim are right angles. But now I'm looking at the words, I think it might be the other way around. Alexonim are diagonals, and tzla'im are lines, I know that much. I'd recognise the word for angles if I saw it but it didn't come up in this exercise. It begins with a z.
I kept getting the words muddled up so some of the answers were written after the wrong questions. When you're counting parallel diagonals and perpendicular lines on multi-angled shapes, you need to use different colours on the diagram otherwise you can't keep track. So I employed some pens. Pens don't rub out. The page looks a bit of a mess but all the answers are there - somewhere. Except for two questions which I understood but didn't know what the teacher wanted them to answer: How do you check that two lines are parallel? How do you check that two lines are perpendicular? I don't need to check on a hexagon (meshusheh if you're interested), I can see by looking.
|My co-authored maths books for Year 5|
*The other story. The books were ahead of their time, using computer programmes in parallel to the books before most pupils had access to a computer for more than one hour a week. This maths programme required an hour of maths with a computer every week when the one weekly computer session in school had to cover all subjects.