Months in Islam
Today we continued with Javed Ali's "Blessings of Ramadan" where we touched on the origins of the name of Ramadan. For activity, we made the wheel of the months in Islam, from the previous chapter which we did last week.
To 'enhance' the lesson, I showed the children how to use the compass and used the terms 'radius' and 'diameter' to show them how to use it.
As a further extension, the children had to figure out how to divide the circle to get twelve sections.Of course, only Ihsan could figure it out, Umayr drew everything freehand and I basically did everything for Sofiyya.
I let the kids cycle after circle time, especially in view that they may be tired during Ramadan, unless of course we do it in the evening instead.
For lesson today, I did ballet movements from " Angelina's Ballet Class" from the Angelina Ballerina series for Sofiyya. The story has two sections which showed individual moves. It was useful in attracting Sofiyya and it teaches her how to follow instructions that are read to her with the help of pictures.
Umayr sulked through my long " Vce /o/ "lesson and didn't even finish through. I used Sofiyya as my proxy to teach the lesson as he lied down on the sofa nearby. I'm not sure whether he listened and understood though, only future lessons will tell.
For Ihsan, we did parts of speech.His project for this week is to make a parts of speech booklet with help from the definitions I printed from www.enchantedlearning.com and integrating it with the Montessori symbols. He also did a quiz on the parts of speech.
As I do lessons from the Montessori syllabus, I also teach Ihsan lessons from the local workbook.
Today we touched on dividing fractions with whole numbers. It helped that the previous lesson was multiplication of fractions with fractions.
Then, I made use of the fact that we had to do the opposite when we multiply with fractions i.e. we divide by the denominator instead of increasing by the whole number.
So, when we did today's lesson, I linked how we had to divide by the whole number with the same action we did when we multiplied with fractions which helped with explaining how we got the final answer by changing the division by whole number into a multiplication of a fraction. Fahim?
Although I must admit to myself that this can be quite an abstract process. The child must be able to see that multiplication and division are opposites and be comfortable with the number line so that he can understand why a number gets larger with a whole number and smaller with a fraction. He also needs to link the action of multiplying and dividing to what happens to the original fractions when these processes are carried out visually.
To 'enhance' the lesson, I showed the children how to use the compass and used the terms 'radius' and 'diameter' to show them how to use it.
As a further extension, the children had to figure out how to divide the circle to get twelve sections.Of course, only Ihsan could figure it out, Umayr drew everything freehand and I basically did everything for Sofiyya.
I let the kids cycle after circle time, especially in view that they may be tired during Ramadan, unless of course we do it in the evening instead.
For lesson today, I did ballet movements from " Angelina's Ballet Class" from the Angelina Ballerina series for Sofiyya. The story has two sections which showed individual moves. It was useful in attracting Sofiyya and it teaches her how to follow instructions that are read to her with the help of pictures.
Umayr sulked through my long " Vce /o/ "lesson and didn't even finish through. I used Sofiyya as my proxy to teach the lesson as he lied down on the sofa nearby. I'm not sure whether he listened and understood though, only future lessons will tell.
For Ihsan, we did parts of speech.His project for this week is to make a parts of speech booklet with help from the definitions I printed from www.enchantedlearning.com and integrating it with the Montessori symbols. He also did a quiz on the parts of speech.
As I do lessons from the Montessori syllabus, I also teach Ihsan lessons from the local workbook.
Today we touched on dividing fractions with whole numbers. It helped that the previous lesson was multiplication of fractions with fractions.
Then, I made use of the fact that we had to do the opposite when we multiply with fractions i.e. we divide by the denominator instead of increasing by the whole number.
So, when we did today's lesson, I linked how we had to divide by the whole number with the same action we did when we multiplied with fractions which helped with explaining how we got the final answer by changing the division by whole number into a multiplication of a fraction. Fahim?
Although I must admit to myself that this can be quite an abstract process. The child must be able to see that multiplication and division are opposites and be comfortable with the number line so that he can understand why a number gets larger with a whole number and smaller with a fraction. He also needs to link the action of multiplying and dividing to what happens to the original fractions when these processes are carried out visually.
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