This lesson is from 02 October 2018. This history contains about the Articles of Confederation and the Constitution.

Lesson

Lesson of Tuesday, October 2, 2018

First Week, Day Two

English

Sentences

Sentences are built like this:

		Sentence
	Subject		Predicate
Noun	Adjectives		Verb	Adverbs

Nouns and Verbs

Nouns and Adjectives

Nouns are things. Here is a list of some nouns. Adjectives explain nouns more succinctly. Some adjectives are listed next to the nouns.

Verbs and Adverbs

Verbs are action words. They are things you do. Here is a list of some verbs. Some adverbs are listed to the right of the verbs. Adverbs are words that are added to verbs to explain them better.

Example of Parts of Speech in Sentences

The smart man walked slowly and the tall guy followed quietly.

Handwriting

Practice handwriting so you can get faster.

Math

Additions, Multiplications and Subtractions

Solve the following problems:

Addition (Plus)

Addition
+	33	25	67	99	21	32	65	81	43
	45	16	14	23	9	78	46	29	17
	78	41	81	122	30	110	111	110	60
	45	32	69	12
	27	88	34	88
	72	120	103	100

Remember to carry a one on top.

Multiplication (Times)

Multiplication
×

Subtraction (Minus)

Subtraction
–	94
	-4
	90

Please do not use the computer, phone, or add wrong numbers during this lesson.

Fractions

A fraction is one number over the other like this:

Numerators and Denominators

Number	Numerator and Denominator	Result
5	is the numerator	Smaller
8	is the denominator
2	is the numerator	Smaller
5	is the denominator

Common Dominators

Fraction Number	Result
½ + 1/2	2/2	Equal
¼ + ¼ + 1/4	3/4	Smaller
½ + 1/4	6/8	Smaller

Only if you change ½ to the equivalent expression 2/4 thus: 2/4 + ¼ = ¾

Box

If you have a box:

Then you cut it in half:

You have two boxes each ½ of the original box. ½ is a fraction. You can add fractions if the denominator (The bottom number of the fraction) is the same. So, we add:

• ½ + ½ = 2/2 = 1 full box.

We add the numerator 1+ 1 and keep the denominator (The bottom number of the fraction) the same. So, the top number in a fraction is called the numerator. The bottom number of a fraction is called the denominator. We cannot add a number like ½ + 1/5 because the denominator (the bottom number) of the fraction is not the same.

If you cut the original box in three equal pieces:

You have three boxes each 1/3 of the original box. 1/3 is a fraction. 1 is the numerator and 3 is the denominator. We can add the numbers. 1/3 + 1/3 because the denominator (3) is the same. So, we add 1/3+1/3 = 2/3, or 1/3 +1/3+1/3 = 3/3 =1. If the denominator is equal to the numerator the number = 1.

If you cut the original box in four equal pieces:

You have four boxes each 1/4 of the original box. 1/4 is a fraction. You can add ¼ + ¼ = 2/4 because the denominator is the same. You can add ¼ + ¼ + ¼ = ¾ because the denominator (4) is the same.

• ¼ + ¼ + ¼  + ¼ = 4/4 = 1.

4/4 = 1 because the numerator (4) and the denominator (4) are the same. You cannot add 1/4+1/3 because the denominators are different.

If you cut the original box in five equal pieces:

You have five boxes each 1/5 of the original box. 1/5 is a fraction. You can add 1/5 + 1/5 = 2/5 because the denominator (5) is the same.

• 1/5 + 1/5 + 1/5 = 3/5.
• 1/5 + 1/5 + 1/5 + 1/5 = 4/5.
• 1/5 + 1/5 + 1/5 + 1/5 + 1/5 = 5/5 = 1

5/5 = 1 because the numerator (5) and the denominator (5) are the same. You cannot add 1/5 + 1/3 because the denominators are different. Remember:

• The top number of a fraction is called the numerator.
• The bottom number of a fraction is called the denominator.
• You can add fractions if the denominator is the same.
• You cannot add two fractions with different denominators.

To add two numbers with different denominators, you first have to manipulate the fractions until the denominators are the same. Example:

• ½ + ¼ – the denominator of the first number is 2
• the denominator of the second number is 4

To add these two numbers first you have to make equal numbers with the same denominator. If you take ½ and multiply the numerator with 2 the you also have to multiply the denominator with 2 so the number will stay the same. Remember 2/2 = one because the numerator and denominator are the same and if you multiply any number by one you get the same number again. So:

• ½ x 2/2 = 2/4 since 1x 2 = 2 and 2×2 = 4. So, 2/4 = ½.

Notice that 2/4 has the same denominator as ½.

• So now you can add 2/4+1/4 = ¾
• So: ½ + ¼ = ¾

Word Problems

Set up the following problem:

If you go to the store and buy 5 loaves of wheat bread and 4 loaves of white bread how many loaves of bread did you buy?

Result in Word Problem
	4
	+5
	9

Reading Comprehension

Read the following story and see if you can find the theme.

Icicles

• Text source is at http://www.youngwritersmagazine.com/fiction/icicles/

“Her hands are like icicles on the horizon,” he said and took a drag of coffee. She nodded blankly at him, barely registering the observations that swayed his tongue and flavored his mouth.

“Do you see how she’s shaking?” he asked, not taking his eyes off the porcelain doll ordering dinner across the room. He fumbled down distractedly to the table, found his plate, and devoured a fry in the half-reflective way that dressed all his actions.

To this, she murmured a vague, “Mmhmm…” It was enough of a reply to fill the empty space he controlled over the table, but still enough to be noncommittal and inattentive. She reached through the maze of their cups and plates to spear a French-fry from his plate. She shifted her weight. The chair rocked under her, threatening her already uncertain balance and attempted grace in one blow. She shifted the feet of the chair, hoping to find some sort of equilibrium, but again the seat rocked under her, still precarious.

“Look at the angles to her face,” he went on, working his words around mouthfuls. His eyes never wavered in their stiff critical stare of wonderment and interest. “There’s just something about her that screams vulnerability.”

“Hmm.” She swallowed the hot, gritty remains of her tea. Her cup clunked as it hit the table, jolting the settled objects, but his attention never strayed from the Raphael-wonder. She picked up her croissant, then lowered it back to her plate seeing the tanned lines of her knuckles holding her fingers in place. She turned her palm up and followed the trained lines that traced her destiny.

“You really have to wonder about people like that,” he continued in the silence. “How they think, how they feel, how they see the world. Don’t you ever just wish you could go up and introduce yourself to a stranger and learn their entire life story?”

She repossessed her croissant and took a voice-saving mouthful, nodding her head disjointedly in case he possessed the consciousness to glance at her tongue-trapped tangle on the other side of the table. She sneakily slid her feet out of her shoes and flexed her toes in their freedom under the tablecloth-tiered table. The ache wrenched in her bones and her thoughts drowned in the haze of mid-stride wonderment, but not before the emptiness and pain of dismissal.

“I guess it’s time to go,” he said finally, still not moving his unblinking eyes or shifting his stranger-struck body.

She mumbled affirmative and followed through with her purse. The crowded bag jostled against her hand in the fruitful search for cash. Dumping the entire contents out for the finding and usage of a pen, she scrunched up her eyebrows, figuring the total into halves.

“Mind getting this one for me?” he asked, raising himself up to gather his belongings before heading out the door. Still his attention wandered over to the daisy, blooming brightly.

Social Studies

History

Articles of Confederation and the Constitution

Once the colonies declared their independence from Britain, the Second Continental Congress faced a larger problem. They had to devise a new national government. The United States first attempt at self-rule came in the form of the Articles of Confederation, adopted by Congress in 1777 and ratified by the states in 1781. After fighting for independence from British rule, the colonies did not want a powerful government that might become tyrannical. As a result, the articles loosely unified the colonies as states under Congress, which had only a few limited powers. Congress could negotiate with other countries, raise armies, and declare war, but it had no power to regulate trade or impose taxes. In addition, there were no separate branches of government, and each state had one vote in Congress, regardless of population.

After several political and economic problems threatened to undo the young republic, the political leaders of the United States met again to discuss the weaknesses of the Articles of Confederation. It was agreed that a strong national government was essential to the nation’s success.

In 1787, 55 delegates representing the 13 states met in Independence Hall in Philadelphia to discuss the formation of a new government. First, they agreed that the government should be divided into the executive, legislative, and judicial branches to ensure that no one part of the government could grow too powerful. Third, they divided the Congress into two houses, a House of Representatives in which the states would be represented on the basis of population, and a Senate in which each state would receive two votes regardless of size. Finally, the delegates created a representative system known as federalism, in which the powers would be divided between the national government and the state governments.

In September, the Constitution was voted on by Congress and submitted to the states for ratification. Once all states concerns were satisfied, including the addition of the Bill of Rights, the Constitution was formally ratified by all thirteen states on May 29, 1790. The US government as we know it was born.

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Credits

• This lesson was originally made with LibreOffice Writer by John M. Harpster.
• Formatted with Notepad++ for space removal.
• Made and published to PDF with LibreOffice and Microsoft Word by John T. Harpster.

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