Hello Sasha’s Father,

I’m glad Sasha is getting your help with her math assignments. I completely understand that
Math for the young ones is different than when you- or I learned it as a child. Alright, so I see you
counted 0 as a number, which is a good start, when you think of 4 you should think of multiples, and
how to get to 4.

For example, I will do the 3’s so you have a better understanding where to go with the 4’s:

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

0 1 2 10 11 12 20 21 22 30 31 32 40 41 42 50

I like to look at it like one of those old clocks that change numbers
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi04IKMnfjfAhUQCKwKHZDTBJUQjRx6BAgBEAQ&url=ht
tps%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D5Skvai4BoAk&psig=AOvVaw1Lq5_EEJFQy-Dd7NrfzzeE&ust=1547931686735597

I hope this example helped, if you have any more questions, do not hesitate to ask.

You can also check out https://www.youtube.com/watch?v=-PI7ZX3UiXA

Sincerely, Ms. Gholdson

Hello Sonia’s Father,

I’m glad Sonia is getting your help with her math assignments. I completely understand that the
new method is confusing and is not what you or I were taught as kids. The partial method is meant to
break down the digits and hope that it will be easier to explain when solving.

I’ll give you an example so you can help Sonia plug and chug, and understand what she is learning

143+777

100 (from the 143)+ 700 (from the 777) =800

40(from the 143)+ 70(from the 777) =110

3(from the 143)+ 7(from the 777) =10

800+110+10=920

I hope this example helped, if you have anymore questions, do not hesitate to ask.

You can also check out https://www.youtube.com/watch?v=yzdUIOJAEpI

Sincerely, Ms. Gholdson

Hello Adams Mother,

I’m glad Adams is getting your help with his math assignments. I complexly understand that the
new method is confusing and is not what you or I were taught as kids.

Sharing concept-

Problem- 25 divided by 5 =5

Imagine there are 25 pieces of candy, and you have 5 baggies for 5 kids. Go through and put 1 piece of
candy in each bag, keep going until you run out. When you have an uneven number “pretty” as some
would say for example instead of 25 say its 26. Meaning you have a remainder of 1 which means 5
candies for each kid and one for you.

I hope this example helps you as well for this method https://www.youtube.com/watch?v=9viaFlKIYyU

Measurement concept-

Problem- 36 divided by 3 =9

Imagine there are 26 pieces od candy, and you have 9 baggies for 9 kids. Go through and put 1 piece of
candy in each bag, keep going until you run out. When you have an uneven number “pretty” as some
would say for example instead of 36 say its 37. Meaning you have a remainder of 1 which means 3
candies for each kid and one for you.

I hope this example helps you as well for this method

https://www.youtube.com/watch?v=I8ZQrGvVY4M

I hope these examples helped you, and if you have anymore questions do not hesitate to ask.

Sincerely Ms. Gholdson

Dear Fallyns Father,

I’m so glad you are helping Fallyn with her math assignments. I completely understand that the
new methods can be confusing and is not what you or I were taught in school.

My favorite method that works best with the kids is the tree method. The goal is to continuously divide
the numbers evenly until you are left with a prime number.

204 60

/\ /\

12 17 6 10

/\ /\ /\

4 3 3 25 2

/\

2 2

204- 2 x2 x3 x17

60- 2 x2 x3 x5

LCM- 2x2x3x5x17=1020

GCF-2x2x3=12

The video attached shows a different way to get to the answer.

https://www.youtube.com/watch?v=DTyhFsjdejc

I hope these examples helped and if you have anymore questions do not hesitate to ask.

Sincerely, Ms. Gholdson

Dear Shelbys Father,

I’m so glad you are helping shelby with her math assignments. I completely understand that the
new methods can be confusing and is not what you or I were taught in school.

Alternate interior angles,

So A and D are alternate interior angles just as C and B

A and D are both going to be the exact same number

A and B are going to equal 180 just like C and D will equal 180

A and C will equal 180

A and B will equal the same number

If the pictures don’t explain it, there is always this link you can watch

https://www.youtube.com/watch?v=69AXJhtiF8o

if you have anymore questions do not hesitate to ask

Sincerely Ms. Gholdson

Dear Olivias Father,

I’m so glad you are helping Olivia with her math assignments. I completely understand that the
new methods can be confusing and is not what you or I were taught in school.

Symmetry is really simple, it means that if you were to divide the shape in half (in and direction,
up and down, side to side, diagonally) it will be even on both sides.

A video to help

https://www.youtube.com/watch?v=MtqtIiJsfiE

Rotational symmetry is the moving of an object, the image can rotate and look the exact same.If
you have to rotating 360* then it is not symmetrical

A video to help

https://www.youtube.com/watch?v=UzMa6GnMnzg

example of symmetry: example of rotational symmetry:

The similarities between symmetry and rotational symmetry is that they are usually both, if you
can divide it in half, then you can rotate in 180* and it will look the exact same.

If you have anymore questions, do not hesitate to ask.

Sincerely Ms. Gholdson

Dear Mya’s mother,

I’m so glad you are helping Olivia with her math assignments. I completely understand that the
new methods can be confusing and is not what you or I were taught in school.

I noticed what you’ve done is use the normal conversions and not the squared versions. I
understand that it’s not the same as last weeks, but all you have to do is square the original number. 1
foot=12 inches changes to 144 inches to 1 square foot. With that being said let me give you an example
to help you plug’n’chug for this problem.

(all fractions are squared, the computer won’t let me add that in)
9 𝑓𝑒𝑒𝑡 144 𝑖𝑛𝑐ℎ𝑒𝑠 6.4516 𝑐𝑚 1 𝑚𝑒𝑡𝑒𝑟
300 yd2 *1 𝑦𝑎𝑟𝑑 ∗ 1 𝑓𝑜𝑜𝑡
∗ 1 𝑖𝑛𝑐ℎ
∗ 10000 𝑐𝑚= 250.838 m2

Here is a video example to help if mine was enough.

https://www.youtube.com/watch?v=ZiQ29_eUi8c

Sincerely Ms. Gholdson

Dear Tana’s Father,

I’m so glad you are helping Tana with her math assignments. I completely understand that the
new methods can be confusing and is not what you or I were taught in school.
1
The equation for finding the Volume of a prism is V=3Bh (B represents the Area of the base) and
h represents the height of the prism.

Here’s an example I worked out so hopefully this helps

1. You’ll need to find the missing angles first

2. Lets start with the 13 and 7 triangle
a. 7 is the full length, so divide it in half =3.5
b. 3.52 +132=c2
c. 12.25+169=c
d. C=181.25
e. Now square root of 181.25 =13.46291202 or 13.46
3. With the missing side of that triangle you now know the missing side to 11
a. 112+b2=13.462
b. 121+b=181.1716
c. B=60.1716
d. Now square root of 60.1716=7.757035516 or 7.76
e. Now 7.76 times 2 and that is the full length of that triangle =15.52
4. To find the height you will take the slant of one triangle and the length of
the opposing triangle in this case it will be 11 and 3.5 and the missing side
would be 10.43
5. The area of the base is 7 times 15.52 =108.64
6. V=Bh /or/ V=108.64 times 10.43=1133.1152

Hopefully if my steps didn’t work that this video can be of some service.

https://www.youtube.com/watch?v=0pqPz8_CGPA

If you have any other questions, do not hesitate to email back 😊

Sincerely, Ms. Gholdson