Thank you for the "don't stress out advice." I'll try not to. I've got 7 years or so to learn how to "stop stressing."

I am planning big changes to our homeschooling in the near future. I am trying to reconfigure a bunch of things so that T can be at the level he needs to be, and S can be at her level, and D can be, well, at what ever level he shakes out to be. He is a confusing one that one.

Right now, T is really, really, really, really, really into Egyptian mythology. Here he is doing some book reading about the Egyptian gods. This study follows our ancient history theme.He was pulling information from few library books and a number of our own volumes. After reading and browsing the pictures, he and I had a conversation during which he told me a large number of facts that he had found interesting. I wrote down his narration and he then copied it over in his own handwriting. We talked a bit about spelling and grammar in the middle of all this too. Then he set to work drawing Thoth, Ammit, and Anubis and the feather of truth. Sorry about the picture above. I think that the top of his fuzzy head was in focus and his writing project was out of focus.

Here T is locating the Tigris, Euphrates, and Nile rivers. I think that we had also gotten to ancient Greece by the time I snapped this and he was also locating the Aegean Sea and Crete. He said with surprise, "they are still there!"

Lately, we've been following the prescribed Story of the World curriculum a bit more closely. Each child has been doing narrations after I read from the story book. This is S's narration for the Early Life in Crete chapter.

This was what T wrote about the Minoans. The stared sentence is a "remember to look this up later" reminder.

And this is what D narrated to me aloud. I wrote down his narration and he copied it. Then I translated it for you.

Here S is coloring her review cards. There is a card for each chapter and we do this as memory work.

This week I decided to focus on only one History chapter section at a time. Here S is illustrating a narration, different from the one above, I wrote down for her, about the same chapter on Early Crete.

This was D's narration and illustration response to the chapter section about the volcano on the island of Thera.

On to topics less classical and more Montessori. T is finally doing his long division abstractly with just a pencil and a paper, and his brain.

S is still in the first go-around for long division. She is moving beads and writing down her quotient only. After digit divisors, we'll circle back around and write down partial remainders, then distributions and partial remainders and then finally get into the abstract long division.

D is doing his subtraction strip board now. He isn't loving this one as much as the addition strip board, and I've found that he doesn't like the snake game. He just doesn't choose this subtract strip board as much as he did the addition strip board. And when ever I peek at his addition snakes, they are always organized in bead-bar pairs that equal ten. For example, he always has the bead bar of 1 next to the bead bar of 9. I am thinking it might be time to move on to some of the finger charts and really get that memorization of facts sequence going.

T worked on a little bit of cubing the other day. Here he is deriving all of the terms for a quadrinomial. I had to help a bit to keep things organize. But he did all of the multiplication in his head.

The quadrinomial is (a+b+c+d)

^{3}. Here T is multiplying (a+b+c+d)

^{2}x (a+b+c+d).

You can see the strips of paper we cut apart. We did our distributive multiplication and multiplied the square through by a, then by b, then by c and last by d. T wrote all of his product terms on one long piece of paper. Then we cut apart these terms (all of the a products, and all of the b products and so on) so it would be easier to see "like terms." He placed the smaller strips of product terms in a list form and set to work, combining like-terms.

This, I think, was his final answer, but formatted a bit weird.

This was my final answer and chicken scratch. I think the next thing is to calculate a trinomial numerically.

This is rare shot of everyone working simultaneously.

D is getting pretty good at the USA puzzle map.

I don't know why he is doing the map this way, but hey, who am I to say much? I am guessing that S taught him to do this. I think that Kansas actually goes there in the middle above the pan-handle of Oklahoma. And somehow little D knows how big Michigan must be to know where to place Illinois.

He is snacking on some greasy cheese curds from Wisconsin there.

D is doing some more grammar. He really, really, really enjoys this exploration. Here is one his recent adjective exercises. I write the ticket. He reads it. Chooses which object it describes and then assigned each word a Montessori grammar symbol.

Here we are working with the farm. Again, I wrote the ticket, he read it, and then cut apart the words. He found which object I was describing and then assigned each word a Montessori grammar symbol.

Then he taped his words onto blank copy paper and used our grammar stencil to assign each word a Montessori grammar symbol.

I don't know if I've mentioned this yet, but this grammar intro sequence is a bit different than the elementary sequence. D is still 4 years old and so this introduction is more of an exploration, than a formal study.

I've found that this type of activity keeps D busy for a while. I only need to check in periodically and write tickets. In between, I am able to assist T and S with their work.

And that is it for now! Check back soon for more!