Saturday, 17 November 2018

Now Parenting: Week 22

Sunday: Woke 2:30 and 3:45am (before and after Alexandra's feeding), then before 7am. Two hours with her (including bottle and standard snooze), then prep for Remembrance Day ceremony. Which was cut short after the two minutes of silence because she was hungry and we didn't have the diaper bag. Then lunch with friends, noon until 3pm (including travel time). Some work, phoned home, then Sunday routine (bath, Anne, DrWho, bed) ending 10:30pm. Downstairs.
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Monday: Woke upon hearing things 6am. With Alexandra for an hour before heading out. Standard school, then went to IKEA write-in from 2pm for 2hrs. Home about 5pm, an hour with little one, then she was cranky and slept. I did dinner and report cards. Attempted to put her to sleep about 10:30pm. Resumed about 11:45pm until 12:30am. Downstairs.

Tuesday: Awake after 6am again, dreamt everyone was crying. Standard school plus duty, work plus extracurriculars, picked up boots and lightbulb changes, home before 3pm, with Alexandra for 3 solid hours (including standard snooze). Then 6:30pm to try and have her sleep (after failed light removal), and sudden iPad dropping broke me. Completely. Dinner and more report cards, dead inside. Little one to bed somewhat after 10pm, had six ounces, from crib to bed after 11pm. Downstairs.

Wednesday: Awake about 6am. Standard school though had to deal with writing awards poll setup. Report card comments in the afternoon (done thank god), then yoga. Home via the store, arrived by 5:30pm, time with Alexandra. Which morphed into sleep time around 6:30pm. Able to leave her in crib after 8pm. Went downstairs before 10pm to sleep, that out of it.

Thursday: Awake about 5am, might have slept a bit after until 6:15am. Spent an hour with Alexandra before heading out. Standard school, plus handling math contest stuff. Home before 2:30pm, others home at 3:30pm, time with little one including standard snooze. Back out again before 6:30pm for Arts Night. Home just after 9pm, and usual 90 minutes to get Alexandra to bed. Then another 45 minutes a little before midnight for new change, new bottle, and bed again. Stayed upstairs.

Friday: Awake for brief comfort 2:15am. Awake before 4am to try and get little one back to sleep. Downstairs 4:15am. In midst of snow, bashed car on two curbs arriving at school, now it steers funny. Got another teacher to deliver awards, got car to mechanic, detour in their loaner via house for snow tires when problem couldn't be quickly diagnosed, actually home 2:30pm. 3:15pm, trying to help put little one to sleep. Fail. 3:50pm, same thing, leading to a 20 minute snooze, play, bottle, and a standard snooze that stretched out to 6:30pm. Switch to Mom, dinner prep, bedtime began somewhat before 9pm. Went downstairs 10pm to collapse.

Saturday: Six hours straight asleep, followed by a bit more. With Alexandra from 6:30am to after 9am, including snooze. Headed out with her an hour later to the WriteIn (also same day as the parade, oh right). She was a big hit there, definitely likes looking at faces and doing her bashful bit. There was a nice closet for her mat too. Bit of a snooze, longer one later in the stroller (before 2pm). Mom got her a bit before 3pm, mostly writing after that (including a sprint to beat prior sprints, hah). Left after 5pm, trapped briefly in World Exchange parking, home before 7pm, dishes, bed for little one at 8pm. Then catchup on stuff, didn't get to grading. Especially when she woke just after 11pm, and 100 minutes later, as this post goes up, still back at square one in terms of sleep.

Item counts run Sunday (Nov 11) to Saturday (Nov 17).

Step Count 2016: About 57,300
Step Count 2017: Over 61,400 (14 stars).
STEP COUNT 2018: Over 72,000. 11 stars.

FROM 2016:
-Went to a staff gathering. Started putting NaNo work on Wattpad.
FROM 2017:
-Full work week. NaNo at 23k, first TTNexus article, last fertility injection.

SchoolMail 2016: 52 (1 sent)
SchoolMail 2017: 86 (28 sent)
SCHOOL EMAIL 2018: 96 New (22 sent)
We have completed DAY 53 -1(tornado). (Includes PD Day.)

 -Totally graded 3M tests
 -Graded 4U articles that were done
 -Report card calculations for both classes
 -Report card comments for both classes
 -Readjusted 3M lessons (incl. solving tables)
 -Dealing with Marion Drysdale Award Voting
 -Attended Arts Night

 -Monday IKEA Write-In (2 hrs)
 -Thursday Comic Tea Party Chat
 -Wrote "Chanced Erasures 10" (~1.8k words)
 -All-Day Write-In Sat
 -NaNo: To 5846 on Sun, then 7388 (Ikea), 7562, 7709, 8221, 8655 & 12155 (AllDay).

 -Remembrance Day and lunch with friends Sun
 -Finished Baby Sign Language Basics (to page 132)
 -Lotus Prince's "Danganronpa: Trigger" (Parts 24 to 30)

 -Outing to Jen/Rob, Car Repair, Parents arrive

 -Recap for CanCon 2018
 -Write a TANDQ article on Polling and Bias
 -Write a post about types of praise/encouragement
 -Catching up with web serials/comics (from ~May 2018)
 -Read some of the books sitting at my desk

RH Stress Level: 7 (Starlight Breaker)

Saturday, 10 November 2018

Now Parenting: Week 21

Sunday: Went downstairs at 12:30am. A five hour sleep set? Included dream of BTTF where Doc had missed cable on tree, leading to timeline where he warns himself of it and fixes things... also car was plugged in to fly? Cries at 6:15am (actually 5:15am) due to saline. With her for 2.5 hours from after 8am. Then grading, then to NaNo WriteIn for a couple hours (including a word sprint of 200 before 3pm). Bath time at 6:30pm had tears. Did the new crib routine but after 9pm. In bed before 11pm. Saline/nose issues shortly thereafter.
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Monday: Up at some point, then at 5am, then 6am. Since it was like 7am anyway, did grading. Regular school day, with little one for 90 minutes, back out at 3:45pm for math meeting. Returned after 6:30pm, Alexandra still asleep, bottle and play before 8pm, then in crib by 9pm. Some grading, a bit of writing, also student emails. Downstairs for sleep, midnight-ish.

Tuesday: Awake 6am, played with Alexandra for close to an hour before heading out. School day included staff meeting, home about 5:30pm. Anne-Lise was sick. Took little one out for a drive about 6:15pm. She slept 6:30pm to 9:30pm, graded papers in car with soothing CD music, have headache. Then she slept again with Mom, so of course was awake at 11pm. Tried a routine before 11:30pm. Hah. Gave up after 12:30am, I went downstairs.

Wednesday: Five straight hours of sleep, apparently, and everyone else was asleep at 6:15am (but up an hour later). School, with duty, not well enough for yoga, home after 1:30pm. 100 minutes with Alexandra, including standard snooze (guess she still can fall asleep in my arms). Then I conked out for an hour. Left for dad play group after 5:30pm, there until a bit before 7pm, asleep on the way home. Awake before 8pm to attempt crib, success before 9pm, breathing issues due to cold 10:15-10:45pm. Downstairs.

Thursday: Woke to alarm, weird (was up around 5am). School, home before 2pm, glued blind, cleaned dishes, lay down, couldn't fall asleep. Others home 4pm, gave bottle at 4:30pm when Alexandra awoke, some back and forth until she was getting tired at 7pm, attempted sleep routine. Worked by 8pm, though bottles necessary after 9pm, and soother at 11pm. Downstairs.

Friday: School, remembrance assembly, anime club, home with Alexandra after 1:30pm. Ninety minutes included a standard snooze. Then back and forth a bit as little one fussed, lunch/dinner was made, attempted more play after 6pm but ended up with Mom. Was OUT for over three hours. To bed after 10pm but with normal routine of story time. Downstairs around midnight.

Saturday: A couple hours with Alexandra after 7am. Brunch (snow still on the grass), failed shopping, then over a half hour of crying that I couldn't fix... followed by 90 minutes asleep (crying takes a lot out of you). Then I went out to deal with the eavestroughs for 90 minutes. 5pm was my first break of the day. Little one strangely asleep until 7:30pm; slightly bumpy trip to crib, but read numbers book, watched over for 15 minutes after 9pm. Then dinner. Plan is to sleep upstairs.

Item counts run Sunday (Nov 4) to Saturday (Nov 10).

Step Count 2016: About 52,000
Step Count 2017: Over 60,250 (15 stars).
STEP COUNT 2018: Over 68,800. 10 stars.

FROM 2016:
-ALL the writing, including considerations for restored math comic.
FROM 2017:
-Board messed with me as I returned to work. Marking for reports.

SchoolMail 2016: 56 (0 sent)
SchoolMail 2017: 96 (11 sent)
SCHOOL EMAIL 2018: 98 New (17 sent)
We have completed DAY 48 -1(tornado). (Includes PD Day.)

 -Finished grading 4U tests
 -Looked through 3M quizzes
 -Staff Meeting
 -Revised 3M quizzes/lessons for quads
 -Mostly graded 3M tests

 -Sunday NaNo Write-In (2 hrs)
 -Thursday Comic Tea Party Chat
 -NaNo: 3,792 on Sun (included "Epsilon"). To 3965, 4118, 4347, 4821, 5182, 5486.

 -COMA meeting and minutes
 -Dad/Kid playgroup Wednesday
 -Brunch Saturday
 -Eavestroughs and porch cleaned out
 -Baby Sign Language Basics (15 chapters to page 90)
 -Lotus Prince's "Danganronpa: Trigger" (Parts 12 to 23)

 -Remembrance Day, Report Cards, All Day WriteIn

 -Recap for CanCon 2018
 -Write a TANDQ article on Polling and Bias
 -Write a post about types of praise/encouragement
 -Catching up with web serials/comics (from ~May 2018)
 -Read some of the books sitting at my desk

RH Stress Level: 6 (Break Shoot)

Saturday, 3 November 2018

Now Parenting: Week 20

Sunday: With little one from 8am to 10am. Weigh-in, costume purchase (only $5), regular shopping (including pumpkin), cleaning kitchen, grading papers. Trading munchkin back and forth a bit before bath, after 6:30pm. Liked the ghosties in the window, and the story after. More sleep, nail clipping, to bed from 10:30 to 11:15pm.
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Monday: Very vocal after 5:30am, went downstairs. Teaching as normal, plus duty, then policies and procedures to go over plus prep; home for 3pm. With little one for 90 minutes, bit of trading off. Left before 7:30pm for boxing assistance and back after 10pm. Attempted sleep after 10:30pm, went to do grading. A-L did another bottle, there was sleep, but then not, but then yes...

Tuesday: YOWZA. To bed by 1am but up at 1:45am when little one still wouldn't sleep. Munched on hand, a bit of bottle, then she fell asleep in my arms (on my lap) as A-L finally got some rest. I went downstairs for 3am to try and get 4 straight hours of sleep. (Little one awakened 4:45am.) To work, then branch meeting at lunch, then an hour as I phoned a parent and prepared an email followup to key individuals. Not home until after 2pm, then three straight hours with Alexandra as A-L went to a meeting with financial advisor. Included a standard snooze (slightly extended) in same position as previous night. Then did dishes, cooked dinner, carved pumpkin, separated seeds, searched for tea light candles, and suddenly it's 10:30pm. Attempted sleep 10:45pm, still awake an hour later but with some coaxing, everyone else asleep a bit after midnight. Went downstairs, might be freezing rain tomorrow.

Wednesday: Heard footsteps, otherwise slept. Rain only. Captain Haddock (seen as Highlander) for Halloween, other teacher sharing my room was Jack Sparrow by coincidence. Entire Incredibles team within department. Stayed during afternoon to mark, etc, then yoga after school. Mom and little one did St. Laurent walk in costume. I was home for 4:30pm to do pictures. Put pumpkin out just before 5:15pm, almost immediately had someone. Able to give Alexandra bottle, Mom cooked dinner. Many more people as compared to last year! 33 total, last at 8:35pm. Finished tests, then had to tag team on getting little one asleep before 12:30am.

Thursday: Standard school day, plus duty, plus math contest stuff. Had planned on leaving earlier, but my OS wanted to update. Brief booting scare, then it needed to download something like 1.8 GB, took well over an hour, so I did prep. Left 2:45pm, via St. Laurent (discount Halloween decorations), home after 3:30pm. Brief repose, tired munchkin home (from play group) a bit after 4pm. Spent 90 minutes trying to get her to sleep, including hand off and bottle. Asleep before 6pm. SHE SLEPT. By 7pm, I rub tummy and do bicycle legs, still asleep. Changed her, kinda awake, immediately asleep again. Did more prep, kind of woke at 8:30pm for handoff. To crib at 11pm, I passed out before midnight, Mom took over.

Friday: Awake 4:30am. (I knew the earlier sleep time would be an issue.) Took little one for almost half an hour before heading out. Standard school day, plus anime club. Home about 1:15pm, then off for vaccinations. She took it well (I held her this time), back home for 3:45pm, I slept for an hour, Alexandra slept longer. Then work in the kitchen (pumpkin seeds worked this year). And after shifting last feed to 11pm so it would reset to 10pm at stupid Daylight Savings, instead tried for bedtime at 7:30pm, after she was up for a bit. Much trading off, asleep before 10pm. Tried to do some writing.

Saturday: Up 12:45am. Mom could get her to sleep, but not in the crib; tried myself, asleep for 1:45am. Went downstairs to get 4 straight hours of sleep (woke 6:15am, heard cries). With the little one for a bit over 2.5 hours from 7:30am including a standard snooze. Investigated burned out j-type halogen bulb. With the little one for a bit over 2.5 hours again, including an hour long walk in the rain where she slept. 2pm: food, yuri videos, nap (of almost 90 min). Helped snooze the little one at 5:30pm. Bump on the head. New bed routine at 7:30pm (bottle, change, story, breast/song, bed) had her asleep by 8:45pm. Then awake 30 minutes later... and again after that... process needs work. Finished writing, started grading.

Item counts run Sunday (Oct 28) to Saturday (Nov 3).

Step Count 2016: About 56,900
Step Count 2017: Over 54,800 (15 stars).
STEP COUNT 2018: Over 71,100. 12 stars.
Six star walk on Saturday. In the rain.

FROM 2016:
-Felt good about writing, perused NaNo forums, sent zero emails.
FROM 2017:
-On medical leave, SOAP reunion, poor Halloween showing.

SchoolMail 2016: 57 (0 sent)
SchoolMail 2017: 69 (1 sent)
SCHOOL EMAIL 2018: 60 New (9 sent)
We have completed DAY 43 -1(tornado). (Includes PD Day.)

 -Review of all forms and regulations
 -Finished grading 3M tests
 -Looked through 3M quizzes
 -Made 4U teacher file and Sampling Eval
 -Updated 3M review and test
 -New solving sheet for 3M
 -Started grading 4U tests

 -Thursday Comic Tea Party Chat
 -Wrote "Chanced Erasures 9" (2115 words)
 -NaNo: 112 words before A went to bed Thurs.

 -Shopping/weighing with little one (again)
 -Helped with boxing at a friend's
 -Pumpkin carving and seed separation
 -Halloween prep (decorations) and evening
 -Medical (vaccination) appointment
 -Lotus Prince's "Danganronpa: Trigger" (Parts 1 to 11)

 -COMA meeting, Staff meeting, Dad/Kid group, Arts Night(?)

 -Recap for CanCon 2018
 -Write a TANDQ article on Polling and Bias
 -Write a post about types of praise/encouragement
 -Catching up with web serials/comics (from ~May 2018)
 -Read some of the books sitting at my desk

RH Stress Level: 5 (ACS Standby)

Saturday, 27 October 2018

Now Parenting: Week 19

Sunday: With Alexandra for 200 minutes from 7am. Headed out 11am for weighing; first flakes of snow on her head. Jogged in mall for a snooze. Busy day overall. Alexandra fell asleep before bath time, so deferred, then took two hours to get her to sleep (by midnight).
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Monday: Usual teaching. Mom and daughter went to the St. Laurent morning stroll. I got home about 2pm, we went to vote before 4pm, I had an hour nap, then time with little one before and after bath (which she did NOT appreciate), plus reading (possibly appreciated) which meant two books that day (including french one). Sleep for 11pm wasn't an issue.

Tuesday: Little one couldn't get back to sleep in the middle of the night, and then couldn't snooze. So after usual teaching plus duty, was with Alexandra for 2.5 hours including an hour long drive; only 20 minutes of actual sleep there. Some passing back and forth between 5 and 6pm, then finally she was asleep. After 10pm? Would. Not. Sleep. I went downstairs after midnight.

Wednesday: Little one needed saline runs, including 5:30am. I leave for school before 7:30am, leave school at noon to pick up Mom & Alexandra from the doctor. She's fine, if underweight. Then "Smallfoot" at the movies, some good times there. Followed by some rejection at home, but all is well for some play at 7pm. At 10:30pm, gradually had six ounces, then was out for four hours.

Thursday: Regular day at school, then went for flu shot (brought grading). Mom and munchkin went to play group, we all got home about 4pm. Traded off, Mom got the shorter end of the stick because Alexandra couldn't get comfortable for a snooze except with her (though she snoozed a lot today). Tried a level 2 flow bottle - only works well when she's fully awake. Usual hour to put her to bed... followed by another 40 minutes of Dad trying to put her to bed again. And then she was up again. Went downstairs after 12:45am.

Friday: Regular day plus anime club at school. Home but tired before 2pm. Trade offs, managed a half hour snooze myself. She was back with Mom by 6:30pm, I went out for gas, Linkara at 8pm, Mom had to put the little one to bed after she coughed while drinking with me and I just couldn't.

Saturday: With Alexandra from 7:30am to 10:30am, including a standard snooze (last time she's comfy in my arms, maybe? it's been harder). Back with her 11:15am to... well, she wouldn't eat (teething!), called Mom, decided to meet at mall as had been planned for 2pm, by 3:30pm I was back home early and near catatonic, so this was a higher stress day. Two hours of recovery with some sleep later, and we could spell back and forth again, as she was still awake at 8:30pm. (At least she had bottle?) To sleep after 10:45pm, we try... she is very out of it.

Item counts run Sunday (Oct 21) to Saturday (Oct 27).

Step Count 2016: About 48,300
Step Count 2017: Over 61,600 (14 stars).
STEP COUNT 2018: Over 69,750. 10 stars.

FROM 2016:
-Finished T&T mostly. Put away hose, etc. outside.
FROM 2017:
-Went on anti-anxiety/depression pills, reading book doctor recommended.

SchoolMail 2016: 63 (3 sent)
SchoolMail 2017: 118 (7 sent)
SCHOOL EMAIL 2018: 61 New (11 sent)
We have completed DAY 38 -1(tornado). (Includes PD Day.)

 -Finished grading 4U tests
 -Looked through 4U quizzes
 -Created revised 3M quizzes
 -Started grading 3M tests

 -Wrote a second Jughead Time Police column
 -Wrote a third Jughead Time Police column
 -Thursday Comic Tea Party Chat

 -Shopping/weighing with little one
 -Helped with boxing at a friend's
 -Watched online debate, municipal voting
 -Flu shot & shopping
 -AT4W 10 year anniversary livestream (with A-L)
 -Lotus Prince's "Ride to Hell Retribution" (Parts 10 to end)

 -Medical appointment

 -Recap for CanCon 2018
 -Write a TANDQ article on Polling and Bias
 -Write a post about types of praise/encouragement
 -Catching up with web serials/comics (from ~May 2018)
 -Read some of the books sitting at my desk

RH Stress Level: 7 (Starlight Breaker)

Saturday, 20 October 2018

Now Parenting: Week 18

Sunday: Wee one has needed saline two mornings running. Cold? Spent time with her from 8am to 9:45am including a standard snooze (30 min). Weighed, then to CanCon for three panels plus a bit more. Home via the card store, with Alexandra from 4:15pm to 5:45pm including a standard snooze. Dinner, then bath time, then story at 6:30pm - Pano the train, read on the move. Then with Mom sleeping from 7pm, and Doctor Who at 8pm. Alexandra to bed after 10pm, after cutting her nails. Parts of that typical, parts not so much.
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She slept until after 4am, surprising Mom, and formula ended up on the floor. Things went well enough at school, Dad catching some of Eva Olsson's presentation in the afternoon. He made it home just after 2pm, time with wee one for an hour and a half including a snooze, then did dishes, then little one, then break after 5:15pm. Story time at 6:30pm for the Explorers book while Mom cooked, then handoff at 7pm. Dealing with recycling at 9:30pm woke her, resulting in slightly earlier attempt at bed. Very talkative in crib! By 11:30pm, brought into our bed, I went downstairs. Sigh.

I woke after 6am, during a saline run upstairs. Teaching went okay, then more prep for 3M, then shopping, home before 3pm and the day hadn't gone too bad. With little one from 3:15pm to 3:45ish, then again 5pm to after 6:30pm including standard snooze. Cooked dinner, uploaded Nexus column, bit of grading, 10pm standard sleep pattern, in bed by 11pm. There was even pumping. Too normal - Wednesday was a bit nuts. Nearly ran into student in parking lot, and securities people called my class at 11am because home alarm had been set off. Also had duty, no time for lunch.

Home by 1:30pm after stopping at bookstore. Munchkin trading along with phone calls and filling out lots of paperwork; didn't get to snooze (wee one did), did get to wrap presents and find candles. Dinner out at Cat's from 6pm to 7pm, then cake and gifts and planning for 3M course. Bedtime after 10:30pm (music seems to help?), I wasn't in bed until midnight. Did need the alarm to wake.

Thursday was LONG, at school for parent-teacher interviews, and did a bunch of prep and grading before those. Before though, got the 4 month pictures. Ladies at home went back to bed, then on a walk that didn't end up getting them to the playgroup... anyway, when I got home at 7:45pm, wee one was kind of waking, so had a half hour to give her a bottle and walk. Then comic chat, put her to bed at 10:30pm, and collapsed at 11pm even though she was still restless. Then up at 1:30am. And 2am and 3:30am and 6am. Right.

Friday was teaching (first full week in a month), then anime, then prep work for Monday, home a little after 2pm and mowed lawn since Alexandra was asleep. But called back in, and spent three hours with her including a 45 minute snooze(!), bottle, change, time on mat... all the things. Then back to the lawn. Then cooked dinner. Managed to finish all things before 8pm. Went slightly catatonic. Little one woke at 9:30pm, so tried to get her to sleep then. White noise machine dropped after 10pm. I passed out downstairs.

Woke at 5:30am, having had six hours of interrupted sleep, but felt better. Returned upstairs, had semi-sleep until taking Alexandra at 7am. With her until 9am, including a 20 minute snooze. Then out for brunch, then with Alexandra for three hours, noon to 3pm... which included 30 minutes of screaming for some reason, leading to stroller in the basement, and a slightly longer than average snooze. Amazing what an hour nap in the afternoon can do to rejuvenate.

Lots of tidying in the evening, also shopping. Trimmed Alexandra's nails, then usual routine at 10pm, except she wouldn't fall asleep. x.x Songs helped. And there were hugs. I think in future I'll whittle these down, as it is, any time traveller would be able to track me all too well, plus maybe I'm embarrassing my daughter somehow. (I'd figure it out now, but I'm too tired.)

Item counts run Sunday (Oct 14) to Saturday (Oct 20).

Step Count 2016: About 53,450
Step Count 2017: Over 61,600 (15 stars).
STEP COUNT 2018: Over 79,000. 8 stars.

FROM 2016:
-Dealt with figuring out benefits, and found my writing groove. Simpler times.
FROM 2017:
-Implosion from teaching CS, everything is off, there is no joy.

SchoolMail 2016: 88 (1 sent)
SchoolMail 2017: 120 (12 sent)
SCHOOL EMAIL 2018: 114 New (20 sent)
Some sent messages were automated, parent bookings. We have completed DAY 33-1. (Includes PD Day.)

 -Creating new 3M quiz and test
 -Creating new 3M review
 -Going through 3M quizzes
 -Grading most of 4U Tests
 -Parent-Teacher Interviews

 -Wrote BTTF: Hard Time Served article, got images
 -Thursday Comic Tea Party Chat
 -Wrote "Chanced Erasures 8"

 -CanCon Sunday
 -Much paperwork filled out (RESPs, etc)
 -Birthday dinner Wed
 -Yard work (lawn mowed, sweeping)
 -Brunch with Friends Sat
 -Lotus Prince's "Ride to Hell Retribution" (Parts 1 to 9)

 -Voting (+research), Medical appointment

 -Recap for CanCon 2018
 -Write a TANDQ article on Polling and Bias
 -Write a post about types of praise/encouragement
 -Catching up with web serials/comics (from ~May 2018)
 -Read some of the books sitting at my desk

RH Stress Level: 6 (Break Shoot)

Sunday, 14 October 2018

Now Parenting: Week 17

Awake at 4am for bottle; can't sleep further in playpen, they went next door at 4:45am. Dad woke me up at 8am. (Incidentally, he thinks Alexandra's left handed based on the hand she uses most.) Breakfast out, from 9am to 10am; I almost got her to sleep as she was handed around towards the end of the meal. To Toronto at 11:30, arrived in a bit under an hour, toured some of Union Station, boarded right after business class. Some trouble settling her for a snooze at 2:30pm, but then she was out almost three hours (with brief interruptions).
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Home by 6:30pm, unpacking for laundry, bottle/pump, dinner, and running around with wee one after 7:30pm got her to nap and me a star. Doctor Who at 8pm. Nothing else to report, though didn't get continuous sleep overnight. Up about 8:45am, with the little one from 9:30am to 10:45am, when Mom was needed to help her sleep. Gave some bottles through the day, relatives visited afternoon. Bath at 6:30pm, she didn't complain constantly. Then a bottle and story time - "Darkest Dark". I got choked up after. Some complaints as Alexandra was given to Mom for sleep, needed K'tan, as normal from 10pm on. Did progress reports until midnight. x.x

Tuesday was was bit crazy. Kid was up by 7:45am, I did teaching and other things (someone solved math puzzle, yay), then ignored more grading in favour of shopping (including poker chips) and getting home after 1:30pm. Alexandra had been fussy all day and only napped in stroller. Mom went to rest, was with wee one from 2pm to 4:15pm, which included a half hour snooze and a half hour of massive crying for the latter part. (Temperature normal.) Once she was more settled, bottle, then Dad got an hour or so of snooze. Then got dinner set, and was with wee one by 6:30pm while Mom did laundry. Read "Babies in the Snow" after 7pm, she tried to help with flaps. Alexandra's turn, she managed to be asleep by 8pm. (10pm as normal.)

Wednesday was regular morning, Doctor's appointment at 1:30pm and with Alexandra from 2:30 to 4pm. Then again 5:15pm to 6pm including a half hour snooze, then trading off to try and encourage more sleep because she slept less than two hours all day. Slept 7pm to 10pm, bottle... then would not fall asleep. Another bottle (to 6 oz), it's 11:30pm, and everyone's breaking down. Another bottle (to 8 oz), 12:20am, still awake. In bed with Mom, Dad went downstairs. Some sleep, some marking, back to school.

Home for 1pm, in order to go to a community group of 0-1 year olds by 1:30pm. Turned out to be mostly older kids (one was 6 months, most were 9 months) but some fascination - then worn out, slept for 30+ min in Dad's arms, then freaked out upon awakening. Back home (with stop at DQ since missed the closure). Dad and Alexandra got an hour of snooze in after 4pm. Brief swap, tears, then with Mom for rest of evening as dishes, dinner and grading was done. Got musical octopus out too. Extra bottle just after midnight as wee one woke up and I was still grading; I got to bed about 1am.

Friday - teaching new activity, teaching/lab, pep rally but students need to do old evaluation, anime club, osstf newsletter and other miscellaneous... not home until 3pm. Alexandra apparently doesn't like being on her back any more (from rolling to her front Thurs morn? from seeing the other babies not on their back Thurs afternoon?) so holding was an issue. Dad napped as Mom took little one for a walk, and then there was some Dad time from 5:20 or so until 6:40, including story of itsy bitsy spider. Then to CanCon, specifically for the Filk panel, also caught some of Kari's reading from 7:30pm. Home (via store) in time for bed at 10:10pm. Then some self time until after midnight.

Up 6:30am, had little one from 7:20am until 9:05am including a half hour snooze at the end. Then checkin with OAME AGM online, and 45 more minutes including a bottle for Anne-Lise to get things done. Back to Con for 11am panel, and browsing. Back home for 1:30pm, drove Anne-Lise to gathering, time with Alexandra from 3pm to 7pm, documented on camera. (From park to tears to story.) Then dinner, with a bit more running out tears, some Nash, and final collapse about 11pm. Fortunately, somehow caught up in grading.

Item counts run Sunday (Oct 7) to Saturday (Oct 13).

Step Count 2016: About 59,600
Step Count 2017: Over 63,300 (14 stars).
STEP COUNT 2018: Over 67,100. 10 stars.

FROM 2016:
-Bought cheap calculators, in-laws in town, lacked clear direction.
FROM 2017:
-Pregnancy news, but school had made me dead inside plus no blog buffer.

SchoolMail 2016: 38 (1 sent)
SchoolMail 2017: 123 (5 sent)
SCHOOL EMAIL 2018: 99 New (17 sent)
We have completed DAY 28-1. (Includes PD Day.)

 -Grading of 3M Tasks
 -Progress Reports (both classes)
 -Grading of 4U Tasks
 -Working out latter 3M unit
Test deferred to Monday, so caught up in grading

 -Bit of reading catchup/comments if that counts
 -Thursday Comic Tea Party Chat

 -Breakfast out with parents
 -4.5 hour train trip with Alexandra
 -Tea time with relatives Monday
 -Doctor's Appointment Wed
 -Baby play time group Thurs
 -CanCon Friday eve/Saturday morn
 -Linkara's LP of Star Trek: Judgment Rites.

 -AL birthday, P/T interviews

 -Recap for CanCon 2018
 -Write a TANDQ article on Polling and Bias
 -Write a post about types of praise/encouragement
 -Catching up with web serials/comics (from ~May 2018)
 -Read some of the books sitting at my desk

RH Stress Level: 6 (Break Shoot)

Monday, 8 October 2018

Math Social: Marian Small

The Carleton-Ottawa Mathematics Association puts on a Social event the last Thursday of September. Sometimes there's a guest speaker (see this recap of 2016), sometimes not (though in 2017 I went to some PD from Peter Taylor). This year, in advance of OAME 2019, we had Marian Small (who is also the chair of that conference - keep an eye open for preregistration).

Her topic for was "Building Thinkers", with examples drawn from both elementary and secondary (and/or a demonstration of how questions could be repurposed). The slides are up on her website ( but here's one of my usual recaps. I've flagged the paragraphs with new questions to consider using bolded stars (*).


In this age of social media, "Followers are nice. Thinkers are even better." Marian hopes that we'll change things into "your version of the idea", don't parrot her. Thinking only happens if you ask the right questions and follow up in the right way. "My goal as an educator is to support teachers, to help kids." Which means help them to think mathematically, not just do math. We want to ask questions to make kids excited, and not all questions do.

What does it take, to influence a student? Being nice, and caring, but it also takes building thinkers, and this talk is about that latter part.

(*)Here's a question for maybe Grade 1: There's three patterns. (Pattern 1: Two squares, circle, two squares, circle... Pattern 2: Square, two circles, square, two circles... Pattern 3: Two triangles, hexagon, two triangles, hexagon...) Which of those do you think are the MOST ALIKE? Why?

Some might pick 1 and 3, for "same same different". Some might pick 1 and 2, for "same shapes used". Will every kid say the same thing? No. That's why Marian likes that question. We develop thinkers by seeing other people having reasons for stuff (which might not be our reason). You might also have you own reason as a teacher. Did anyone pick patterns 2 and 3? One person said Similar Colour. (Patterns were green, orange, red.) Audience member added, or read the last one backwards, it looks like the second.

We want to embrace diversity rather than telling kids, "This is the answer". (That shuts down thinking.)

(*)New Question: Do you think the number 15 is more like 10 or more like 20? Make your case. Our table jumped to the idea of "the 1 in the tens column" so more like 10. Someone else in the audience picked 10 because "same number of prime factors" (3&5 with 2&5, not 2&2&5). Marian added that there are two versions of a hundreds chart that can be posted in a room: one starts at 1 and goes to 100, another starts at 0 and goes to 99. If your version is 0-9, 10-19, you might get "more like 10" because they're in the same line. If you have the other version (11-20) you may get "more like 20". Cool stuff could happen.

An audience member brings up what Marian called "that stupid little rounding thing" as a case for 20. Related, if someone was filling 10 frames, it would be easier to just fill the second one (to 20) versus removing an entire frame. Marian also once had a student say 15 & 20 are more alike because "neither one of them is in any normal counting book" (unlike 10). EXTENSION: Do you think the fraction 4/3 is more like 13/12 or more like 7/3?

(*)New question: Why did Marian pick THOSE NUMBERS for the fractions? Most would go with the thirds being similar, instead of similarity of things being a little more than one. (At our table: When kids think equivalent fractions, they may think 4/3=13/12?) Creating improper fractions also talks to "and a third" in the English language (4/3 is "one and a third"). Someone raised that 4+3=7 so 7 feels like a good choice for the numerator? It's all about perspective, you could argue either way.

We can do this question in place of the question "please turn 13/12 into a mixed number". Marian: "I'm not doing weirdo math here, some might call it basic math." But one of the things to notice is that there is not a divorce between 'thinking' and 'basic stuff'.

For those in even higher grades, is root(20) more like 1.424pi or more like root(25) or more like 4.5? "Why would I say those?" We should see these are not random choices. Figure out why I'm asking this thing, and what would I do. Root 20 makes no sense to a kid, but how is it like 4.5? Between root 16 (4) and root 25 (5). An audience member brings up that 1.424 is like root(2). Marian admits she didn't pick it for that, and (since someone at our table had said the same thing) I HAD to chime in that root(2) is 1.414..., accuracy please.

That said, 1.424 times pi is closer to the true value (4.472...) than 1.414 times pi, and pi is an irrational number, meaning we still have a decimal going on forever. "Everyone in the room could make one up with different numbers if they wanted to."


(*)Maybe in Primary: What sums can you get if you add two next-to-each other numbers? (A soft way of saying consecutive.) What sums can you NOT get? "You can't get a smaller number" than a particular value?

The natural thinking is can't get EVENS when you add that way. Marian turns that around, if you believe you can't get a hundred (which is even), did you TRY? Convince me. That's purposeful. Marian believes said "this is what I think teachers don't do right a lot of the time". They'd agree with the assertion about evens, and then move to the next kid, instead of asking for a test of the theory. THAT'S where we develop thoughtful kids (with the proof).

"Notice I'm not just asking for the yeses, I'm also asking for the nos." (What numbers can you NOT get.) The pragmatic reason for that, is when kids try stuff and get a wrong answer, they feel like they have an answer they can't use after putting in all that effort. Here you still get your money's worth.

It's not for all kids, but she's met enough where understanding what does and what doesn't work means you have a better conceptual understanding. 'What if I pick next to each other decimal numbers' was raised (by Jimmy?). For instance, 1.5 and 1.6. "That was my reason for not telling you what consecutive means." Mom or Dad may have taught some other stuff at home, we're not saying there's a way this has to sound.

(*)EXTEND: Can you add five consecutive whole numbers, and get a number whose digits add to 5? (There was some discussion at our table. I was thinking, should be possible, either side of "5" and the tens place will fold together? Oh wait, add to 5, we don't want a 5 in the tens place. Also want a small number in ones - zero? 8+9+10+11+12? Oh.) We want kids to figure stuff out, what kinds of numbers can you get. Then don't ask for a right answer.

"Who had a number that was five consecutive but it didn't work"? "Did anyone get 14 as their answer? Or 32?" We play that game. My list: 50, 140, 230, etc, they all end in zero. Would they have to end in zero? It doesn't promote the same level of thinking if I give those to start. I'm not telling you any answers.

(*)Next was an image, bar diagrams (maybe for primary?). The total in the blue (a full length) is the sum of the two blocks above (yellow and grey, latter a small length). "The number 50 is in one section, what numbers make sense for the other sections?" (At our table, 'damn we just did ratios - in primary?'. 'Can we cut it up and fold it?')

"I got you to do more of the work, deciding where is the 50." Some kids will be better at seeing proportions than others. Then, having let you play around with it, here's what we do now. "I could say 'what are your numbers' but I'm going to say 'I saw someone's paper (I'm lying) and they put 70 as one of the other numbers, so where do you think they put the 50?'" We could also say, did anybody have 30 and 20 as the other two numbers? (Maybe someone did, if they're uncomfortable, you can bring it up and still have those discussions.)

Key action: Don't talk about what the answer is, ask another question.

Again we extend: The number 8pi is in one section. What irrational numbers make sense for the others? "I did, like, nothing." There are children in the room who don't know that pi is an irrational number. They'll go to square root guys, "but notice all I'm asking is 8, and you stick pi on the end". But not all kids KNOW that can just have pi everywhere (and use integers). Looking only at stuff for our grade level is not a good plan, stuff from other grade levels is super easy to adapt - if it's more about THINKING and not about the mechanics of how to do stuff. The mechanics IS more tied to grade level.


(*)Back to primary. Subtract two numbers, also add them. Those answers are 50 apart. What could the numbers be? Marian actually came around to our table this time during the discussion. My knee jerk reaction had been 25 and 25, to use zero as the subtraction. Someone else at our table said 25 and 75. Marian asked about more answers? Did we notice anything?

Within the audience, someone had 25 and 26. Marian generalized this one, you had 25 and anything. There's a number line (she draws in the air), do you see it. I'm going to put my finger there, and show +25 and -25. My finger was on the anything. Lots of good stuff happening in the question.

(*)Adaptation: One answer is 2/3rds of the other. (Note: Not 2/3rds more than, if it was, you could do exactly the same thing.) Some algebra kids could do it, but also can be done numerically, or there's other things you can do. Adapting from primary to a bigger grade. (Notice x and 5x will work. 4x and 6x.) "I didn't tell the kids to write equations, just gave them a question." Good things emerged.

(*)Maybe a Grade 3-6 question: If two sides of a triangle are 4 units and 6 units, what perimeters are possible? What are impossible? (This can lead to the Triangle Inequality. Sides 10-1-2, no triangle, can't just put 4 and 6 with 100.) As well, 4 and 6 are non-threatening numbers. "I don't need to use decimals or weirdo stuff, and it makes them think about what's possible and impossible." (Me, I'm thinking cosine law given three sides. Not always possible.)

(*)Maybe in Junior or Intermediate: About how many times do you turn on a light in one month? Immediately we think it's probably different on a school day versus a weekend, and then seasons - dark days in winter not summer. Tons of thinking to give any reasonable value. And no one in the universe knows the answer to this question, but we do have the ability to hear a kid make sense or not make sense. "I think being a thinker means you make sense." The idea is to ask those kinds of questions, Fermi questions. (see link)

(*)Related questions: If all the fruit on this cake were blueberries (currently blueberries, strawberries and peaches), how many of them would there be? Some kids would be freaked out by the white spaces (even on the original image), others wouldn't be. (Is it one-to-one replacement or space covering?) Or how long for a million new apps, if about 40 new ones are available every hour? Student reaction, "I don't have a million on my phone..." Even on EQAO we can have thinking.

(*)Can 25% of one number be 75% of a different number? (At our table again: "3 is 75% of 4, but 1/4 of 12." I immediately wondered about generalizing.) Marian notes the interesting thing is the relationship between numbers, and "I did start with nice percentages". Again, maybe don't ask what numbers are, but rather, which was the bigger number, the 25% or the 75%. Because most will say their bigger number is the 75% number, as it's a larger percent.

How about 60% of another number? "We're not going to do it." Marian says she could have put any number in the universe in that second position. "I'm not trying to teach them to push a button on the calculator, but rather to teach them that every number is a percent of a lot of different numbers."


(*)Create a set of data. Remove one value so that the median goes up more than the mean does. That's a much better question than "here is data, what is the median and the mean". (I like this for Data management. At our table, the educator next to me said we should start with a 1 and a 2, as removing the 1 later will change the mean very little.)

(*)Without calculating, list 10 fractions for a/b so that 2/3 divided by a/b HAS to be more than 1. We want kids to understand the answer is how many of the a/b fit into thirds. Unless you have a guy that's littler than a/b, you're good, and "I ask this question to force that".

(*)In a higher grade, adapt to "create an algebraic expression that is sometimes more than -2m, but not always". Start with something always greater than that, they'll say +m, and they're wrong, because m could be negative. (Not always greater. Answers the original question.) If you're an intermediate teacher, we need kids to learn that -2m+10 is always more. The boundaries of "m" make this trickier.

(*)For Grade 9 or 10? Why might a line with slope 2/3 look steep? Why might it not? Marian assures, "I swear to you I can make it look steep." If you mess with the scale. This is huge for kids to understand, many grade nine kids look at a picture and don't read the scale. "I can mess with them. And I think our job IS to mess with them." Not to be mean, but that's why to ask a question like that. Stretch the thinking. "Okay, you're looking very tired."

(*)For Grade 11: Can every function be written as a composite function? (That means 'is a function of the function'.) Or an exponential function is a LOT like y=2^x, so what might it be and how are the functions similar/different? Or you evaluate an algebraic expression when x=2/3 and get 1 and a quarter, what could the expression have been. (Rapid fire slides.) "Some of the high school teachers I meet are very enamoured with algebra."

(*)We pause here: One thing they do in higher grades is solve a linear system, or set of equations. There's something called elimination. Question: After elimination, we were left with 13y = 22, so what could the original two equations have been? She doesn't offer suggestions - "I'll just leave it with you, but it's a neat question, particularly for academic students." Makes them think about what happens with this elimination 'thing'. We're not even talking about the other variable, could be x or z or q.

In conclusion: "I believe: The game is not about what the curriculum requires or does not require. It is about what we want our kids to be. Doing math is part of it but clearly, to me, not enough." It's on us. Some children in our system get other things in their homes, and some don't, we're it.

It's a moral obligation to create thinkers, while still doing what we have to do.

Marian then put on her different hat, saying please help make OAME 2019 a big success! Lots of interesting featured speakers, sessions in English and French, Desmos is helping us (sending Eli as a featured speaker and helping with other speakers on Saturday). It's a long weekend in May, come with families, there's Ottawa's tulip festival, we hope it works like it did 10 years ago.

Check out, there will be an ad in the Gazette December issue. We would LOVE for you to offer to speak, proposals are being accepted now. We would LOVE for you to offer volunteer to help. We would LOVE for you to register to come. (Marian also has a third hat, someone asked her to run for Canadian Director for NCTM, to represent Canada. Voting starts tomorrow, if you're an NCTM member.)

There were then some drawings for registrations and Wipebook flipcharts, and I was able to talk to some fellow teachers about what they were teaching and my recap writings. ^.^

Hope you found something of use here, or at least of interest! Thanks for reading, and consider coming to OAME, registration opens on February 15th, 2019. I also personify mathematics over at, if you're wondering about the graphics. Keep on thinking!