Two Crosswords About Santa and His Reindeer

The legend of Santa Claus is based on the real-life St. Nicholas, a 4th century bishop in Myra, Turkey. St. Nicholas was known for his love for children and the poor. He has many names, but Santa Claus is his most famous name, and that comes from the Dutch "Sinterklaas" (based on "Saint Nicholas"). He's also known as Father Christmas, Kris Kringle, Christmas Man (in German) and Grandfather Frost (in Russian).

Since he has to cover the whole planet in 31 hours (thanks to time differences) that means Santa's sleigh must go at about 1,800 miles per second. I hope he wears a seatbelt! No one knows for sure exactly where he lives. We know he lives at the North Pole, but that covers a lot of ground. In Nordic legends, he is said to live in a small hill in Lapland, Finland. Quite far from the United States, then!

Here are some interesting numbers (this is a math blog.) If Santa delivered presents to every child on Earth, he would be carrying at least 400,000 tons of presents. Nine reindeer can't pull that much weight (not to mention the sleigh and Santa himself)!  In fact, he would need at least 360,000 reindeer. Good luck remembering all those reindeer names!

On Christmas Eve, do you ever wonder where Santa is? Don't worry, you can keep an eye on Santa's progress with GPS! The North American Aerospace Defence Command (NORAD) is the biggest program for this and will show you Santa's progress in several languages.

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In honor of Santa and his reindeer, I've created two crossword puzzles for the holiday season. The 18 words used in both puzzles are: bed, Blitzen, Christmas Eve, Claus, Comet, Cupid, Dancer, Dasher, Donner, eight, Nicholas, North Pole, Prancer, Rudolph, sleigh, snow, stockings and Vixen. One crossword includes a word bank which makes it easier to solve while the other puzzle does not.  Answer keys for both puzzles are included. 

These might be fun for the kids to do while they are waiting for Santa to arrive!

Two Bible Crossword Puzzles to Learn About the Birth of Jesus

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We may consider the Christmas tradition of reading the Nativity story a given, but after hearing others talk, it often gets overlooked in the hustle and bustle of opening gifts and preparing a big meal. The Christmas Story helps children discover one of the most important stories of all time. Through this story, children come to understand the events leading up to Jesus' birth and this special miracle. It introduces children to the reason why we celebrate this special day, and shares with them the wonderful gift from God. 

I am aware there are numerous Christmas activities to choose from and many times, it is difficult to separate the "secular" Christmas activities from the Biblical ones. Maybe you are wondering, "What activity can I use to tell the Christmas Story in a different way?" Try using a crossword puzzle! 

I have created two Bible crossword puzzles for Christmas that are specifically designed to review and study the birth of Christ as recorded in the Bible. Both are free form crossword puzzles that feature 25 words with Scripture references. If an answer is unknown, the Bible reference provides a way to find the answer while encouraging the use of the Bible. The words included in both puzzles are Bethlehem, Caesar Augustus, December, east, Egypt, Elizabeth, frankincense, Gabriel, glory, gold, Jesus, Joseph, King Herod, magi, manger, Mary, Merry Christmas, Messiah, myrrh, Nazareth, Quirinius, save, shepherds, star, and terrified.

One crossword includes a word bank which makes it easier to solve while the more challenging one does not. Even though the same words are used for each crossword, each grid is laid out in a different way; so, you have two distinct puzzles. Here are some ways you might use these crosswords.

1. Pass them out while the children are waiting to open presents. It might change their focus!
2. Include the adults in the puzzle solving by giving them the crossword without the word bank.
3. Work with a sibling or cousin or friend to learn the characters of the Christmas story.
4. Use the crossword with the word bank as a review; then hand out the second puzzle to solve as a way to reflect on what facts about Christmas have been learned.
5. Offer a small prize to the teams or individuals that get all off the answers correct.

Answers keys for both puzzles are included; so, you don't have to search them out yourself.

Teaching Fractions to Students Who Have No Idea How to Do Them!

I wish I understood this!

I teach remedial math on the college level, and I find that numerous students are left behind in the mathematical dust if only one strategy is used or introduced when learning fractions. Finding the lowest common denominator, changing denominators, not changing denominators, finding a reciprocal, and reducing to lowest terms are complex issues and often very difficult for many of my students.

I classify my students as mathphobics whose mathematical anxiety is hard to hide. One of my classes entitled, Fractions, Decimals and Percents, is geared for these undergraduates who have never grasped fractions. This article encompasses how I use a different method to teach adding fractions so these students can be successful. Specifically, let's look at adding fractions using the Cross Over Method.

Below is a typical fraction addition problem.  After writing the problem on the board, rewrite it with the common denominator of 6.

Procedure:

1) Ask the students if they see any way to multiply and make a 3 using only the numbers in this problem.

2) Now ask if there is a way to multiply and make 2 using just the numbers in the problem.

3) Finally, ask them to find a way to multiply the numbers in the problem to make 6 the denominator.

4) Instruct the students to cross their arms. This is the cross of cross over and means we do this by cross multiplying in the problem.

5) Multiply the 3 and 1, then write the answer in the numerator.  *Note: Always start with the right denominator or subtraction will not work.

6) Next multiply the 2 and 1 and write the answer in the numerator. Don’t forget to write the + sign. *Note: One line is drawn under both numbers. This is to prevent the students from adding the denominators (a very common mistake).

7) Now have the students uncross their arms and point to the right using their right hand. This is the over part of cross over. It means to multiply the two denominators and write the product as the new denominator.

8) Add the numerators only to find the correct answer.

9) Reduce to lowest terms when necessary.

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It is important that students know the divisibility rules for 2, 3, 5, 6, 9 and 10. In this way, they can readily reduce any problem. In addition, it is extremely important that the students physically do the motions while they learn. This not only targets the kinesthetic learner but also gives the students something physical that makes the process easier to remember. The pictures or illustrations for each technique also benefit the visual/spatial learner. Of course, the auditory student listens and learns as you teach each method. 

I have found these unconventional techniques are very effective for most of my students.  If you find this strategy something you might want to use in your classroom, a resource on how to add, subtract, multiply, and divide fractions is available by clicking the link under the resource cover. A video lesson is included to help you.

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Why Doesn't the U.S. Convert to the Metric System?

Did you know that there are only three nations which do not use the metric system: Myanmar, Liberia and the United States? The U.S. uses two systems of measurement, the customary and the metric. Yes, since our country does use the metric system, we have "given more than an inch, but we haven't gone the whole nine yards".

Today, when we shop for groceries, soda is sold in liters. Medicine is sold in milligrams, food nutrition labels are metric, and what about a 100-meter sprint or a 5K race? Still, we are the only industrialized nation in the world that does not conduct business in metric weights and measures. To be or not to be a metric nation has been a question of great consternation for our country for many years.

Here are some reasons why I think our nation should go to the metric system.

1. It's the measurement system 96% of the world uses. 
2. It is much easier to do conversions since it is based on units of ten. Water freezes at zero, not 32°, and it boils at 100, not 212°. 
3. Teaching two measurement systems to children is time consuming and confusing. 
4. It is the "official" language of science and medicine. 
5. Its use is necessary when you travel outside of the United States. 
6. Conversion from customary to metric is often fraught with errors. Because the metric system is a decimal system of weights and measures, it is easy to convert between units. 
7. There are fewer measures to learn. Once you learn the meaning of the prefixes, you can easily convert mass, volume and distance measurements. No further conversion factors need to be memorized except the specific power of 10. For the Customary System you have to remember 5280 feet = 1 mile, 4 quarts = 1 gallon, 3 feet = 1 yard, 16 oz. = 1 pound, etc. 
8. And just think, I would have less clutter in my kitchen since I wouldn’t need liquid and dry measuring cups or teaspoons and tablespoons! All I would need is a scale and liquid measuring cups!

So, while most nations use the metric system, the United States still clings to pounds, inches, and feet. Why do you think Americans refuse to convert? I’d be interested in your perspective and ideas.

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Get ready to gauge your students' proficiency and equip them for success in all things metric using this pre-assessment metric test. This math test is designed to assess your students' pre-existing knowledge of the metric system. Not only will your students gain a deeper understanding of the differences between metric and customary units of measurement, but with the help of visual examples, they will be able to remember those pesky measurements.