Saturday 31 October 2015

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Japanese Teriyaki Burger

Recipe from Just One Cook Book

Serves 4

Ingredients:
1. 1/2 onion sliced in ring
2. 1 onion chopped
3. 1 TBS cooking oil
4. 500g ground beef
5. 4 wholemeal burger buns
6. 4 slices of cheddar cheese
7. 2 iceberg lettuce leaves thinly shredded
8. 2 tomato thinly sliced
9. 1/2 red pepper bell sliced in ring
10. 1/4 cucumber sliced thin
11. Homemade teriyaki sauce adapted from Just One Cook Book here http://www.familyfecs.com/2015/10/japanese-teriyaki-beef-steaks.html
12. Butter
13. Japanese mayonnaise
14. Ketchup
15. 1 TBS corn starch
16. Salt & pepper

Directions:
1. Marinade beef with 1 TBS teriyaki sauce, corn starch, salt and pepper and leave in the fridge for 30 minutes.
2. Roll beef into 4 balls with hand and press down into 4 patties.
3. Heat pan with oil, saute onion until golden and translucent. Set aside in a serving bowl.
4. Heat pan with oil, fry beef on medium high heat for 2 minutes on each side or until golden brown.
5. Place cheese on each patty.
6. Toast burger buns
7. Spread Japanese mayonnaise or butter on each bun
8. Build the burger by placing lettuces, tomato, red pepper bell, saute onion, onion ring, teriyaki sauce, beef, cheese and cucumber on top of the bottom bun. Place top bun.

Tip:
You can also add avocado in the burger.

Additional Information:
I have been "complaining" that Mr. FECS has not been cooking. It is Saturday - the day we have our "Martha Day" - meaning he is the Martha :-). And he remembered it :-). He bought all the groceries, and have been running many errands. So I was very appreciative. He wanted to make burger tonight. So I volunteered to give him a rest and so that he can go through the school work with Joshua, and I will make dinner instead. So tonight we had teriyaki burger, instead of him cooking.

References:
http://www.justonecookbook.com/teriyaki-burger/

Marinade ground beef  with teriyaki sauce, corn starch, salt and pepper

Heat pan with cooking oil

Fry the onions until...

golden

Form the ground beef into burger patties

Heat pan with cooking oil

Fry the beef patties until...

Done

Transfer to dish and ready to be build into burgers :-)

Spread a little butter and place some lettuce, red pepper fruit and tomato slices on the burger bun

  Place a beef patty

Place a slice of cheese

Place a layer of onion

Place a layer of cucumber slices

Place some fried onions

Place a slice of avocado (optional)

Add a bit of teriyaki sauce

Place the top burger bun 

Pur Little FECS and his burger :-)

Friday 30 October 2015

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J Summary (6Y6M26D) - We Hit A Snag with Danish...

We hit a snag with Danish. Both Mr. FECS and I are better and more enthusiastic in doing Maths with J, than doing Danish.

Mr. FECS could pronounce Danish flawlessly, but could not quite isolate the Danish phonics sound as clearly as I have liked. I could isolate the Danish phonic sounds, but could not pronounce it flawlessly like a Dane. Besides, I don't want J to pick up my foreign Danish accent. But language is so important, perhaps more important than Maths at this age, and we can't seem to pull our socks together in the language department. Soliciting the help of J's farmor (Danish granny) is not really a solution, as his farmor isn't into doing such serious teaching (ironically she taught the French language at the university). She didn't read any books to her own kids, when they were kids. I am thinking if I should follow the Singaporean method to engage a Danish tutor to provide extra private Danish lesson with J. But engaging a tutor is so un-Danish. Perhaps I am just worrying too much.

We also have another problem with English. I am better in teaching J Chinese than the English phonics, which I don't find any interest at all.

Challenges of a cross-cultural family...

Updates:

We haven't resorted to hiring a Danish tutor yet, but here is what we are doing so far on the issue:

1. I found some iPAD applications that teaches Danish phonics and let  J play with these applications.

2. I requested his teacher to record the Danish phonics. Then we try to see the videos every alternate day. After each sound, I will ask J to repeat after his teacher in the video.

3. I will try to let J spend more time with his farmor.
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Montessori Activity: Small Bead Frame - Dynamic Multiplication


Note: I am showing the large bead frame above, because it is not necessary to buy both the small bead frame and the large bead frame. I am using the large bead frame to do the small bead frame exercises.

AGE: 5.5 (after the child has worked with the Stamp Game)

OBJECTIVE(S):

To show the relationship between the different place values in the decimal system.

MATERIALS:

1. Small bead frame
2. 1 worksheet
3. 1 green, red and blue pencil

PRESENTATION:

1. Read a problem to your child, i.e.:
     423
x       3
---------
   1269

2. Expand the multiplicand 423 on notation paper, i.e. 2, 30 and 400.

3. Slide 3 green unit beads 3 times to the right.

4. Count the beads on the right and write the answer 9 on the worksheet.

5. Slide 2 blue ten beads 3 times to the right.

6. Count the beads on the right and write the answer 6 on the worksheet.

7. Slide 4 red hundred beads 3 times to the right.

8. After the 2nd time, you will find that you don't have sufficient beads. You only have 2 beads to the right, and you are still missing 2 beads.

9. Slide the last 2 beads to the right.

10. Exchange by sliding all the red hundred beads back to the left in exchange for sliding 1 green thousand bead to the right.

11. Then slide 2 red hundred beads you are still missing earlier to the right.

12. Count the beads on the right and record the answer on the worksheet, i.e. 2 red hundred bead and 1 green thousand beads, i.e. 1269.

13. Read the question and answer aloud together.

PHOTO DEMONSTRATION:

1. Read a problem to your child, i.e.:


2. Expand the multiplicand 432 on notation paper, i.e. 2, 30 and 400 (optional).

3. Slide 3 green unit beads 3 times to the right:

 
 

4. Count the beads on the right and write the answer 9 on the worksheet:


5. Slide 2 blue ten beads 3 times to the right:

 
 

6. Count the beads on the right and write the answer 6 on the worksheet:


7. Slide 4 red hundred beads 3 times to the right:


8. After the 2nd time, you will find that you don't have sufficient beads. You only have 2 beads to the right, and you are still missing 2 beads:

 

9. Slide the last 2 beads to the right:


10. Exchange by sliding all the red hundred beads back to the left in exchange for sliding 1 green thousand bead to the right:

 

11. Then slide 2 red hundred beads you are still missing earlier to the right:


12. Count the beads on the right and record the answer on the worksheet, i.e. 2 red hundred bead and 1 green thousand beads, i.e. 1269:


13. Read the question and answer aloud together.

VIDEO DEMONSTRATION:



ADDITIONAL INFORMATION:

J tried this for the first time on 30 Oct. 2015 (6Y6M25D). He could do it easily on paper, calculating in his head the right answer and writing it down, but made some mistakes manipulating the beads when exchanging. I must admit that exchanging using the Small Bead Frame is not the most straight forward. One has to remember the remaining beads not moved over, after exchanging and moved those beads over. It seemed that it is easier for him to understand and do the sum on paper using the written vertical format method, then using the Small Bead Frame. But I am not too concerned. In fact, I am questioning a little the usefulness of the Small Bead Frame, when doing exchange is required. This is a Montessori tool that is nice to have, but not absolutely necessary.






REFERENCES:

http://www.montessorialbum.com/montessori/index.php?title=Small_Bead_Frame
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Montessori Activity: Small Bead Frame - Static Multiplication


Note: I am showing the large bead frame above, because it is not necessary to buy both the small bead frame and the large bead frame. I am using the large bead frame to do the small bead frame exercises.

AGE: 5.5 (after the child has worked with the Stamp Game)

OBJECTIVE(S):

To show the relationship between the different place values in the decimal system.

MATERIALS:

1. Small bead frame
2. 1 worksheet
3. 1 green, red and blue pencil

PRESENTATION:

1. Read the problem to your child, i.e.:
   321
x     3
---------
   963

2. Have your child build 1 unit three times on the small bead frame by sliding 3 green unit beads one at a time to the right one at a time.

3. Count and record the units on the worksheet, i.e. 3.

4. Have your child build 2 tens three times by sliding 6 blue ten beads two at a time to the right two at a time.

5. Count and record the tens on the worksheet, i.e. 6.

6. Have your child build 3 hundreds three times by sliding 9 blue ten beads three at a time to the right three at a time.

7. Count and record the tens on the worksheet, i.e. 9.

8. Read the question and answer aloud together.

9. Invite your child to do the next question and remind him that once he knows his time-tables by heart, he will no longer need to use the beads.

PHOTO DEMONSTRATION:

1. Read the problem to your child, i.e.:
   321
x     3
---------
   963

2. Have your child build 1 unit three times on the small bead frame by sliding 3 green unit beads one at a time to the right one at a time.

 
 

3. Count and record the units on the worksheet, i.e. 3.


4. Have your child build 2 tens three times by sliding 6 blue ten beads two at a time to the right two at a time.

 

5. Count and record the tens on the worksheet, i.e. 6.


6. Have your child build 3 hundreds three times by sliding 9 blue ten beads three at a time to the right three at a time.

 
 

7. Count and record the tens on the worksheet, i.e. 9.


8. Read the question and answer aloud together.

9. Invite your child to do the next question and remind him that once he knows his time-tables by heart, he will no longer need to use the beads.

ADDITIONAL INFORMATION:

I have prepared this since 23 Sep. 2015. For some reason, I waited for a month to introduced it. I have been too tired, lacking the energy. Also I think that multiplication will be too difficult for him. It has been a long while since we do any new Montessori Maths, or even just the usual practice. Today, I finally pulled myself together. J tried this for the first time on 30 Oct. 2015 (6Y6M25D). It turned out to be too easy for him. He could get the answer by just doing the written sum without manipulating the beads. However, I insisted that he manipulate the beads, as I think it will give him a more physical understanding of the concept. So we moved on to dynamic division with Small Bead Frame.




REFERENCES:

http://www.montessorialbum.com/montessori/index.php?title=Small_Bead_Frame
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