[email protected]

> Care to explain "distributive property" to those of us who were reduced
> to tears by long division in 4th grade? ;)
>
> Tuck
>

Perhaps it will make you feel better if I told you I had to sit down and
scratch my head for 20 minutes to figure out how to explain this. For those
of you who are math-averse, you might have to read this several times to
understand it.

When you do the multiplicaton problem 3 x 9, you can make it more interesting
by writing the 9 as 4+5:

3 x (4 + 5)

It turns out that you can multiply the 3 by the 4 and 5 separately, and add
them together to get the answer:

3 x (4 + 5) = (3 x 4) + (3 x 5) = 12 + 15 = 27

Cool, eh? You get the same answer as when you just multiply 3 x 9 = 27. If
this seems mysterious, draw a 3 x 9 rectangle and draw the 27 squares inside
it. Now draw a bold line to separate it into two rectangles: a 3x4 and a 3x5
rectangle. One rectangle represents the problem 3x4 = 12, and the other
represents 3x5 = 15, and together these equal 27.
So the distributive property says you can split one of the numbers
being multiplied and do two separate multiplication problems. (You can split
it into three or more numbers too)
Long division is the reverse of this. When you divide a large number
by a smaller number, the large number splits up into several pieces and you
do several separate division problems. For example divide 4991 by 23 (do it
now if you want to understand what follows). The answer is 217. The series
of guessed multiplication problems and subtraction shows you that 4991 can be
split into three numbers: 4600 + 230 + 161. Each of these divides evenly by
23:

4600 / 23 = 200 230 / 23 = 10 161 / 23 = 7

and 200 + 10 + 7 = 217. In other words, the whole process is the opposite of
the multiplication problem

23 x 217 = 23 x (200 + 10 + 7) = 4600 + 230 + 161 = 4991

So there you go. Perhaps you didn't learn this in 4th grade. It's not
likely you learned it in high school either.
People who think that drilling kids with paper and pencil arithmetic
is all-important justify it by saying that it teaches basic concepts used
later. But this seems backwards. It makes sense to learn a practical skill
without understanding it if you are going to use it a lot. But if you say
you are teaching for understanding, you should focus on the concept before
teaching the skill that is based on it, or at least be sure that the concept
follows shortly. In the case of long division, practically no one uses it
later - they use calculators - and no one understands the basic concepts it
is supposed to illuminate.
I'm not going to teach my kids long division, unless they ask me to
show them. I'll teach them multiplication and division by drawing rectangles
and using lots of manipulatives before they do the written versions. In my
mind, it is much more important to thoroughly know that division is the
opposite of multiplication and that it involves guessing the answer. Long
division is just a refined and efficient way to guess the answer.
I have actually asked high-school students, after they have completed
a division problem, "How would figure out whether that's the right answer?"
Some of them, after a long pause and a few prompts, will say something like
"work backwards and do the multiplication problem to see if you get the first
number," but most will just draw a blank. Or they'll say to do it over to
see if you get the same answer again, which takes longer. Teaching long
division doesn't generally teach kids the underlying concepts.
But you never know. Maybe an asteroid heading toward earth some day
will break into several thousand little asteroids and destroy all the
calculator factories in the world. In that case, it will be a good thing we
all know how to do long division, if we happen to actually remember it.

Egads, I think there's a whole book chapter in this.

Peace

Loren Kelley


[Non-text portions of this message have been removed]

KT

>
>
>So there you go. Perhaps you didn't learn this in 4th grade. It's not
>likely you learned it in high school either.
>

Your explanation was clear and concise. I have understood that concept
for a long time, just didn't know what it was called. (Which is one of
my major issues with math--I understand the concepts but can't always
decipher the nomenclature.) I would NOT have understood the concept in
4th grade, because living real life is how I came to understand it.

Your whole post was great! Thanks!

Tuck

[email protected]

In a message dated 7/10/02 3:29:25 AM Central Daylight Time, bubhouse@...
writes:


> )
> Long division is the reverse of this. When you divide a large
> number
> by a smaller number, the large number splits up into several pieces and you
> do several separate division problems. For example divide 4991 by 23 (do
> it
> now if you want to understand what follows). The answer is 217. The
> series
> of guessed multiplication problems and subtraction shows you that 4991 can
> be
> split into three numbers: 4600 + 230 + 161. Each of these divides evenly
> by
> 23:
>
> 4600 / 23 = 200 230 / 23 = 10 161 / 23 = 7
>
> and 200 + 10 + 7 = 217. In other words, the whole process is the opposite
> of
> the multiplication problem
>
> 23 x 217 = 23 x (200 + 10 + 7) = 4600 + 230 + 161 = 4991
>
> So there you go. Perhaps you didn't learn this in 4th grade. It's not
> likely you learned it in high school either

I couldn't believe it! I read your post and thought *If only someone had
explained multiplication and division this way, to me years ago!* Not to say
I can't work a simple multiplication or division problem. Because I am a
nurse, I had to learn how to do these things, my bestfriend sat down with me
one night years ago and taught me some tricks that I still rely on today. But
lucky for me, after the tests and school were over, I rarely had to use them
again! I have never had to manually calibrate an IV pump, no one stands there
watch in hand counting drips anymore, the machine does what you tell it. And
I have only found the rare drug, the pharmacy doesn't tell you exactly how
much to dispense, maybe two times in the last few years. I can most times do
simple multiplication and division in my head, but if you add on more numbers
then I am searching for pad and pencil. Someday, I am going to call my
bestfriend up and ask for some more tutoring sessions, this *almost* <g>
looked fun! Thanks for the easy to understand, clear explanation!
~Nancy


[Non-text portions of this message have been removed]

[email protected]

In a message dated 7/10/02 3:29:25 AM Central Daylight Time, bubhouse@...
writes:


> )
> Long division is the reverse of this. When you divide a large
> number
> by a smaller number, the large number splits up into several pieces and you
> do several separate division problems. For example divide 4991 by 23 (do
> it
> now if you want to understand what follows). The answer is 217. The
> series
> of guessed multiplication problems and subtraction shows you that 4991 can
> be
> split into three numbers: 4600 + 230 + 161. Each of these divides evenly
> by
> 23:
>
> 4600 / 23 = 200 230 / 23 = 10 161 / 23 = 7
>
> and 200 + 10 + 7 = 217. In other words, the whole process is the opposite
> of
> the multiplication problem
>
> 23 x 217 = 23 x (200 + 10 + 7) = 4600 + 230 + 161 = 4991
>
> So there you go. Perhaps you didn't learn this in 4th grade. It's not
> likely you learned it in high school either

I couldn't believe it! I read your post and thought *If only someone had
explained multiplication and division this way, to me years ago!* Not to say
I can't work a simple multiplication or division problem. Because I am a
nurse, I had to learn how to do these things, my bestfriend sat down with me
one night years ago and taught me some tricks that I still rely on today. But
lucky for me, after the tests and school were over, I rarely had to use them
again! I have never had to manually calibrate an IV pump, no one stands there
watch in hand counting drips anymore, the machine does what you tell it. And
I have only found the rare drug, the pharmacy doesn't tell you exactly how
much to dispense, maybe two times in the last few years. I can most times do
simple multiplication and division in my head, but if you add on more numbers
then I am searching for pad and pencil. Someday, I am going to call my
bestfriend up and ask for some more tutoring sessions, this *almost* <g>
looked fun! Thanks for the easy to understand, clear explanation!
~Nancy


[Non-text portions of this message have been removed]

[email protected]

Sorry list! I don't know why my computer sent that last message twice.
~Nancy


[Non-text portions of this message have been removed]

[email protected]

In a message dated 7/10/02 6:30:45 AM Pacific Standard Time,
Tuck@... writes:


> Your explanation was clear and concise. I have understood that concept
> for a long time, just didn't know what it was called. (Which is one of
> my major issues with math--I understand the concepts but can't always
> decipher the nomenclature.) I would NOT have understood the concept in
> 4th grade, because living real life is how I came to understand it.
>
> Your whole post was great! Thanks!
>
> Tuck
>

Indeed. To me most of education is backwards. You learn the name of
something before you understand it or use it, which makes little sense. Glad
you liked the post - it took me awhile to put it together and I was wondering
how many people would get anything out of it.

Loren


[Non-text portions of this message have been removed]

[email protected]

I also liked the method. I've often done long multiplication in this
method, but never thought of using for long division also!

BTW, I've been lurking for a while, and I like the discussions that have
been happening here. It's so difficult to find local people to discuss
this subject with!

Kevin Tucker





bubhouse@...
07/11/2002 11:15 AM
Please respond to Unschooling-dotcom


To: [email protected]
cc:
Subject: Re: [Unschooling-dotcom] 4th grade long division revisited


In a message dated 7/10/02 6:30:45 AM Pacific Standard Time,
Tuck@... writes:


> Your explanation was clear and concise. I have understood that concept
> for a long time, just didn't know what it was called. (Which is one of
> my major issues with math--I understand the concepts but can't always
> decipher the nomenclature.) I would NOT have understood the concept in
> 4th grade, because living real life is how I came to understand it.
>
> Your whole post was great! Thanks!
>
> Tuck
>

Indeed. To me most of education is backwards. You learn the name of
something before you understand it or use it, which makes little sense.
Glad
you liked the post - it took me awhile to put it together and I was
wondering
how many people would get anything out of it.

Loren


[Non-text portions of this message have been removed]


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[email protected]

In a message dated 7/11/02 12:16:53 PM, bubhouse@... writes:

<< To me most of education is backwards. You learn the name of
something before you understand it or use it, which makes little sense. >>

I see that with physics and with music a lot.

Tia Leschke

>Long division is the reverse of this. When you divide a large number
>by a smaller number, the large number splits up into several pieces and you
>do several separate division problems. For example divide 4991 by 23 (do it
>now if you want to understand what follows). The answer is 217. The series
>of guessed multiplication problems and subtraction shows you that 4991 can be
>split into three numbers: 4600 + 230 + 161. Each of these divides evenly by
>23:
>
> 4600 / 23 = 200 230 / 23 = 10 161 / 23 = 7
>
>and 200 + 10 + 7 = 217. In other words, the whole process is the opposite of
>the multiplication problem
>
> 23 x 217 = 23 x (200 + 10 + 7) = 4600 + 230 + 161 = 4991

Ok, I understood the plutification (Pippi Longstocking quote for those who
don't recognize it) example just fine. I think I can add that to my
arithmetic toolbox.

But I don't quite get the division part. It makes perfect sense when I see
it already done, but how do you decide which smaller numbers to separate
the big number into? If I look at it, I can easily see that 4600 and 230
are evenly divisible by 23, but I'm not sure I would ever have thought to
use those two specific numbers. And I *never* have guessed that 161 would
be evenly divisible by 23. So I guess my question is how to decide which
numbers to split the big one into. That doesn't seem intuitive to me at
all, just more guessing, like long division.
Tia


No one can make you feel inferior without your consent.
Eleanor Roosevelt
*********************************************
Tia Leschke
leschke@...
On Vancouver Island

cajunsinkansas

> Indeed. To me most of education is backwards. You learn the name
of something before you understand it or use it, which makes little
sense. Glad you liked the post - it took me awhile to put it
together and I was wondering how many people would get anything out
of it.
Loren
***************
Loren, I just wanted you to know, I not only got something out of it--
I copied it to share with my husband--and a few other folks!!! LOL

I haven't read much on this list in quite some time, because I
haven't been around, but really needed to read some encouraging words
today and your post was the first one I read. It really hit the spot
as the discussion lately has been regarding "required" math--with
the "discuss-ees" being my mother, mother-in-law, a good friend and
my husband, who all just can't get it through their head, that my 13
and 14 year old kids ARE learning math--in real life, daily
situations as the need arises, not some asbtract concept out of a
book. Concepts that I don't understand most of the time, or use, or
are even used by most adults I know. My mother keeps asking "who is
teaching them geometry and algebra"; my friend says they "need" those
things, especially for college (yet in the next breath she admitted
she doesn't understand math, that even with a college degree, she
still can't balance her checkbook); my husband feels like "we learned
it, so should they" and my mother-in-law just doesn't understand un-
schooling at all, so she doesn't get any of it! LOL I have spent most
of the last couple of days second-guessing what and how I am doing
things. It's so nice to come here and be reassured that others feel
exactly the way I do.

So, that's my long way of saying thanks, Loren, for working on that
post. I got more out of it than you probably intended, but it was
exactly what I needed!

Terri

[email protected]

In a message dated 7/12/02 10:42:07 PM Central Daylight Time,
kscajuns@... writes:


> So, that's my long way of saying thanks, Loren, for working on that
> post. I got more out of it than you probably intended, but it was
> exactly what I needed!
>
> Terri
>

I have to echo this statement and also say thanks to Loren! Now all I am
wondering is how to convince Loren to come live with me in Kansas! <beg>
~Nancy


[Non-text portions of this message have been removed]

kayb85

You're not alone! My daughter just had her ninth birthday, and one
of the things she asked for was the Presto Chango game. She had
played it at a friend's house and since right now she's really into
money, she thought it would help her understand making change
better. My mom (a math teacher) got her the game and played it with
her after the party. Afterward, she called me and asked me about
teaching math, saying that there are some six year olds who could
make change better than her. (I don't think she's correct about
that, but even if she is, that's the whole reasons she wanted the
game--so she could learn!!!) Then she wanted to make sure I was
going to teach her algebra, how she would pass SAT's, etc. Needless
to say, we didn't end the conversation in agreement!
Sheila

It really hit the spot
> as the discussion lately has been regarding "required" math--with
> the "discuss-ees" being my mother, mother-in-law, a good friend and
> my husband, who all just can't get it through their head, that my
13
> and 14 year old kids ARE learning math--in real life, daily
> situations as the need arises, not some asbtract concept out of a
> book. Concepts that I don't understand most of the time, or use, or
> are even used by most adults I know. My mother keeps asking "who is
> teaching them geometry and algebra"; my friend says they "need"
those
> things, especially for college (yet in the next breath she admitted
> she doesn't understand math, that even with a college degree, she
> still can't balance her checkbook); my husband feels like "we
learned
> it, so should they" and my mother-in-law just doesn't understand un-
> schooling at all, so she doesn't get any of it! LOL I have spent
most
> of the last couple of days second-guessing what and how I am doing
> things. It's so nice to come here and be reassured that others feel
> exactly the way I do.
>
> So, that's my long way of saying thanks, Loren, for working on that
> post. I got more out of it than you probably intended, but it was
> exactly what I needed!
>
> Terri

cajunsinkansas

<Then she wanted to make sure I was going to teach her algebra, how
she would pass SAT's, etc. Needless to say, we didn't end the
conversation in agreement!
Sheila>

Sheila, anytime my mother and I discusss homeschooling we rarely end
in agreement!! She "knows" so many homeschoolers from her church that
are doing it the "right way" (school-at-home, using Abeka video
curriculum, etc.) that she thinks she has become The Authority on
Homeschooling. I'm sure she quizzes each of them and after 10 minutes
with their kids and older siblings (she is on staff as Preschool
Director) decides that they are doing everything right and I am doing
it wrong with her grandchildren. They aren't learning the things
*she* thinks they need to learn.

But after two years and going on a third, there is no doubt in my
mind, they ARE learning, just not what their peers are. Jordan (14/m)
is a visual child and loves to draw. (Not to mention he is incredibly
talented) He will probably not be a neurosurgeon, but who cares? We
constantly stress to do what you *love*. Yes, you want to make a
living to support yourself (and future family) but if you go to work
every day hating the job you do, what is the point??? If Jordan's
career goal is to be a tattoo artist and rent sea-doos living on the
beach in Florida, then so be it. As long as he's happy and doing
something to the best of his ability and with all his heart, my
mother can go fly a kite! And if he turns out to be a neurosurgeon,
that's great, too.

I've gotten to where I tell my mom as little as possible as what we
do daily that way she can't criticize what she doesn't know. LOL

Terri

Mary Muday

Thanks, for the vote of encouragement. I agree whole heartedly. Yes, we learn together, but I let my daughter of 17, help decide what she wants to do. She has to be happy now and in the future. She was formerly schooled, but wasn't happy and neither was I, so about 2 years we tried this, she is much happier and is thinking about the future and what she plans on doing. She is definitely very independent, loves life and I know she will go far. Thanks
supermom50mm@...
cajunsinkansas <kscajuns@...> wrote: <Then she wanted to make sure I was going to teach her algebra, how
she would pass SAT's, etc. Needless to say, we didn't end the
conversation in agreement!
Sheila>

Sheila, anytime my mother and I discusss homeschooling we rarely end
in agreement!! She "knows" so many homeschoolers from her church that
are doing it the "right way" (school-at-home, using Abeka video
curriculum, etc.) that she thinks she has become The Authority on
Homeschooling. I'm sure she quizzes each of them and after 10 minutes
with their kids and older siblings (she is on staff as Preschool
Director) decides that they are doing everything right and I am doing
it wrong with her grandchildren. They aren't learning the things
*she* thinks they need to learn.

But after two years and going on a third, there is no doubt in my
mind, they ARE learning, just not what their peers are. Jordan (14/m)
is a visual child and loves to draw. (Not to mention he is incredibly
talented) He will probably not be a neurosurgeon, but who cares? We
constantly stress to do what you *love*. Yes, you want to make a
living to support yourself (and future family) but if you go to work
every day hating the job you do, what is the point??? If Jordan's
career goal is to be a tattoo artist and rent sea-doos living on the
beach in Florida, then so be it. As long as he's happy and doing
something to the best of his ability and with all his heart, my
mother can go fly a kite! And if he turns out to be a neurosurgeon,
that's great, too.

I've gotten to where I tell my mom as little as possible as what we
do daily that way she can't criticize what she doesn't know. LOL

Terri





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[Non-text portions of this message have been removed]

cajunsinkansas

Mary Muday wrote:
"Yes, we learn together, but ... <snip>"

Wen I am asked about homeschooling (the whys and hows) I always
include that one of the best things about it is that I am learning
right along with our kids. Thngs that I "forgot" or never really knew
(you know that paying attention in class thing)--I'm learning as
well. Homeschooling applies to my husband and me right along with our
kids. Of course, there are certain things about insects I could have
gone my entire life withouth needing to know! LOL But I feel as
though I am a more well-rounded person now because of our lifestyle,
which is exactly the outcome I desire for our kids.

Terri

[email protected]

> I have to echo this statement and also say thanks to Loren! Now all I am
> wondering is how to convince Loren to come live with me in Kansas! <beg>
> ~Nancy

Um, you mean in the same town? Not your house, I hope. Don't get me in
trouble here.
But actually it's a nice offer. It makes me think of using this list
and others to make contacts for traveling in the future. I dream of taking
vacations when my kids are older and staying at other homeschooler's homes
instead of in motels. You put us up for the night and we'll teach you
something neat if you want, or just be good company. When my kids are in
their early teens, I want my family to go on a bicycle trip, and this would
be a great way to meet people.
I live in Tacoma WA. We're a mile or so from Puget Sound and Mt.
Rainier and the Olympics are not far. We have only one extra bed, but plenty
of floor space and a back yard suitable for a tent or two. Come and visit
sometime. (Hmm, should I ask my wife about this first?)

Loren


[Non-text portions of this message have been removed]

[email protected]

> But I don't quite get the division part. It makes perfect sense when I see
> it already done, but how do you decide which smaller numbers to separate
> the big number into? If I look at it, I can easily see that 4600 and 230
> are evenly divisible by 23, but I'm not sure I would ever have thought to
> use those two specific numbers. And I *never* have guessed that 161 would
> be evenly divisible by 23. So I guess my question is how to decide which
> numbers to split the big one into. That doesn't seem intuitive to me at
> all, just more guessing, like long division.
> Tia
>
> You're right - it's not intuitive at all. Long division is a clever
> process that breaks the guessing down into smaller steps. You make one
> guess for each digit. When you multiply and then subtract, you find what's
> left over and you start guessing again. Guessing once for each digit of
> the number you're dividing is far easier than trying to guess the whole
> answer at once, and less time-consuming if you don't have a calculator
> (assuming you remember the process).
> The distributive property was a guiding principle for whoever invented
> long division, but you can see how it applies only after the whole problem
> is done.
>
> Loren



[Non-text portions of this message have been removed]

[email protected]

In a message dated 7/16/02 4:03:50 PM Central Daylight Time, bubhouse@...
writes:


> Um, you mean in the same town? Not your house, I hope. Don't get me in
> trouble here.
>

LOL! I doubt you would want to live here in Kansas after living in
Washington! <g>

> But actually it's a nice offer. It makes me think of using this list
>and others to make contacts for traveling in the future. I dream of taking
>vacations when my kids are older and staying at other homeschooler's homes
>instead of in motels. You put us up for the night and we'll teach you
>something neat if you want, or just be good company. When my kids are in
>their early teens, I want my family to go on a bicycle trip, and this would
>be a great way to meet people.

One of the reasons I love this list so much is what I learn here. We don't
have any good support groups (there are groups, just not inclusive ones) and
this list is my *support* group. As for traveling and visiting others homes,
I think that is a great idea. We have an insanely small house, but there is
always room for sleeping bags, pillows and blankets. We always have kids over
spending the night, spending the week. We pile the blankets and pillows all
over the floor and the kids have a ball. Even though I am very much the
homebody, I love to see my house full of people, well fed, talking, sleeping,
reading, playing games... (Darin says I collect kids, and I think he is
right) I want my kids to grow up in a home that is always open to their
friends and ours. Sitting on the front porch swing in the evening with the
grill going, cooler full of icy cold drinks, hose spraying, kids running and
screaming... that is the best!

~Nancy~ Who's poor husband counts heads every evening when he gets home, and
wonders why the house is always so cluttered with toys, books, games, kids,
water bottles, and wet towels!



[Non-text portions of this message have been removed]

Mary Muday

I agree w/your sentiments exactly. I love the house just like you. full of kids, and mine is just like yours totally full and my kids are 17 and 19.
Thanks for the encouragement
Mary
Dnowens@... wrote: In a message dated 7/16/02 4:03:50 PM Central Daylight Time, bubhouse@...
writes:


> Um, you mean in the same town? Not your house, I hope. Don't get me in
> trouble here.
>

LOL! I doubt you would want to live here in Kansas after living in
Washington! <g>

> But actually it's a nice offer. It makes me think of using this list
>and others to make contacts for traveling in the future. I dream of taking
>vacations when my kids are older and staying at other homeschooler's homes
>instead of in motels. You put us up for the night and we'll teach you
>something neat if you want, or just be good company. When my kids are in
>their early teens, I want my family to go on a bicycle trip, and this would
>be a great way to meet people.

One of the reasons I love this list so much is what I learn here. We don't
have any good support groups (there are groups, just not inclusive ones) and
this list is my *support* group. As for traveling and visiting others homes,
I think that is a great idea. We have an insanely small house, but there is
always room for sleeping bags, pillows and blankets. We always have kids over
spending the night, spending the week. We pile the blankets and pillows all
over the floor and the kids have a ball. Even though I am very much the
homebody, I love to see my house full of people, well fed, talking, sleeping,
reading, playing games... (Darin says I collect kids, and I think he is
right) I want my kids to grow up in a home that is always open to their
friends and ours. Sitting on the front porch swing in the evening with the
grill going, cooler full of icy cold drinks, hose spraying, kids running and
screaming... that is the best!

~Nancy~ Who's poor husband counts heads every evening when he gets home, and
wonders why the house is always so cluttered with toys, books, games, kids,
water bottles, and wet towels!



[Non-text portions of this message have been removed]


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Have a wonderful day, Mary Kathryn Lhotka-Muday


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[Non-text portions of this message have been removed]

Tia Leschke

>
> I live in Tacoma WA. We're a mile or so from Puget Sound and Mt.
>Rainier and the Olympics are not far. We have only one extra bed, but plenty
>of floor space and a back yard suitable for a tent or two. Come and visit
>sometime. (Hmm, should I ask my wife about this first?)

My mother lives in Eatonville. We'll be down to visit her for a week
sometime in August. How old are your kids? Possibly we could meet
up. Lars is 14.
Tia

No one can make you feel inferior without your consent.
Eleanor Roosevelt
*********************************************
Tia Leschke
leschke@...
On Vancouver Island

Tia Leschke

> > You're right - it's not intuitive at all. Long division is a clever
> > process that breaks the guessing down into smaller steps. You make one
> > guess for each digit.

Maybe you do. I always had to try several different numbers before finding
the right one, at least when dividing by more than one digit. My work was
always a big mess.
Tia


No one can make you feel inferior without your consent.
Eleanor Roosevelt
*********************************************
Tia Leschke
leschke@...
On Vancouver Island

gr_8_mom

We're 30 minutes from New Orleans and 1 hour from the Tabasco
plantation, so y'all are welcome here, too!! Golf anyone?!?

Katy C. who used to live in Issaquah
--- In Unschooling-dotcom@y..., bubhouse@a... wrote:
>
>
> > I have to echo this statement and also say thanks to Loren! Now
all I am
> > wondering is how to convince Loren to come live with me in
Kansas! <beg>
> > ~Nancy
>
> Um, you mean in the same town? Not your house, I hope. Don't get
me in
> trouble here.
> But actually it's a nice offer. It makes me think of using
this list
> and others to make contacts for traveling in the future. I dream
of taking
> vacations when my kids are older and staying at other
homeschooler's homes
> instead of in motels. You put us up for the night and we'll teach
you
> something neat if you want, or just be good company. When my kids
are in
> their early teens, I want my family to go on a bicycle trip, and
this would
> be a great way to meet people.
> I live in Tacoma WA. We're a mile or so from Puget Sound
and Mt.
> Rainier and the Olympics are not far. We have only one extra bed,
but plenty
> of floor space and a back yard suitable for a tent or two. Come
and visit
> sometime. (Hmm, should I ask my wife about this first?)
>
> Loren
>
>
> [Non-text portions of this message have been removed]