Our greatest weakness lies in giving up. The most certain way to

succeed is always to try just one more time.

Thomas A. Edison

Children are my passion. I

want to make a difference in the

lives of young people. After all, they

are our future!

Math has always been my

favorite subject in school, and I

want to teach at the middle school

level. Some people think I’m crazy

because, “Students at that age are

the most challenging”. Well, I guess

I’m up for the challenge! I believe

that the middle school age is an age

that is still so highly influenced, and

it’s a crucial time to embed

mathematics to get students ready

for high school and the real world.

My goal is to make a

difference! There are only a few

teachers that I can say have truly

changed my life; I hope that one

day, a student will say the same

about me!

A Little Bit

About Me...

Mandi Freeman

Above is a picture of me with my fiancé, Danny. We

are getting married June 2014!

In my free time, I truly love spending time with my family.

I’m blessed to have a family that supports me and encourages

me all the time. Without my family and my faith, I wouldn’t be

the person I am today.

One more thing you should probably know about me is

that Danny and I are die hard Cardinals fans! GO CARDS!!!

Let’s Get Baking!

Name of Unit: Fractions Name: Ms. Freeman

Name of Class: 5th

grade Math Semester/Year: Fall 2013

Rationale:

Sometimes it’s hard for children to see math in more than just the classroom

setting. It can be challenging to link daily tasks like paying with cash or telling time to

math, or in this case, fractions. Our unit is designed to incorporate everyday items with

fractions not only to education the student but to show them that math is all around them.

With our unit on fractions, I want to expand their view of how they see math on a daily

basis. The ability to use fractions effectively is very important because fractions are

something you see and/or use every day. We will link how fractions relate to everyday

items while teaching them what a fraction is and how to add, subtract, multiple, and

divide a fraction successfully.

Summary:

Students will do in class assignments, activities using money, and a group project

in order to fully understand what a fraction is, how to add and subtract them, and how we

use them regularly.

Essential Question(s):

1.) What is a fraction?

2.) How do fractions apply to everyday situations?

3.) How can we successfully compute fractional equations?

Common Core:

1.) 5.NF.A.1

Add and subtract fractions with unlike denominators (including mixed numbers)

by replacing given fractions with equivalent fractions in such a way as to produce an

equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4

= 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

2.) 5.NF.A.2

Solve word problems involving addition and subtraction of fractions referring to

the same whole, including cases of unlike denominators, e.g., by using visual fraction

models or equations to represent the problem. Use benchmark fractions and number sense

of fractions to estimate mentally and assess the reasonableness of answers. For example,

recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2

3.) 5.NF.B.3

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).

Solve word problems involving division of whole numbers leading to answers in the form

of fractions or mixed numbers, e.g., by using visual fraction models or equations to

represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting

that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4

people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of

rice equally by weight, how many pounds of rice should each person get? Between what

two whole numbers does your answer lie?

4.) 5.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction

or whole number by a fraction.

5.) CCSS.Math.Content.5.NF.B.5b

Explaining why multiplying a given number by a fraction greater than 1 results in a

product greater than the given number (recognizing multiplication by whole numbers

greater than 1 as a familiar case); explaining why multiplying a given number by a

fraction less than 1 results in a product smaller than the given number; and relating the

principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying

6.) 5.NF.B.7

Apply and extend previous understandings of division to divide unit fractions by

whole numbers and whole numbers by unit fractions.

Literacy Strategies:

-Entrance Slip

-Exit Slip

-Double Entry Journal

-Gallery Walk

-KWL Chart

Length of Unit: 2-3 Weeks

Materials and Resources:

- School: Text books

- Teacher: Handouts, Smartboard,

- Student: pencils, notebook, eraser, ruler, construction paper/poster board

Assessments:

- Formative: Discussion questions, Practice problems, Exit Slips,

- Summative: Written exam at the end of the Unit and Problem Solving Project

Teacher: Ms. Freeman

Unit: Let’s Get Baking!

Monday Tuesday Wednesday Thursday Friday

Week One Introduction:

What they

know/don’t

know.

*Presentation

LP

*Discussion

method

-Quiz over

Presentation

LP and

Discussion

(What is a

fraction and

how to use

them).

*Direct LP

Addition

*Direct LP

Subtraction

Homework

over Thurs.

and Fri. LP’s

Week Two Review of how

to add/subtract

fractions.

-Quiz over

add/sub

*Concept LP

Homework

*Problem

Solving LP

Continue to

work on

project from

PS-LP

Projects due.

Oral

Presentations

-Review for

Unit

Week

Three

Unit Test

Presentation Model

Class: 5th

Grade Math Name: Ms. Freeman

Name of Lesson: Whole Numbers vs Fractions Time Frame: 1 Day

Rationale: This is where I will first introduce fractions. I will explain what they are and

how they are used.

Initial Framework: Initiating

Lesson Plan Format: Teacher Centered

Grouping: Small groups/pairs and individual

Materials & Resources:

School- Computer/Smart Board for PowerPoint

Teacher- advanced organizer (pie chart), PowerPoint,

Student- Pencil, eraser

Literacy Strategies:

Entrance Slip

Objectives:

1. In groups, students will compare the differences between whole number and fractions.

2. Given a compass, students will create their own pie charts showing what a fraction is,

in order to add the fractions to make a whole number.

Materials Needed: Pencil, eraser

Phase 1: Introduction

*Give Entrance Slip

1. Show PowerPoint with pizza on it.

2. Explain how pizza gets divided into “fractions”.

3. Hand out advanced organizer (A.O.).

Phase 2:

Front: Back:

1. The whole pizza shows “one whole item”. The sliced pizza shows “fractions of a

whole item”. This will begin to explain the fraction process.

2. This will connect student’s prior knowledge because they’ve all seen pizza before

and will be able to relate them to fractions.

Phase 3:

1. Define “fractions”.

2. Use back of A.O. as example

3. Explain 8/8 is 1.

4. Illustrations on board.

Formative Assessment: Asking the following questions aloud:

1. What is fraction? A portion or section of a whole object.

2. Is 4 a fraction? No.

3. Is 3/4 a fraction? Yes.

4. How can we make a fraction using a pie chart? Show by illustration

5. If a pizza is cut in half 4 times, how many slices of pizza will we have? How many

people can eat two pieces each? 12 slices. 6 people.

Summative Assessment: Explain there will be a future quiz

Homework: Worksheet on differentiating fractions versus whole numbers

Reminder: N/A

Discussion Model Lesson Plan

Class: 5th

Grade Math Name: Ms. Freeman

Name of Lesson: What is a Fraction? Time Frame: 1 Day

Objectives:

1. In groups, students will dissect the definition of a fraction and come up with

ways that fractions are used in everyday scenarios.

2. Individually, students will relay their beliefs through large group discussion.

Materials needed: Discussion questions, pen and paper

Instructional Framework: Constructing

Lesson Plan Format: Student Centered

Grouping: Small groups/pairs and individually

Materials & Resources:

School- N/A

Teacher- Coins, candy, discussion questions

Student- Paper, pencil

Literacy Strategies: Exit Slip

Phase 1: Introduction

Attention grabber/gallery walk- Students will each be given 10 cents. Using the money,

students will be able to purchase M&M’s (1 cent), Hersey kisses (5 cents), and Dum

Dum suckers (10 cents). Each student will use their money any way they like in order to

use up all of their money.

Purpose is to make sure students fully understand what a fraction is and how to use it

in everyday life.

Explain today will be discussion based.

Break students into groups by counting by 3’s.

Phase 2: Hold the discussion:

Question one: What did you purchase? Why? How?

Question two: What are some other ways we can use fractions in our everyday lives?

Explain other ways besides through money like we did today.

Hints: Use fractions through sharing, eating pizza, building, etc.

Walk around the room eavesdropping on conversations. Making sure they’re on topic.

Remind students of rules on respect and everybody sharing out.

Phase 3: End the discussion:

* Signal for attention.

* Summarize discussion by telling the importance of knowing how relatable fractions are.

* We will share out as a class/ large group

Write answers/thoughts on board

Offer positive feedback: Very creative! Nice thinking! Excellent.

* Explain the importance of using this in the future for adding, subtracting, multiplying

and dividing.

Formative Assessment: Debrief the discussion:

Ask class:

How was the discussion?

Did you feel it was beneficial for your understanding?

What ideas did you come up with?

Tell me your thoughts.

Exit Slip: Handout the last two minutes of class: What did you learn from the activity?

What did you learn from our discussion? Would you like to have discussions more often?

Are you confused about anything?

Summative Assessment: None

Homework: N/A

Reminder: Quiz tomorrow about “What is a fraction?”

Direct Instruction

Class: 5th

Grade Math Name: Ms. Freeman

Name of Lesson: Addition and Subtraction of Fractions Time Frame: 1 Day

Rationale: In this lesson, I will show students how to create common denominators in

order to successful add and subtract fractions.

Objectives:

1. In small groups, students will describe the process of making denominators

equal in order to add fractions.

2. In small groups, students will identify which fractions have the same

denominators and are ready for addition or subtraction.

Materials needed: Paper, pencil, eraser, textbook, worksheet

Instructional Framework: Constructing

Lesson Plan Format: Teacher Centered

Grouping: Whole Class, pairs

Materials & Resources:

School- Smartboard/dry erase board

Teacher-

Students- Pencil, paper

Literacy Strategies:

Double Entry Journal

Phase 1: Introduction:

Attention grabber: Money

Ask how many quarters make a dollar.

How do they know?

Show them mathematically on board by showing 25/100 +25/100 +25/100 +25/100

= 100/100=1

Remind students a fraction is a numerator divided by the denominator

Remind students that multiplication of any number 1, doesn’t change answer. Ex: 2/2

equals 3/3

Teach how to create equal denominators by multiplication

Importance is to calculate the correct answer; without proper formation of fractions,

answer will be incorrect

Phase 2: Demonstration

Easy examples of adding fractions

EX: 3/2 + 7/2= 10/2 = 5

Example including different denominators

Ex: 3/2 + 5/3= 19/6

Explain you must multiply by 1 using 3/3 and 2/2 in order to make

denominators equal

Show it would be incorrect to only multiply the denominator by 3 or 2 and not the

numerator

Ex: 3/6 +5/6 =8/6 INCORRECT

Phase 3: Provide guided practice:

Write 3/6 + 4/6 on the board

Write answer(7/6) waiting for questions

Write 4/2 + 4/4 on the board

Explain the process of multiplying by one. In this case explain only one number

has to be multiplied by one (2/2)

One more example with students guiding me through steps

One example of them working on their own

Student provides me with answer. If class agrees with answer, thumbs up/down

Three examples working in small groups.

Formative Assessment: Using double entry journal

Practice Examples:

1. ¾ + 2/8 = 8/8 or 1

2. 2/5 + 6/5 = 8/5 or 1 3/5

3. 1/5 + 2/3 = 13/15

*May work in groups

Summative Assessment: Quiz after subtraction portion is taught.

Homework Assignment: Homework pertaining to addition of fractions.

Reminder: Quiz after I teach how to subtract fractions.

***Use same LP when teaching Subtraction just changing Addition problems to

Subtraction problems***

Concept Teaching

Class: 5th

Grade Math Name: Ms. Freeman

Name of Lesson: Improper Fractions Time Frame: 1 Day

Rationale: Not all fractions will look the same. In this lesson, I will teach the difference

between proper and improper fractions.

Objectives:

1. In small groups, students will describe the differences between fractions and

improper fractions.

2. In small groups, students will identify examples and non-examples of improper

fractions.

Materials needed: smart board, paper, pencil, eraser, text book

Instructional Framework: Constructing

Lesson Plan Format: Teacher Centered

Grouping: Small groups/pairs

Materials & Resources:

School- Smartboard

Teacher- Advanced organizer

Student- Pencil, paper, eraser

Literacy Strategies:

Exit Slip

Gallery Walk

Phase 1: Introduction

Attention grabber: Pizza: Use same A.O. from Presentation LP

On smart board: If we have 8 pieces of pizza and 4 people want to eat it, how many slices

will each student eat?

Explain this is a division problem.

Show that 8/4 =2

What can we see from this “fraction’?

Phase 2: Provide examples and non-example pairs:

Examples Non-Examples

4/2 2/4

6/3 3/6

5/2 2/5

3/1 1/3

-Class, write what you think the concept may be.

20/2 2/20

7/2 4/5

34/12 3/7

55/33 3/12

Phase 3: Check student attainment of concept:

Example or non-example?

2/10

5/3

13/11

3/7

-Students identify 4 examples and 4 non-examples.

-In groups, students will identity examples/non-examples

-Students will offer examples/non-examples

Write them for visual

Formative Assessment: Questions to ask students in making sure they understand.

-In what ways did you realize that the math equations were examples/non-

examples?

-What is the first thing you noticed?

-How do proper and improper fractions relate?

Gallery Walk: Provide students with notecards that have examples and non-examples,

and other students with notecards that have fractions and improper fractions. They will

have to find the corresponding sign in the room to place their notecards.

Give Exit Slip: What was confusing about this? Do we need to spend more time on this

concept, or should we move on?

Summative Assessment: NONE

Homework: Worksheet on identifying improper fractions.

Reminder: N/A

Problem Solving

Class: 5th

Grade Math Name: Ms. Freeman

Name of Lesson: Cooking with Fractions Time Frame: 3 Days

Rationale: Students will be faced with “problems daily. For this lesson, students will be

given and problem and will work together to figure out how to solve the problem.

Problem: Students will have to research cookie/dessert recipes. They will have to

calculate how many servings of dessert they’ll need for their family’s party by

adding/subtracting the amounts of ingredients used. Ex: To make two batches of cookies,

you need four ¾ cups of sugar. So, how much sugar do they need? They will keep their

findings in a notebook. The notebook will consist of the dessert they picked, how many

batches/servings they’ll need, the calculations for their ingredients, the process they used,

their results and conclusion. They will report their findings in an oral presentation.

Objectives:

1. In groups, students will work together to add fractions to produce

cookies/desserts using the right amount of ingredients.

2. In groups, students will explore the internet and will draw inferences based on

the information they found to explain the best recipe and most cost efficient way to make

cookies/desserts.

3. Students will present their findings with their group through an oral presentation

following the rubric.

Materials: Computers with internet, measuring cups for visuals, paper, pencil, erasers,

poster board for report, notebook

Instructional Framework: Student Centered

Lesson Plan Format: Utilizing

Grouping: Small Groups/Pairs

Materials & Resources:

School- Computers

Teacher- Measuring cups for visuals, rubric, student handout

Student- pencil, paper, eraser, poster board, notebook

Literacy Strategies:

KWL Chart

Phase 1: Introduction: KWL Chart

Questions to consider for KWL:

1. How many cookies can be made from one batch?

2. How many cookies should be made for each person?

3. What should be considered when picking type of cookies to make (peanut allergies,

etc)?

Objective: Research popular cookies/desserts, the recipes, and the easiest ways to make

them

Delegate roles-who’s researching what?

Once recipe is found, how many batches need to be made?

How to mathematically double and triple a batch of cookies

Questions/concerns

Phase 2:

After many recipes are looked at and allergies are thought of, teach students how to:

Organize information

What to do with that information

Make sure they’re on the right track for calculations

Phase 3: Develop and present artifacts and exhibits:

Present information found and calculated

Everyone contributes

Explain why certain recipes and ways of doing things were done

Formative Assessment: Assist independent and group investigation:

Move around the room

Eavesdrop on conversations

Be ready for intervention when necessary

Don’t “help too much”

Make sure students are on task and are using KWL

Summative Assessment: Oral Presentation

Homework: Reflect on project/assignment

Did everyone work together?

Did you all agree on the recipes and batches needed to provide for your guests?

Describe what you learned from this activity

Reminder: Unit Test Coming Up and Oral Presentation on Friday

Student Handout

Calling

all

Bakers!

Please, please,

we need your help!

Your family is

having a party and

they need to know

how much food to

buy! This is not just

any kind of food,

but dessert!

It’s up to you to

find recipes, figure

out how many

people can be

served from each

dessert, and to

calculate the

amounts of each

ingredient you’ll

need in order to

make your dessert.

Come on, class!

let’s get baking!!

You will be graded

on how well you make

your calculations

using fractions and

other skills.

You will also be

graded as Follows:

-Written Report: 1-2

pages typed

-Oral Presentation: 1-

3 people explaining

your process, results,

and conclusion

(ex: reading report).

Rubric will be given.

Ms. Freeman

Fall 2013

Baking Assignment Rubric

0-2 3-6 7-9 10

Calculations No calculations are given resulting in inaccurate servings of dessert needed.

Some calculations are given and accurate. Servings of dessert needed are somewhat correct

Most calculations are given and accurate. Servings of dessert are mostly correct

All calculations are shown and accurate. Servings of dessert are correct

Process and Results Process for finding information and results are very unclear

Process for finding information and results are somewhat clear

Process for finding information and results mostly clear

Process for finding information and results are very clear

Conclusion None Conclusion is present, but is not thorough

Conclusion is present and somewhat clear

Conclusion is present and very clear

Oral Presentation No Presentation given N/A One person participated

Everybody participated

Deadline Turned in late Turned in on time

Unit 2 –Algebra

Name of Unit: Basic Algebra Concepts Name: Ms. Freeman

Name of Class: 8th

grade Math Semester/Year: Fall 2013

Rationale:

Journey into the unknown. Algebra is a topic that offers many different opinions,

and students will most likely come into it with preconceived ideas of how this unit is

going to go. The purpose of this unit is to teach basic algebraic expressions and equations

while keeping it fun and interesting. I will bring in literature to this unit by sharing the

background of Algebra and who created it. I will link algebra to everyday situations so it

is more relevant. We will also create our own everyday scenarios using algebraic

equations to bring the concept to life.

Summary:

This unit will provide crucial information pertaining to algebraic expressions and

equations. This will be the basic knowledge needed for my students further their

education with Algebra.

Essential Questions:

1. What is algebra?

2. How do you solve for the variable ‘x’?

3. How do we use algebra in everyday situations?

Common Core:

CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and

use them to solve problems. Include equations arising from linear and quadratic

functions, and simple rational and exponential functions.

CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more variables to

represent relationships between quantities; graph equations on coordinate axes with labels

and scales.

Literacy Strategies:

-Entrance slip

-Exit Slip

-Double Entry Journal

-Mind Mapping

Length of Unit: 1-2 weeks

Materials and Resources:

-School: Smartboard, text books, computer/internet

-Teacher: Literature

-Students: Pencils, erasers

Assessments:

-Formative: Discussion, practice problems, exit slips

-Summative: “The Resume”

Lesson Plan One

Class: 8th

grade Math Name: Ms. Freeman

Name of Lesson: What is Algebra? Time Frame: 1 day

Rationale:

This lesson will introduce the unit we will cover involving basic algebraic

expressions and equations. Here, I will use a piece of literature.

Objectives:

1. Students will understand where Algebra came from and who created it.

2. Students will discuss and reflect their thoughts in groups.

Instructional Framework: Initiating

Lesson Plan Format: Teacher Centered

Grouping: Small Groups/ partners

Materials and Resources:

School: N/A

Teacher: Article on mathematician

Students: Pencil, eraser

Literacy Strategy: Entrance Slip

Phase 1:

-Pass out entrance slip

-Explain we’re going to start the basics of algebra

-Pass out article

Phase 2:

- In groups, students will read an article about the man whom created algebra

-Reflect and share thoughts with one another about article

I will walk around and ‘eavesdrop’ on their conversation

Phase 3:

-Students will share their thoughts allowed to the whole class

I will ask:

1. What did you like/dislike?

2. What was interesting/confusing?

Formative Assessment:

-Given through discussion and listening to small group discussion

Summative Assessment: N/A

Homework: N/A

Reminder: N/A

Lesson Plan Two

Class: 8th grade Math Name: Ms. Freeman

Name of Lesson: Finding ‘x’ Time Frame: 1 day

Rationale: This lesson illustrates how to solve one variable equations involving ‘x’. I

will initially relate this to everyday problems that we solve every day without realizing

we’re using algebra.

Objectives:

1. Students will acquire basic understanding of one variable equations.

2. Students will be able to solve one variable algebraic equations.

Instructional Framework: Constructing

Lesson Plan Format: Teacher Centered

Grouping: Individual and Small group

Materials and Resources:

School: Smartboard

Teacher: Double entry journal example

Student: Pencil, eraser, notebook

Literacy Strategy:

-Exit Slip

-Double Entry Journal

Phase 1:

-Attention Grabber: Worksheet with simple word problems. Ex: Johnny had 8 apples.

After giving some apples away, he only has 3 apples left. How many apples did Johnny

give away?

-Students will be asked to solve these simple problems.

Once completed, I will ask for their answers. Then, I will ask them how they came up

with the answer. I will show them how set up the problem algebraically. Ex: 8-X = 3.

Phase 2:

-Teach how to solve worksheet problems using “X” as a variable.

-Teach that you want to get X by itself so it can “=” something.

In order to get X alone, you have to add, subtract, multiply and/or divide.

Use worksheet examples.

-If it’s addition you subtract and vice versa, and if it’s multiplication you divide and vice

versa.

Teach and show on board

Phase 3:

-Provide questions

Explain how to do a Double Entry Journal

-Give them time to work out the first 3 problems.

Ask for volunteers to walk me through the steps and I will do them on the board.

Have students finish worksheet in groups if they wish

Formative Assessment:

Exit Slip: What did you like about today’s lesson? Are you confused in any way? Do you

have any other questions? Please state them below.

Summative Assessment: N/A

Homework: Worksheet with practice problems

Reminder: N/A

Lesson Plan Three

Class: 8th grade Math Name: Ms. Freeman

Name of Lesson: Two variable equations & Word Problems

Time Frame: 1-2 days

Rationale: In this lesson, I will introduce two variable equations. I will also have

students create their own word problems using one or two variable equations.

Objectives:

1. Individually, students will be able to solve word problems using 2 variables.

2. In groups, students will create their own word problems to solve using algebra.

Instructional Framework: Utilizing

Lesson Plan Format: Student

Grouping: Individual and groups

Materials and Resources:

School: Smartboard

Teacher: In-class worksheet

Student: Pencil, eraser

Literacy Strategy: Mind Mapping

Phase 1:

-I will add on to previous lesson about one variable ‘x’

-I will incorporate and teach how to solve equations with 2 variables given

Substitution may be necessary

-Show on board

Phase 2:

-Hand out worksheet with questions for students to complete individually.

-I will go over questions on the board.

Encouraging questions and comments

Phase 3:

-After solving equations, students will pair up and create their own word problems using

one and two variable equations

May roll over to next day

-Encourage mind map for this assignment

Formative Assessment:

-Exit Slip: What did you like about this lesson? What was confusing? As your teacher,

what can I do to help you understand better?

Summative Assessment:

-Explain there will be a ‘Resume” project coming up.

Homework: Can continue working on word problems

Reminder: N/A

Summative Assessment- Student Handout

Ms. Freeman

Fall 2013

Name:_______________

Resume Example

Mathematician

•Al Khwarizmi

Professional Summary

• Created Algebra

Skills

• Wrote a book on

Algebra which is Al-

Jabr in Arabic

Fun Fact

• the term “Algebra”

was dedicated to Al

Khwarizmi since he

was the first author

of a book about

algebra

All of this Algebra is getting me interested!

Where did math come from? Who are famous mathematicians? What did they do for a

living? Who was recognized for their work? Were

they recognized before they died?

These are all questions to consider when creating your very own Resume for a mathematician of

your choice!

Your goal is to:

1. Find out about your mathematician. Who was the guy or gal, anyway?

2. Find out what they did that was so beneficial.

(Consider the above questions, as well.)

3. Add “fun facts” that you found out about your

mathematician.

We’re bringing famous mathematicians back to life.

A Grandmother’s Impact

Childhood Memory

Mandi Freeman

Fall 2013

“A life is not important except in the impact it has on other lives.” –Jackie Robinson

Emptiness. It hasn’t been the same around here. I never realized how rich her presence was until

it was no longer existent. She united the whole family. She was so full of life. She had a heart of gold and

sense of humor that would keep you laughing for hours. Oh my goodness… This is hard...

“Mandi, go pick your favorite yarn while I grab the hooks. We’ll make some pot holders today,”

said my Great-Grandma Lear in her soft quiet voice. “Yes, Grandma Lear,” I responded with joy.

Crocheting was one of my favorite passed times with my Grandma Lear. She taught me a lot and we

always had a blast together!. Other than crocheting, we would also sew to make aprons, play tea party

with her, fine china, tea cups and saucers, and make her homemade fried potatoes. Yummy! We enjoyed

watching the Price is Right and Seventh Heaven. Boy, did that little Ruthie make her laugh.

I was homeschooled as a child and spent much of my time with my grandparents. My Great-

Grandma Lear lived in my Grandma Carolyn and Grandpa Bill’s basement which was more like her own

little apartment. On days when I finished my school work, we would spend many afternoons together.

Sitting on her gold floral couch is where all of our creations were made from sewing and crocheting. She

was such a kind, caring, yet stubborn woman who taught you to love the Lord and mind your manners,

especially in her presence. There was never a dull moment with her. Gosh, I miss her.

I was one of her nine great grandchildren. We are a very close family and visited each other

often. We still, to this day, go to Grandma Carolyn’s house for Sunday dinner. Though there were so

many great grandchildren, I feel I had the strongest bond with my Grandma Lear at a young age; a bond

that I hold dear to my heart even though it’s been six years since she’s passed. Many of my childhood

memories include my grandparents.

When my Grandma Lear passed away, at 93 years old, my entire family struggled very much.

The house was quiet, going in the basement of my grandparent’s house was awkward, and you could

just feel the emptiness in the room without her there. I remember so vividly a hug that I shared with my

Grandma Carolyn the evening of Grandma Lear’s funeral. No words were exchanged; none were

needed. I hugged her for what felt like ten minutes as we cried into each other’s shoulders. For she had

lost her mother, and I lost my childhood best friend.