Mark your calendars! Here are the latest test dates. Testing is winding down for this school year, but as soon as 2015-2016 dates are available we will share them.
Thursday, June 4, 2015
Getting Support from Friends and Family
Disappointed, frustrated, and awkward are some of the emotions you may feel when friends and family don’t understand your child's learning issues.
As a parent you expect unconditional love and support from those closest to you, right? Yes, in an ideal world, friends and family would “get it” and be there to help when needed. They’d offer comfort and encouragement when you need it, and be sensitive to your child’s needs when visiting or in social situations. But we don’t live in a perfect world. It could be that they don’t understand the issues at hand, that they’re making judgments based on pre-conceived ideas or they don't think your child has a disability.
Talking with friends and relatives about your child’s learning issues can be helpful to both you and them in many ways. Listed below are Dos and Don’ts to help facilitate these conversations.
As a parent, you might want to find a parent support group in your community that will give you the opportunity to spend time with people whose parenting experiences are similar to your own. You can trade information, tips, stories and experiences,as well as support one another. Gather like-minded families together and schedule outings and family-centered activities.Just being around and spending time with them will bolster you, creating much-needed connections for you as a parent and for your child.
As a parent you expect unconditional love and support from those closest to you, right? Yes, in an ideal world, friends and family would “get it” and be there to help when needed. They’d offer comfort and encouragement when you need it, and be sensitive to your child’s needs when visiting or in social situations. But we don’t live in a perfect world. It could be that they don’t understand the issues at hand, that they’re making judgments based on pre-conceived ideas or they don't think your child has a disability.
Talking with friends and relatives about your child’s learning issues can be helpful to both you and them in many ways. Listed below are Dos and Don’ts to help facilitate these conversations.
- Do: Discuss your child’s issues with family members and friends he sees regularly. Give them the chance to ask questions and you the opportunity to correct misconceptions as they come up in conversation.
- Do: Provide helpful strategies. Loved ones who spend time with your child will find these strategies helpful when you are not there to step in and help your child.
- Do: Identify your child's strengths as well as his challenges.
- Do: Help relatives stay involved in your child’s successes. Invite them to your child's ballet recitals, ball games or the theater to watch them perform..
- Do: Spend more time with people who will recognize your child’s courage, strengths, and other positive attributes, and can give you the kind support that you desire as a parent.
- Don't: Use a lot of technical terms. Use plain language to explain your child's challenges.
- Don't: Have just one conversation about your child’s issues and never bring them up again. Revisit the conversation regularly to educate those who care about him..
As a parent, you might want to find a parent support group in your community that will give you the opportunity to spend time with people whose parenting experiences are similar to your own. You can trade information, tips, stories and experiences,as well as support one another. Gather like-minded families together and schedule outings and family-centered activities.Just being around and spending time with them will bolster you, creating much-needed connections for you as a parent and for your child.
The Puzzler for June 2015: T. Rex Time Machine
Question: If a Tyrannosaurus Rex living 67 million years ago had a time machine that he could squeeze his super-sized dinosaur body into, and he could use his tiny little brain to pilot such a vessel, which trip through time would be the longest in years: to see a living Stegosaurus or a living Marc Bolan, front man for the 1970s rock band T. Rex?
Bonus question: How much longer in years is the longer of the two trips?
Answers in the next issue.
Bonus question: How much longer in years is the longer of the two trips?
Answers in the next issue.
ANSWER to The Puzzler for May 2015: John Adams Time Machine
Question: If John Adams, second US President, jumped into a time machine in the last year of his life, would he take a quicker trip back into the past to witness the arrival of the Pilgrims at Plymouth Rock, or forward into the future to witness the day that Google first appeared on the world wide web?
Bonus question: How much longer in years is the longer of the two trips?
Bonus question: How much longer in years is the longer of the two trips?
Answer:
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Answer:
Believe it or not, if John Adams had a time machine and used it to travel to the past to see the Pilgrims arrive at Plymouth rock, that would be a much longer trip through time than if he traveled to the future to see the first day that Google was born!
Bonus answer:
From John Adam's final year of life in 1826 back to the time of the Pilgrim's landing on Plymouth Rock in the year 1620 is 34 years longer than the trip he would take into the future to see the first Google search results in 1998.
This means that:
The Pilgrims seemed more ancient to John Adams than John Adams seems to us today.
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Answer:
Believe it or not, if John Adams had a time machine and used it to travel to the past to see the Pilgrims arrive at Plymouth rock, that would be a much longer trip through time than if he traveled to the future to see the first day that Google was born!
Bonus answer:
From John Adam's final year of life in 1826 back to the time of the Pilgrim's landing on Plymouth Rock in the year 1620 is 34 years longer than the trip he would take into the future to see the first Google search results in 1998.
This means that:
The Pilgrims seemed more ancient to John Adams than John Adams seems to us today.
Monday, May 11, 2015
Letter from Betty for May 2015
Hello,
Are you concerned about your child's learning skills, do you feel that he is not working up to his potential in the classroom? If you have worked closely with your child's teacher throughout the year and have not seen considerable changes in his performance, it might be time to consider having an evaluation completed to assess his academic and cognitive strengths and weaknesses. Our feature article for May, "Learning Evaluations" offers some advice on this topic.
We have a second adventure in an imaginary time machine with this month's Puzzler. See if you can puzzle out the relative size of two time spans in "John Adams Time Machine."
At Foundation for Learning, we are ready to assist you with caring, one-on-one, individualized tutoring, SAT/ACT test prep, and educational evaluations. Please don't hesitate to give us a call at 973-425-1774 for a free consultation.
Best regards,
Are you concerned about your child's learning skills, do you feel that he is not working up to his potential in the classroom? If you have worked closely with your child's teacher throughout the year and have not seen considerable changes in his performance, it might be time to consider having an evaluation completed to assess his academic and cognitive strengths and weaknesses. Our feature article for May, "Learning Evaluations" offers some advice on this topic.
We have a second adventure in an imaginary time machine with this month's Puzzler. See if you can puzzle out the relative size of two time spans in "John Adams Time Machine."
At Foundation for Learning, we are ready to assist you with caring, one-on-one, individualized tutoring, SAT/ACT test prep, and educational evaluations. Please don't hesitate to give us a call at 973-425-1774 for a free consultation.
Best regards,
Betty
Betty Bodenweiser
Director
Foundation for Learning
Director
Foundation for Learning
Learning Evaluations
IF YOU'RE THINKING ABOUT HAVING YOUR CHILD EVALUATED for learning issues, you probably have a lot of questions. The information below might be helpful:
There are significant benefits to having your child evaluated. Issues that are specific to him can be identified, and you, as well as his teachers, will better understand his learning style. It’s also the first step to seeing if he is eligible for special services and support which will make his classroom experience more manageable and successful.
If the school refers your child for the evaluation, then by law, the school will pay for the assessment. You can choose to have the evaluation done privately, outside of the school, but you’ll most likely have to cover the expenses for that yourself.
The in-school assessment is performed by the Child Study Team made up of professionals who have special training in different areas. This team may include a learning consultant, speech pathologist, psychologist, and other professionals as well. Each team member completes her evaluation and then works with the other team members to paint a comprehensive picture of your child’s areas of strengths and weaknesses. They’ll look at test results, overall school performance, and medical records. The team may look at development, vision and hearing, motor skills, and social skills as well. They’ll also talk to both you and your child’s teacher so they have a well-rounded exploration. For your part, you might want to create a binder ahead of time and have it on hand. In it, keep track of report cards, examples of work, test scores, notes from the teacher, and information from your child’s doctor that you think might be important. Also include notes outlining your own concerns and observations, ie: how long homework assignments take to complete, or areas where you notice problems or struggles.
Don’t feel like you’ll be left in the dark though. The school is required to have your written permission before any testing is completed . Once you give the approval, you’ll receive a plan of action, telling you which assessments are recommended, and who will be doing the actual testing. Once the testing is completed, a report will be compiled and you will meet with the team to discuss your child’s eligibility for special services. If he is eligible for services, an IEP (or Individualized Education Plan) will be written. If you’ve opted for private testing, rather than having the evaluation done through the school, the appropriate personnel from the team will review the report to determine eligibility. If it is determined that your child is not eligible for special services, you will have a much better understanding about why he is having problems in school, and you can work with that knowledge to determine how to best support him at home, at school, in the community, and through a private tutoring service.
There are significant benefits to having your child evaluated. Issues that are specific to him can be identified, and you, as well as his teachers, will better understand his learning style. It’s also the first step to seeing if he is eligible for special services and support which will make his classroom experience more manageable and successful.
If the school refers your child for the evaluation, then by law, the school will pay for the assessment. You can choose to have the evaluation done privately, outside of the school, but you’ll most likely have to cover the expenses for that yourself.
The in-school assessment is performed by the Child Study Team made up of professionals who have special training in different areas. This team may include a learning consultant, speech pathologist, psychologist, and other professionals as well. Each team member completes her evaluation and then works with the other team members to paint a comprehensive picture of your child’s areas of strengths and weaknesses. They’ll look at test results, overall school performance, and medical records. The team may look at development, vision and hearing, motor skills, and social skills as well. They’ll also talk to both you and your child’s teacher so they have a well-rounded exploration. For your part, you might want to create a binder ahead of time and have it on hand. In it, keep track of report cards, examples of work, test scores, notes from the teacher, and information from your child’s doctor that you think might be important. Also include notes outlining your own concerns and observations, ie: how long homework assignments take to complete, or areas where you notice problems or struggles.
Don’t feel like you’ll be left in the dark though. The school is required to have your written permission before any testing is completed . Once you give the approval, you’ll receive a plan of action, telling you which assessments are recommended, and who will be doing the actual testing. Once the testing is completed, a report will be compiled and you will meet with the team to discuss your child’s eligibility for special services. If he is eligible for services, an IEP (or Individualized Education Plan) will be written. If you’ve opted for private testing, rather than having the evaluation done through the school, the appropriate personnel from the team will review the report to determine eligibility. If it is determined that your child is not eligible for special services, you will have a much better understanding about why he is having problems in school, and you can work with that knowledge to determine how to best support him at home, at school, in the community, and through a private tutoring service.
.
The Puzzler for May 2015: John Adams Time Machine
Question: If John Adams, second US President, jumped into a time machine in the last year of his life, would he take a quicker trip back into the past to witness the arrival of the Pilgrims at Plymouth Rock, or forward into the future to witness the day that Google first appeared on the world wide web?
Bonus question: How much longer in years is the longer of the two trips?
Answer next month.
Bonus question: How much longer in years is the longer of the two trips?
ANSWER to The Puzzler for April 2015: Cleopatra Time Machine
Question: If Cleopatra had a time machine, would it be a longer journey through time for her to visit the past and see the Great Pyramid being built, or visit the future and see a iPhone being built today? Bonus question: How much longer in years is the longer of the two trips?
Answer:
Scroll down...
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Answer:
Believe it or not, if Cleopatra had a time machine and used it to travel to the past to see the Great Pyramid being built, that would be a much longer trip through time than if she traveled to the future to see an iPhone being built today!
Bonus answer:
From Cleopatra's time in the first century BC back to the time of the building of the Great Pyramid in 2500 BC is 500 years longer than from our present day back to Cleopatra's era.
This means that:
The Great Pyramid builders seemed more ancient to Cleopatra than Cleopatra seems to us today.
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Answer:
Believe it or not, if Cleopatra had a time machine and used it to travel to the past to see the Great Pyramid being built, that would be a much longer trip through time than if she traveled to the future to see an iPhone being built today!
Bonus answer:
From Cleopatra's time in the first century BC back to the time of the building of the Great Pyramid in 2500 BC is 500 years longer than from our present day back to Cleopatra's era.
This means that:
The Great Pyramid builders seemed more ancient to Cleopatra than Cleopatra seems to us today.
Wednesday, April 1, 2015
Letter from Betty for April 2015
Hello, Welcome to spring! The season of new growth and warmer weather is officially here. It's time to go outside to play in the yard and take evening walks. But be careful to maintain the school year schedule so the end of the year goes smoothly.
Do you need to work with you child's teacher to establish goals or seek support and services? Our feature article for April, "Discussing Goals with you Child's Teacher" will assist you in this endeavor.
We have a simple challenge for you with this month's Puzzler that involves a little imagination, a bit of knowledge of history, and time travel. Enjoy "Cleopatra's Time Machine."
At Foundation for Learning, we are ready to assist you with caring, one-on-one, individualized tutoring, SAT/ACT test prep, and educational evaluations. Please don't hesitate to give us a call at 973-425-1774 for a free consultation.
Best regards,
Betty
Betty Bodenweiser
Director
Foundation for Learning
April 2015 Test Schedule
Mark your calendars! Here are the latest test dates.
NOTE about ISEE - Independent School Entrance Exam: For test locations and to learn more go to erblearn.org.
Discussing Goals with your Child's Teacher
IF YOU HAVE CONCERNS ABOUT YOUR CHILD'S LEARNING EXPERIENCE and progress in school, you'll want to talk to his or her teacher to find out about additional support that is available. You might be a bit nervous about beginning this conversation, but remember that both you and your child's teacher want to see your child succeed. Your child's teacher will likely welcome a meeting with you to look at options. How do you begin? Ask the teacher’s opinion about what areas should be targeted. Express your own views about what you see from the home vantage, and ask if the teacher agrees or has a different view point. Are there difficulties with homework, organizational skills, or communications? Maybe there’s a particular working style or academic subject that is a challenge. Compare notes on what you have observed and find a focus.
Now that you have something specific to work on, set a specific and reasonable goal. Ask what you can do at home to help your child meet this goal, and about actions and resources the school can offer. Are there additional support staff or materials that can help? Finally, set a time-frame for achieving the goal you’ve established together. Once you know the end result, work with the teacher, break down the steps to take and a timetable for completing the steps along the way. Bear in mind that both the final goal as well as the achievable steps along the way should be specific in both nature and the time allotted.
Once your child has achieved success, follow up with the teacher to discuss the next challenge that might be overcome. Success often breeds even more success! On the other hand, if the plan that you and the teacher set up didn’t work, take another look at available options. Ask about other supports and services that can be explored.
Remember, making the teacher an ally in the process will benefit your child greatly, so approach the conversation with the intention of developing a plan and building a team whose goal is to help your child find success.
Now that you have something specific to work on, set a specific and reasonable goal. Ask what you can do at home to help your child meet this goal, and about actions and resources the school can offer. Are there additional support staff or materials that can help? Finally, set a time-frame for achieving the goal you’ve established together. Once you know the end result, work with the teacher, break down the steps to take and a timetable for completing the steps along the way. Bear in mind that both the final goal as well as the achievable steps along the way should be specific in both nature and the time allotted.
Once your child has achieved success, follow up with the teacher to discuss the next challenge that might be overcome. Success often breeds even more success! On the other hand, if the plan that you and the teacher set up didn’t work, take another look at available options. Ask about other supports and services that can be explored.
Remember, making the teacher an ally in the process will benefit your child greatly, so approach the conversation with the intention of developing a plan and building a team whose goal is to help your child find success.
The Puzzler for April 2015: Cleopatra Time Machine
Question: If Cleopatra had a time machine, would it be a longer journey through time for her to visit the past and see the Great Pyramid being built, or visit the future and see a iPhone being built today? Bonus question: How much longer in years is the longer of the two trips?
Answers in the next issue.
Answers in the next issue.
ANSWER to The Puzzler for March 2015: Lucky Clover of Clovoid
In a galaxy far, far away, on the tiny lush planet of Clovoid, the land masses are entirely covered by clover, from east to west and pole to pole. By sheer coincidence, the local intelligent lifeforms—called Clovoidians—consider a four-leaf clover a sign of good luck, just like a tradition we have here on Earth!However, on Clovoid, clover comes in three varieties: Common Green Clover, Red Heart Clover, and Hopeful Blue Clover. Each of these three-leaved clover varieties has a rare version with more than three leaves, each of which are highly prized as lucky for the finder, each in their own way. Common Green Clover sometimes has 4 leaves, and than means good luck. Red Heart Clover sometimes has 5 leaves, portending true love. Hopeful Blue Clover sometimes has 56 leaves, foretelling all of one’s hopes coming true.
Once, during the Clovidian holiday of Saint Clover’s Day, with the big and little suns riding high in an orange sky, little Zindi Loo Cloo was out walking in the rolling fields near her home collecting various clovers into 3 baskets. Zindi Loo found 4 Common Green Clovers and—crossing her six fingers for good luck—put them in the first basket. She found 4 Red Heart Clovers and placed them lovingly in the second basket. She found 4 Hopeful Blue Clovers and laid them hopefully in the third basket. "Ah, exactly twelve clovers in all," thought Zindy Loo with satisfaction. "Such a nice round number, and one for each of my fingers!"
As the smaller sun set, little Zindi Loo Cloo returned home to a tantalizing aroma filling the whole house. She found her father preparing the Saint Clover’s Day feast. Papa Cloo looked at the baskets of clovers and exclaimed: “Oh my, each of your baskets contains one lucky clover. This is a wondrous omen indeed of good fortune for the entire family this year! Quick, pluck all the leaves off the stems and toss them all into my Saint Clover’s Day soup!”
Question: How many individual leaves of clover did Zindi Loo pluck and toss into the Saint Clover’s Day soup?
Bonus question: We humans have a base 10 number system. We can connect the invention of this number system to our own anatomy. What is the most likely base of the Clovoidian number system?
Answers in the next issue.
Answer:
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Answer: 92 clover leaves
(27 "ordinary" clover leaves plus 4, 5, and 56 "lucky" clover leaves)
Bonus Answer: A base-12 number system would probably be developed by intelligent aliens with 6 fingers on each hand (and assuming they had 2 hands, which in all fairness to you, we did not specify in the story).
Scroll down...
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Answer: 92 clover leaves
(27 "ordinary" clover leaves plus 4, 5, and 56 "lucky" clover leaves)
Bonus Answer: A base-12 number system would probably be developed by intelligent aliens with 6 fingers on each hand (and assuming they had 2 hands, which in all fairness to you, we did not specify in the story).
Sunday, March 8, 2015
Letter from Betty for March 2015
Hello,
It's hard to say when spring will come, but eventually and surely the warmer weather will arrive!
Have you ever wondered how to speak in a calm and effective manner with a teacher, and develop a strong relationship with one of the most important people in child's life? That is the subject of our feature article for March: "Build a Strong Parent-Teacher Relationship."
Saint Patrick's Day is coming here on our own planet, in our own solar system, in our own Milky Way galaxy. But what about elsewhere? Check out our imaginative Puzzler for March set in a galaxy far, far away: "Lucky Clover of Clovoid." See if you can solve the alien-themed word problem.
At Foundation for Learning, we are ready to assist you with caring, one-on-one, individualized tutoring, SAT/ACT test prep, and educational evaluations. Please don't hesitate to give us a call at 973-425-1774 for a free consultation.
Best regards,
It's hard to say when spring will come, but eventually and surely the warmer weather will arrive!
Have you ever wondered how to speak in a calm and effective manner with a teacher, and develop a strong relationship with one of the most important people in child's life? That is the subject of our feature article for March: "Build a Strong Parent-Teacher Relationship."
Saint Patrick's Day is coming here on our own planet, in our own solar system, in our own Milky Way galaxy. But what about elsewhere? Check out our imaginative Puzzler for March set in a galaxy far, far away: "Lucky Clover of Clovoid." See if you can solve the alien-themed word problem.
At Foundation for Learning, we are ready to assist you with caring, one-on-one, individualized tutoring, SAT/ACT test prep, and educational evaluations. Please don't hesitate to give us a call at 973-425-1774 for a free consultation.
Best regards,
Betty
Betty Bodenweiser
Director
Foundation for Learning
Director
Foundation for Learning
March 2015 Date: Focus on One, SAT or ACT
Free Diagnostic test offered at FFL
Currently many high school juniors take both the SAT and ACT to determine which test is best for them. We feel it is beneficial for the students to focus on only one test. In order to accomplish this, we can administer a complimentary SAT/ACT diagnostic test to help students determine which test is better suited to their abilities. The next test will be given Saturday, March 14th. Please call (973) 425-1774 or email betty@foundationforlearning.com by Monday, March 9th to reserve a spot.March 2015 Test Schedule
Mark your calendars! Here are the latest test dates.
NOTE about ISEE - Independent School Entrance Exam: For test locations and to learn more go to erblearn.org.
Building a Strong Parent-Teacher Relationship
Your child’s school sends out multiple calls for volunteers during the year. Do you respond? Are you active in the classroom or in behind-the-scene activities? Studies show that students whose parents are involved in their school and have a good relationship with the teachers, staff, and principal will usually perform better and have a better school experience. So how do you go about building that great one-on-one relationship with your child’s teacher? The clear way to start is by meeting with the teacher to introduce yourself. After the initial face-to-face encounter, find out whether she prefers e-mail contact or phone calls so that you can be respectful of her time. A teacher’s workday does not end when the final bell rings and there are many people needing a moment of her time, so be considerate in that regard.
Say something nice! That seems obvious, but with the amount of effort that the teacher makes to create a relaxing and positive classroom environment, a nice comment or compliment will be much appreciated. If the teacher has gone the extra mile for your child when a little extra help was needed, then most definitely say thank you and maybe even send a card or small gift. Then spread the word to the principal and let him know that you appreciate the teacher’s effort.
And show up whenever possible! Parent/teacher nights, field trips, and other events are important times for parents to show up, help out, and show support for their child’s school and educational experience.
So you’ve set up a meeting with your child’s teacher or you’re going to meet with her about a particular issue. You might be a little nervous, so think ahead about what you’d like to talk about and the information that you’re seeking.
Here are some tips for having a fruitful conversation with your child's teacher:
- USE "I" STATEMENTS INSTEAD OF "YOU" STATEMENTS so you don’t come across as confrontational or blaming. “I’m wondering about…” for example.
- BE CONSTRUCTIVE, EVEN WHEN YOU DISAGREE. Be kind and helpful in your language, be clear in what you want to get across, and above all, listen to what the teacher has to say. “Help me understand…” will go over much more smoothly than “Explain to me why…”
- MAKE SURE YOU ARE WORKING TOWARDS THE SAME END. Clarify with your child's teacher what the goals or final results should look like. It’s important that you’re both on the same page and that you understand what the teacher is looking for. Also make sure that the teacher knows that you’re both on the same team. Teamwork is everything when it comes to your child’s educational experience. “What is the goal…” is a good way to start your question.
- TWO DIFFERING PERSPECTIVES CAN BOTH BE VALID. Teachers and parents obviously see the student from different viewpoints and in different settings. You probably have information that you want to share about strengths, weaknesses, interests, or behaviors that you’ve observed. “I’ve noticed that…” is a great way to kick off that conversation and will allow you to share what you’ve seen while acknowledging your differing perspectives. Following that, “Have you considered…” is a respectful way to insert your thoughts into the conversation without making the teacher feel defensive.
- TRY NOT TO SPEAK IN ABSOLUTES when you’re talking about observations you’ve made or when you’re making interpretations of a situation. “It seems as if…” or “It appears that…” allow for you to state your point of view while leaving the door open for the teacher to share her observations or thoughts as well. Again, listen to what the teacher has to say, because it may clear up some misconceptions, misunderstandings, or even allow the teacher to hear other options or avenues not yet considered without making her feel defensive.
- IF YOU DON'T UNDERSTAND SOMETHING, ASK, particularly if your child has and Individualized Education Program (IEP). Don’t make assumptions, and remember that you are part of a team that is working to help your child. Understand and be clear about what your child’s IEP provides and ask how it translates in his classroom experience. “How does (this) work in the classroom…” or “How does (this) work into the daily routine?” Be a willing listener.
- INQUIRE "HOW CAN I HELP?" Those words are music to a teacher’s ears. Let the teacher know that you are willing and desire to be a support, to be a part of the team.
A positive, willing, listening, and respectful relationship with your child’s teacher is absolutely key to ensuring that your child has the very best classroom experience. You are your child’s best advocate, and the extra effort that you make will pay dividends and benefit everyone who is a part of your child’s education team.
The Puzzler for March 2015: Lucky Clover of Clovoid
In a galaxy far, far away, on the tiny lush planet of Clovoid, the land masses are entirely covered by clover, from east to west and pole to pole. By sheer coincidence, the local intelligent lifeforms—called Clovoidians—consider a four-leaf clover a sign of good luck, just like a tradition we have here on Earth!However, on Clovoid, clover comes in three varieties: Common Green Clover, Red Heart Clover, and Hopeful Blue Clover. Each of these three-leaved clover varieties has a rare version with more than three leaves, each of which are highly prized as lucky for the finder, each in their own way. Common Green Clover sometimes has 4 leaves, and than means good luck. Red Heart Clover sometimes has 5 leaves, portending true love. Hopeful Blue Clover sometimes has 56 leaves, foretelling all of one’s hopes coming true.
Once, during the Clovidian holiday of Saint Clover’s Day, with the big and little suns riding high in an orange sky, little Zindi Loo Cloo was out walking in the rolling fields near her home collecting various clovers into 3 baskets. Zindi Loo found 4 Common Green Clovers and—crossing her six fingers for good luck—put them in the first basket. She found 4 Red Heart Clovers and placed them lovingly in the second basket. She found 4 Hopeful Blue Clovers and laid them hopefully in the third basket. "Ah, exactly twelve clovers in all," thought Zindy Loo with satisfaction. "Such a nice round number, and one for each of my fingers!"
As the smaller sun set, little Zindi Loo Cloo returned home to a tantalizing aroma filling the whole house. She found her father preparing the Saint Clover’s Day feast. Papa Cloo looked at the baskets of clovers and exclaimed: “Oh my, each of your baskets contains one lucky clover. This is a wondrous omen indeed of good fortune for the entire family this year! Quick, pluck all the leaves off the stems and toss them all into my Saint Clover’s Day soup!”
Question: How many individual leaves of clover did Zindi Loo pluck and toss into the Saint Clover’s Day soup?
Bonus question: We humans have a base 10 number system. We can connect the invention of this number system to our own anatomy. What is the most likely base of the Clovoidian number system?
The answer will be revealed next month.
ANSWER to The Puzzler for February 2015: Message of Love
Did you spot the one grammatically correct phrase among the candy heart messages?
Answer:
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Answer: "LOVE WILL BLESS YOU AND ME."
Oh, and by the way, here is why "CUPID HIT YOU AND I" is incorrect: The proper use of "I" versus "me" does not depend on who else is included in your sentence. It is easy to prove this to yourself by removing that other person from the sentence and listening to the result. Clearly, "Cupid hit I" sounds wrong to the ear, whereas "Cupid hit me" sounds right and is right. Therefore "CUPID HIT YOU AND ME" would have been correct.
Answer:
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Answer: "LOVE WILL BLESS YOU AND ME."
Oh, and by the way, here is why "CUPID HIT YOU AND I" is incorrect: The proper use of "I" versus "me" does not depend on who else is included in your sentence. It is easy to prove this to yourself by removing that other person from the sentence and listening to the result. Clearly, "Cupid hit I" sounds wrong to the ear, whereas "Cupid hit me" sounds right and is right. Therefore "CUPID HIT YOU AND ME" would have been correct.
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