1 00:00:02,720 --> 00:00:05,880 Speaker 1: Hi. This is Laura Vandercamp. I'm a mother of five, 2 00:00:06,160 --> 00:00:10,240 Speaker 1: an author, journalist, and speaker. And this is Sarah Hartunger. 3 00:00:10,480 --> 00:00:13,480 Speaker 1: I'm a mother of three, a practicing physician and blogger. 4 00:00:13,480 --> 00:00:15,800 Speaker 1: On the side, we are two working parents who love 5 00:00:15,840 --> 00:00:19,320 Speaker 1: our careers and our families. Welcome to best of both worlds. 6 00:00:19,600 --> 00:00:22,400 Speaker 1: Here we talk about how real women manage work, family, 7 00:00:22,560 --> 00:00:25,800 Speaker 1: and time for fun. From figuring out childcare to mapping 8 00:00:25,800 --> 00:00:28,360 Speaker 1: out long term career goals. We want you to get 9 00:00:28,400 --> 00:00:34,000 Speaker 1: the most out of life. Welcome to best of both worlds. 10 00:00:34,120 --> 00:00:37,400 Speaker 1: This is Laura. This is episode two hundred and seventy four, 11 00:00:37,440 --> 00:00:40,080 Speaker 1: which is airing at the very beginning of November twenty 12 00:00:40,080 --> 00:00:43,840 Speaker 1: twenty two. I'm going to be interviewing Laura Overdeck, who 13 00:00:43,920 --> 00:00:47,960 Speaker 1: is the founder of the Bedtime Math Organization. We're delighted 14 00:00:48,000 --> 00:00:50,479 Speaker 1: to have her on the program. You might be asking 15 00:00:50,600 --> 00:00:54,840 Speaker 1: what exactly is bedtime Math. So she wrote a series 16 00:00:54,880 --> 00:00:57,800 Speaker 1: of books and has an organization that sends out math 17 00:00:57,840 --> 00:01:01,360 Speaker 1: problems every day and they're a cute little problems. You 18 00:01:01,360 --> 00:01:03,600 Speaker 1: can do them with your young kids. And the idea 19 00:01:03,800 --> 00:01:06,440 Speaker 1: is to, you know, have math be something fun, just 20 00:01:06,520 --> 00:01:09,360 Speaker 1: like a bedtime story. You do your bedtime story, you 21 00:01:09,400 --> 00:01:12,800 Speaker 1: do a bedtime math, and just to give you a flavor, 22 00:01:13,240 --> 00:01:15,600 Speaker 1: I thought i'd read a real quick one from my 23 00:01:15,760 --> 00:01:19,280 Speaker 1: bedtime math story. I'm holding up this book, which this 24 00:01:19,319 --> 00:01:22,200 Speaker 1: one is bedtime math. The truth comes out this sun 25 00:01:22,319 --> 00:01:24,679 Speaker 1: is called whoa, and it says, unless you live on 26 00:01:24,720 --> 00:01:27,360 Speaker 1: a farm, chances are you don't have live horses wandering 27 00:01:27,400 --> 00:01:29,800 Speaker 1: around your house. So what the heck do people mean 28 00:01:29,840 --> 00:01:32,399 Speaker 1: when they tell you to hold your horses? Luckily, it 29 00:01:32,440 --> 00:01:34,280 Speaker 1: doesn't mean you have to grab the reins of a 30 00:01:34,280 --> 00:01:36,360 Speaker 1: bunch of horses and hang on to stop them from 31 00:01:36,440 --> 00:01:39,360 Speaker 1: running down the street. It just means wait a second, 32 00:01:39,520 --> 00:01:42,600 Speaker 1: or be patient, and comes from the days before cars, 33 00:01:42,800 --> 00:01:45,600 Speaker 1: when all our wagons were pulled by horses. The question 34 00:01:45,720 --> 00:01:47,480 Speaker 1: is if you did have to hold down six or 35 00:01:47,480 --> 00:01:49,400 Speaker 1: eight horses, would you be strong enough to do it? 36 00:01:49,720 --> 00:01:51,640 Speaker 1: And then there are three levels of problems. So we 37 00:01:51,800 --> 00:01:55,080 Speaker 1: ones horses each have four feet, while people have two. 38 00:01:55,400 --> 00:01:58,880 Speaker 1: Who has more? Little kids? If your friend has to 39 00:01:58,920 --> 00:02:02,559 Speaker 1: hold six horses while you're stuck holding eight, how many 40 00:02:02,600 --> 00:02:06,360 Speaker 1: more do you have? Big kids? If you are calmly 41 00:02:06,480 --> 00:02:09,320 Speaker 1: riding your bike at fourteen miles per hour, but your 42 00:02:09,320 --> 00:02:12,359 Speaker 1: horse starts pulling you twice as fast as that? How 43 00:02:12,400 --> 00:02:15,720 Speaker 1: fast are you now going? And the bonus if at 44 00:02:15,720 --> 00:02:18,519 Speaker 1: the rodeo there are twice as many people as horses 45 00:02:18,919 --> 00:02:23,160 Speaker 1: and there are twenty four feet in total? How many 46 00:02:23,200 --> 00:02:26,560 Speaker 1: horses are there? Right? So, these little fun problems that 47 00:02:26,639 --> 00:02:29,520 Speaker 1: you can figure out with your kids. They have answers 48 00:02:29,560 --> 00:02:31,680 Speaker 1: printed in there too, So if you, as the parent, 49 00:02:31,760 --> 00:02:35,200 Speaker 1: are brained to edit eight PM as you're putting your 50 00:02:35,240 --> 00:02:36,680 Speaker 1: kids to bed, you don't have to figure out how 51 00:02:36,720 --> 00:02:39,000 Speaker 1: many horses, how many feet each horse has, and how 52 00:02:39,000 --> 00:02:41,240 Speaker 1: many feet each person has and therefore what gets you 53 00:02:41,280 --> 00:02:43,799 Speaker 1: to twenty four? But anyway, they're so cute and they're 54 00:02:43,800 --> 00:02:46,000 Speaker 1: fun to do with the kids, and my family has 55 00:02:46,080 --> 00:02:48,760 Speaker 1: really enjoyed doing them as a way to just have 56 00:02:48,800 --> 00:02:51,919 Speaker 1: a little bit more fun with math. So, Sarah, after 57 00:02:51,960 --> 00:02:54,840 Speaker 1: that very long introduction, Sarah's here too, what are your 58 00:02:54,919 --> 00:02:58,040 Speaker 1: kids doing with math these days? Well, first of all, 59 00:02:58,120 --> 00:03:00,240 Speaker 1: I just have to say, I am buying that book 60 00:03:00,320 --> 00:03:02,720 Speaker 1: now because I think that's super cute, and I was 61 00:03:02,720 --> 00:03:04,320 Speaker 1: doing that math problem in my head and I'm gonna 62 00:03:04,400 --> 00:03:07,840 Speaker 1: let the listeners figure out the answer for themselves. But 63 00:03:07,880 --> 00:03:11,160 Speaker 1: my kids, as you know, as I've talked about They 64 00:03:11,200 --> 00:03:13,440 Speaker 1: are in a Montessori school, which is a little bit different. 65 00:03:14,120 --> 00:03:16,240 Speaker 1: In South Florida. I know, the public schools all use 66 00:03:16,280 --> 00:03:18,200 Speaker 1: the common Core math, and so I got a little 67 00:03:18,200 --> 00:03:21,360 Speaker 1: bit of exposure to that when Annabel was in elementary school, 68 00:03:21,840 --> 00:03:25,200 Speaker 1: and the Montessori is a little bit different. I think 69 00:03:25,240 --> 00:03:27,720 Speaker 1: it's probably a little bit more traditional, although they do 70 00:03:27,800 --> 00:03:30,760 Speaker 1: some really kind of things I've never seen. They teach 71 00:03:30,800 --> 00:03:35,480 Speaker 1: addition and kind of number manipulation via this grid system 72 00:03:35,560 --> 00:03:37,920 Speaker 1: called the stamp game, which is something I had never 73 00:03:37,960 --> 00:03:41,520 Speaker 1: seen before, but my kids have embraced wholeheartedly. They are 74 00:03:41,640 --> 00:03:44,520 Speaker 1: really really big into manipulatives, even for really young kids. 75 00:03:44,560 --> 00:03:46,320 Speaker 1: So they'll have kids show like what it looks like 76 00:03:46,360 --> 00:03:49,360 Speaker 1: to make like three hundred and sixty two of something 77 00:03:49,440 --> 00:03:51,800 Speaker 1: by like having these big blocks that are one hundred 78 00:03:51,840 --> 00:03:54,600 Speaker 1: and like you have three of those, et cetera. And 79 00:03:55,160 --> 00:03:57,560 Speaker 1: my kids, similar to when they were in common Core, 80 00:03:57,600 --> 00:03:59,960 Speaker 1: there are some problems that I feel like back when 81 00:04:00,080 --> 00:04:02,240 Speaker 1: we were doing math, you just had to find the answer, 82 00:04:02,400 --> 00:04:05,200 Speaker 1: like that was all you needed, and now math books 83 00:04:05,200 --> 00:04:07,680 Speaker 1: are obsessed with like, oh no, no, that's great that 84 00:04:07,720 --> 00:04:10,040 Speaker 1: you found the answer, but how did you find the answer? 85 00:04:10,200 --> 00:04:12,280 Speaker 1: And tell me five different ways you could find the answer, 86 00:04:12,360 --> 00:04:15,200 Speaker 1: and my kids hate that. They're like, I just got it, Okay, 87 00:04:15,600 --> 00:04:19,839 Speaker 1: I'm just right. But I get the rationale because you 88 00:04:19,839 --> 00:04:21,599 Speaker 1: you know, if you don't understand how you did it, 89 00:04:21,640 --> 00:04:24,400 Speaker 1: when the problem becomes more complex, sometimes you may not 90 00:04:24,440 --> 00:04:26,960 Speaker 1: be able to instinctively answer it quite as quickly. So 91 00:04:27,360 --> 00:04:29,359 Speaker 1: I get the rationale for that. But man, that is 92 00:04:29,440 --> 00:04:32,760 Speaker 1: tough for kids totally. And you guys do like some 93 00:04:33,160 --> 00:04:36,039 Speaker 1: math chat in your own life though, right, like we do. 94 00:04:36,120 --> 00:04:38,159 Speaker 1: I mean that comes and by the way, this topic, 95 00:04:38,320 --> 00:04:40,680 Speaker 1: I don't know Laura talked about it in the interview 96 00:04:40,760 --> 00:04:43,640 Speaker 1: itself was kind of a reader request because somebody mentioned, 97 00:04:43,680 --> 00:04:46,120 Speaker 1: you know, we're always talking about literacy and books, which 98 00:04:46,240 --> 00:04:48,760 Speaker 1: of course is also incredibly valuable, and we love our 99 00:04:48,800 --> 00:04:52,520 Speaker 1: literacy and book selections and family book clubs and book talk, 100 00:04:52,600 --> 00:04:55,039 Speaker 1: but we don't have the same attention to math. And 101 00:04:55,080 --> 00:04:56,440 Speaker 1: I have to say, in our household, I think we 102 00:04:56,480 --> 00:04:59,440 Speaker 1: at least try. We're always like, when there's an impromptu 103 00:05:00,279 --> 00:05:02,599 Speaker 1: math problem that just comes up in life, we like 104 00:05:02,680 --> 00:05:05,120 Speaker 1: to kind of pass it around the kids at different levels, 105 00:05:05,279 --> 00:05:08,120 Speaker 1: and certainly love to point out whenever there is real 106 00:05:08,160 --> 00:05:10,360 Speaker 1: life application of math because kids will kind of fight 107 00:05:10,360 --> 00:05:11,719 Speaker 1: you and say like, well, why do I need to 108 00:05:11,760 --> 00:05:14,960 Speaker 1: know this? But Josh is building a hamster cage with Annabelle, 109 00:05:15,040 --> 00:05:17,840 Speaker 1: and there's so much math, especially because they started with 110 00:05:17,920 --> 00:05:19,839 Speaker 1: like one size and they had to change the size, 111 00:05:19,839 --> 00:05:24,200 Speaker 1: and like that's geometry, it is arithmetic, it is measurements, 112 00:05:24,800 --> 00:05:28,080 Speaker 1: so much math. So yeah, I always try to think 113 00:05:28,080 --> 00:05:30,479 Speaker 1: about that, you know, if I'm just talking with a kid, like, oh, 114 00:05:30,520 --> 00:05:32,919 Speaker 1: can I throw out like hmm, you know, if we're 115 00:05:33,120 --> 00:05:35,720 Speaker 1: doing this, I wonder like how many more would be 116 00:05:35,760 --> 00:05:37,600 Speaker 1: if we did this? Or oh that's interesting, you know, 117 00:05:37,680 --> 00:05:40,760 Speaker 1: so if it's uh thirty two and that was three 118 00:05:40,760 --> 00:05:42,760 Speaker 1: times that, oh that's a you know see what they 119 00:05:42,800 --> 00:05:44,479 Speaker 1: come up with, and some of them are you know, 120 00:05:44,520 --> 00:05:46,919 Speaker 1: pretty quick on the draw with a figuring out the 121 00:05:46,920 --> 00:05:48,719 Speaker 1: math facts, which is interesting because I'm like, well, I 122 00:05:48,720 --> 00:05:52,320 Speaker 1: guess that is right. I had and thought it through. Yeah. No, 123 00:05:52,400 --> 00:05:55,160 Speaker 1: I love this bedtime math concept. And exactly as you said, 124 00:05:55,200 --> 00:05:57,400 Speaker 1: we had a listener I ask, you know, we're talking 125 00:05:57,400 --> 00:06:00,040 Speaker 1: about literacy with kids, do we talk about math and 126 00:06:00,080 --> 00:06:02,560 Speaker 1: science topics with kids? And we totally think you should. 127 00:06:03,279 --> 00:06:05,719 Speaker 1: It's just you know, it's also great to create just 128 00:06:05,800 --> 00:06:09,560 Speaker 1: a culture in your house of being curious about these topics. 129 00:06:09,600 --> 00:06:13,200 Speaker 1: And I came across Laura Overdeck many years ago through 130 00:06:13,240 --> 00:06:16,480 Speaker 1: some other things she had done in the philanthropic world, 131 00:06:17,200 --> 00:06:19,760 Speaker 1: because she and her husband have been great supporters of 132 00:06:19,800 --> 00:06:24,159 Speaker 1: various things like gifted education and educational programs for kids, 133 00:06:24,200 --> 00:06:26,280 Speaker 1: you know, who are trying to learn more math, and 134 00:06:26,360 --> 00:06:29,080 Speaker 1: supporting teachers and things like that. And bedtime Math came 135 00:06:29,120 --> 00:06:32,960 Speaker 1: out of them actually just doing math with their own kids. 136 00:06:33,640 --> 00:06:36,000 Speaker 1: And so I've written a couple articles about it because 137 00:06:36,040 --> 00:06:37,760 Speaker 1: I think it's just such a cool concept, and so 138 00:06:37,800 --> 00:06:39,560 Speaker 1: I was really thrilled that she was willing to come 139 00:06:39,600 --> 00:06:42,479 Speaker 1: on the program and talk about it. So, without further ado, 140 00:06:42,680 --> 00:06:45,640 Speaker 1: here is Laura Overdeck, who is the author of all 141 00:06:45,680 --> 00:06:49,760 Speaker 1: the Bedtime Math books. We'll hear what she has to say. Well, 142 00:06:49,800 --> 00:06:52,800 Speaker 1: I am delighted to welcome Laura Overdeck to the program. Laura, 143 00:06:52,880 --> 00:06:56,599 Speaker 1: can you introduce yourself to our listeners? Sure, I'm Laura 144 00:06:56,680 --> 00:06:59,440 Speaker 1: Overdeck and I'm the founder of Bedtime Math, and you 145 00:06:59,520 --> 00:07:02,160 Speaker 1: are all so a parent as well that you know 146 00:07:02,200 --> 00:07:05,000 Speaker 1: you're doing bedtime math with kids as well. I am. 147 00:07:05,120 --> 00:07:07,760 Speaker 1: I have three children, and I consider bedtime Math my 148 00:07:07,800 --> 00:07:10,440 Speaker 1: fourth child and it just turned ten years old this year. Well, 149 00:07:10,440 --> 00:07:13,120 Speaker 1: that's true, and your children are all older than ten though, 150 00:07:13,160 --> 00:07:17,360 Speaker 1: right they are? Yeah, so teenagers there, and you are 151 00:07:17,400 --> 00:07:19,160 Speaker 1: a mathematician. I wonder if you can talk a little 152 00:07:19,200 --> 00:07:22,040 Speaker 1: bit about what you remember of learning about math when 153 00:07:22,040 --> 00:07:24,680 Speaker 1: you are growing up, your experiences that made you know 154 00:07:24,760 --> 00:07:28,600 Speaker 1: you were interested in this. Sure. Well, I really had 155 00:07:28,640 --> 00:07:32,200 Speaker 1: two notable things that I think resulted in me really 156 00:07:32,320 --> 00:07:35,440 Speaker 1: loving math. One was that I grew up in a 157 00:07:35,480 --> 00:07:39,320 Speaker 1: house where we did not have flashcards or workbooks, pre 158 00:07:39,440 --> 00:07:42,760 Speaker 1: k things at all. My parents just wove math into 159 00:07:42,840 --> 00:07:45,760 Speaker 1: daily life. My mom's a great cook, so I was 160 00:07:45,800 --> 00:07:49,920 Speaker 1: baking with teaspoons and tablespoons and fractions really early. My 161 00:07:50,120 --> 00:07:52,920 Speaker 1: dad does carpentry on this side, so I was using 162 00:07:52,960 --> 00:07:56,600 Speaker 1: you know, unsafe power tools at a young age. You 163 00:07:56,640 --> 00:07:58,960 Speaker 1: got to get the sixteenth of an inch right. And 164 00:07:59,840 --> 00:08:04,000 Speaker 1: I think that when the maker movement came about in 165 00:08:04,040 --> 00:08:07,240 Speaker 1: the early twenty tens, that I realized that's what you 166 00:08:07,360 --> 00:08:10,480 Speaker 1: might have called our house. The second thing is that 167 00:08:11,000 --> 00:08:13,800 Speaker 1: from seventh grade to twelfth grade I had an excellent 168 00:08:13,920 --> 00:08:17,000 Speaker 1: math teacher. Every year I really locked out and hit 169 00:08:17,040 --> 00:08:20,240 Speaker 1: the jackpot. They all not only were very confident, in 170 00:08:20,280 --> 00:08:23,000 Speaker 1: the material, but because they were confident, they were playful 171 00:08:23,040 --> 00:08:25,960 Speaker 1: with it. And it's just so important to have that 172 00:08:26,040 --> 00:08:29,120 Speaker 1: kind of experience so that you not only your learning 173 00:08:29,160 --> 00:08:31,440 Speaker 1: the material, but you don't have math anxiety. Yeah, because 174 00:08:31,480 --> 00:08:34,400 Speaker 1: you have a culture around it that's healthy. And I 175 00:08:34,400 --> 00:08:36,600 Speaker 1: think that's, you know, an issue so many people run 176 00:08:36,679 --> 00:08:39,760 Speaker 1: up against is you know, people like, oh, I hate math, 177 00:08:39,840 --> 00:08:42,680 Speaker 1: I hate you know, you never hear that with stuff 178 00:08:42,720 --> 00:08:44,480 Speaker 1: like I mean, you don't hear that as many people 179 00:08:44,480 --> 00:08:48,680 Speaker 1: say something I hate reading, I hate words. No, And 180 00:08:48,760 --> 00:08:51,559 Speaker 1: I know that you've actually pointed that out in earlier 181 00:08:52,000 --> 00:08:56,400 Speaker 1: posts that you've written. Yeah, I think that parents are 182 00:08:56,760 --> 00:09:00,720 Speaker 1: very anxious about math when their kids bring home math homework. 183 00:09:00,760 --> 00:09:02,880 Speaker 1: And that's a real problem right now, is that there 184 00:09:02,880 --> 00:09:06,560 Speaker 1: are new methods and we have a generation of parents 185 00:09:06,559 --> 00:09:08,880 Speaker 1: who are not solid on it, and then they kind 186 00:09:08,880 --> 00:09:11,200 Speaker 1: of freak out when they see their kids homework, and 187 00:09:11,280 --> 00:09:14,720 Speaker 1: so we then kind of cultivate the same problem again 188 00:09:14,760 --> 00:09:18,360 Speaker 1: it becomes bigenerational. Yeah, yeah, freaking out is never a 189 00:09:18,360 --> 00:09:21,760 Speaker 1: way to increase somebody's love of something. But why don't 190 00:09:21,800 --> 00:09:24,480 Speaker 1: you talk a little bit about how bedtime math began. 191 00:09:24,960 --> 00:09:27,120 Speaker 1: So this is your fourth baby, you're taking care of 192 00:09:27,160 --> 00:09:30,480 Speaker 1: the three other ones what led to bedtime math. So 193 00:09:30,679 --> 00:09:34,440 Speaker 1: it really was the most unpremeditated, kind of out of 194 00:09:34,480 --> 00:09:36,680 Speaker 1: the garage type thing, except I guess you'd say it 195 00:09:36,679 --> 00:09:40,160 Speaker 1: was out of the bedroom. But when my husband and 196 00:09:40,240 --> 00:09:42,280 Speaker 1: I both love math, and when we put our kids 197 00:09:42,280 --> 00:09:45,360 Speaker 1: to bed, we would give them a bedtime story and 198 00:09:45,400 --> 00:09:48,600 Speaker 1: then give them a bedtime math problem because we all 199 00:09:48,640 --> 00:09:52,000 Speaker 1: know to do the bedtime story and it engenders reading 200 00:09:52,040 --> 00:09:55,400 Speaker 1: for pleasure, But you know what about math for pleasure? Well, 201 00:09:55,400 --> 00:09:57,840 Speaker 1: if you love math, you do the bedtime math problem. 202 00:09:57,880 --> 00:10:02,120 Speaker 1: And my firstborn was only two when we started this, 203 00:10:02,760 --> 00:10:06,319 Speaker 1: and you know, we'd count her stuffed animals, we'd count 204 00:10:06,360 --> 00:10:09,480 Speaker 1: their noses, then we'd count their ears. That doubled everything. 205 00:10:10,280 --> 00:10:13,240 Speaker 1: And then as we rolled in more children, a second 206 00:10:13,280 --> 00:10:17,160 Speaker 1: and a third, we just kept going. And what happened, honestly, 207 00:10:17,360 --> 00:10:20,040 Speaker 1: was that very competitive parents in my town wanted to 208 00:10:20,080 --> 00:10:21,960 Speaker 1: know what we were doing with our kids because they 209 00:10:22,000 --> 00:10:25,040 Speaker 1: were very math fluent. People were like, oh, do you tutor? 210 00:10:25,040 --> 00:10:27,040 Speaker 1: Do you do that thing down the street, And I'm like, no, 211 00:10:27,200 --> 00:10:30,000 Speaker 1: we just do these math problems at night about whatever 212 00:10:30,040 --> 00:10:34,240 Speaker 1: we talked about at dinner, pillow forts, flamingos, you know whatever, 213 00:10:34,800 --> 00:10:38,720 Speaker 1: and parents said, well, could you share those? And again, 214 00:10:38,760 --> 00:10:42,120 Speaker 1: this was twenty twelve, so ratcheting back to figure out 215 00:10:42,160 --> 00:10:44,319 Speaker 1: what was going on, and we were kind of having 216 00:10:44,320 --> 00:10:47,160 Speaker 1: the common core wars, and I think people were just 217 00:10:47,240 --> 00:10:50,640 Speaker 1: hungry for math to be fun and playful, so I 218 00:10:50,679 --> 00:10:53,320 Speaker 1: started emailing them out. And so, for those who haven't 219 00:10:53,400 --> 00:10:56,240 Speaker 1: yet experienced the fun of bedtime math, why didn't you 220 00:10:56,280 --> 00:10:58,480 Speaker 1: talk a little bit about what a bedtime math sort 221 00:10:58,520 --> 00:11:00,559 Speaker 1: of set looks like. I mean, you know, you've got 222 00:11:00,559 --> 00:11:03,400 Speaker 1: your books, you've got your app. When you're getting bedtime math, 223 00:11:03,480 --> 00:11:06,440 Speaker 1: what are you getting? So whether you're getting an email 224 00:11:06,480 --> 00:11:08,439 Speaker 1: in your inbox or you can open the app, or 225 00:11:08,480 --> 00:11:10,160 Speaker 1: you can go on our website, you see the same 226 00:11:10,200 --> 00:11:12,959 Speaker 1: thing whichever channel you use, and what it is is 227 00:11:13,000 --> 00:11:15,880 Speaker 1: it's a quick opening, like maybe someone set a record 228 00:11:16,240 --> 00:11:19,600 Speaker 1: riding a unicycle, so there's something funny about that. Then 229 00:11:19,640 --> 00:11:23,440 Speaker 1: there are three questions we ones, little kids and big kids, 230 00:11:23,800 --> 00:11:26,360 Speaker 1: and there are three levels basically because I have three 231 00:11:26,480 --> 00:11:29,040 Speaker 1: children and I always had a question for each kid. 232 00:11:29,240 --> 00:11:30,959 Speaker 1: So the wei ones is like pre k it might 233 00:11:31,040 --> 00:11:35,120 Speaker 1: be a unicycle's wheel is a circle fined four circles 234 00:11:35,120 --> 00:11:37,160 Speaker 1: in the room, you know, the little kids will be 235 00:11:37,240 --> 00:11:41,000 Speaker 1: something with adding like if you and three other people 236 00:11:41,080 --> 00:11:43,319 Speaker 1: ride unicycles, how many wheels? Or if you throw a 237 00:11:43,360 --> 00:11:45,400 Speaker 1: bicycle in there, you know, and then the big kids 238 00:11:45,480 --> 00:11:49,960 Speaker 1: might get into multiplication. And the idea is that the 239 00:11:50,040 --> 00:11:53,160 Speaker 1: answers are on there and you can click to see them. 240 00:11:53,160 --> 00:11:55,679 Speaker 1: But the idea is it's not a quiz. It's actually 241 00:11:55,720 --> 00:11:58,760 Speaker 1: a journey to the right answer, because when you're a 242 00:11:58,880 --> 00:12:01,480 Speaker 1: kid at home and you're relaxed and you're talking to 243 00:12:01,520 --> 00:12:04,440 Speaker 1: a parent or a sibling or whoever you're doing it with, 244 00:12:05,240 --> 00:12:06,880 Speaker 1: you have all the time in the world, and so 245 00:12:06,920 --> 00:12:10,000 Speaker 1: you can really just wrangle with it till you get it. 246 00:12:10,320 --> 00:12:12,679 Speaker 1: And the beauty of this too is that kids can 247 00:12:12,720 --> 00:12:15,840 Speaker 1: stretch and try a harder one which they might not 248 00:12:16,559 --> 00:12:18,720 Speaker 1: want to do in school or have the chance to do, 249 00:12:19,320 --> 00:12:23,240 Speaker 1: and it just turns math into a journey rather than 250 00:12:23,320 --> 00:12:26,280 Speaker 1: a judgment. And many of them are funny, too, right, 251 00:12:26,280 --> 00:12:29,000 Speaker 1: I mean, that's that we try to do that. I mean, 252 00:12:29,040 --> 00:12:31,400 Speaker 1: I remember one of the ones we were laughing about is, 253 00:12:32,240 --> 00:12:35,200 Speaker 1: you know, you wrapping toilet paper around something, And I'm like, 254 00:12:35,320 --> 00:12:38,560 Speaker 1: of course, they're kids love anything involving a toilet paper 255 00:12:38,600 --> 00:12:41,720 Speaker 1: and wrapping that they're not allowed to do. That really 256 00:12:41,720 --> 00:12:45,320 Speaker 1: makes a mess. How do you come up with your ideas? Well, 257 00:12:45,400 --> 00:12:49,240 Speaker 1: you know, to sum it up, I think textbooks take 258 00:12:49,360 --> 00:12:51,960 Speaker 1: math and try to make it fun. You know, if 259 00:12:51,960 --> 00:12:55,199 Speaker 1: I stick on a rainbow on their flower or laprichaun. 260 00:12:55,800 --> 00:12:59,040 Speaker 1: What these are is we take things that kids find 261 00:12:59,120 --> 00:13:01,959 Speaker 1: fun and then find the math in it. So every 262 00:13:02,080 --> 00:13:06,000 Speaker 1: topic is math. It's kid appealing and then there's math 263 00:13:06,120 --> 00:13:09,040 Speaker 1: in it. Kids love to make a mess. They love 264 00:13:09,120 --> 00:13:13,320 Speaker 1: things that light up, they love vehicles, food, animals. So 265 00:13:13,360 --> 00:13:17,400 Speaker 1: if you start with okay, I know kids love porcupines, 266 00:13:17,440 --> 00:13:19,200 Speaker 1: like all of a sudden, you find you can make 267 00:13:19,240 --> 00:13:21,000 Speaker 1: a math problem out of that. There's actually a lot 268 00:13:21,040 --> 00:13:24,200 Speaker 1: to say about quills they have, how far they shoot off, 269 00:13:24,200 --> 00:13:27,240 Speaker 1: you know, like there's plenty to say. So that's really 270 00:13:27,800 --> 00:13:31,320 Speaker 1: how kind of observing what kids like and then working 271 00:13:31,320 --> 00:13:33,600 Speaker 1: off that as a launch pad, because there's been thousands 272 00:13:33,640 --> 00:13:36,000 Speaker 1: of them, now there have been I think we've written 273 00:13:36,000 --> 00:13:38,560 Speaker 1: like thirteen hundred of them. Thirteen hundred there you go, 274 00:13:38,760 --> 00:13:40,240 Speaker 1: all right, Well we're going to take a quick ad 275 00:13:40,240 --> 00:13:42,240 Speaker 1: break and then we will be back with Laura overdeck 276 00:13:42,320 --> 00:13:57,680 Speaker 1: talking about bedtime math. All right, so I am back 277 00:13:57,760 --> 00:14:00,640 Speaker 1: talking with Laura Overdeck was the founder of the Bedtime 278 00:14:00,679 --> 00:14:05,000 Speaker 1: Math Organization. So let's go back to this topic of 279 00:14:05,120 --> 00:14:08,680 Speaker 1: the anxiety many parents feel about math and kids and 280 00:14:08,720 --> 00:14:11,320 Speaker 1: how it just seems a little bit more we're less 281 00:14:11,360 --> 00:14:13,280 Speaker 1: fluent in it than we are in the idea of 282 00:14:13,280 --> 00:14:15,480 Speaker 1: reading stories to our kids and all that. And in fact, 283 00:14:15,520 --> 00:14:18,040 Speaker 1: the reason obviously you're doing great things, we goted to 284 00:14:18,120 --> 00:14:20,000 Speaker 1: have you on for that. But one of the reasons 285 00:14:20,000 --> 00:14:21,720 Speaker 1: we're having you on is we've got a question from 286 00:14:21,760 --> 00:14:24,320 Speaker 1: a listener. She said, Okay, you guys have had literacy 287 00:14:24,400 --> 00:14:26,680 Speaker 1: experts on talking about the importance of reading with your 288 00:14:26,760 --> 00:14:28,640 Speaker 1: kids and how to read with your kids for X, Y, 289 00:14:28,720 --> 00:14:31,600 Speaker 1: and Z, why haven't you had anyone done talking about math? 290 00:14:31,640 --> 00:14:35,560 Speaker 1: And like, well, that's a good question, but it isn't 291 00:14:35,600 --> 00:14:38,960 Speaker 1: as obvious, is it for many people? It's true, you know, 292 00:14:39,280 --> 00:14:41,440 Speaker 1: I think there's several things at work here. One is 293 00:14:41,480 --> 00:14:44,920 Speaker 1: that reading is a little more forgiving than math. Right, 294 00:14:44,960 --> 00:14:48,960 Speaker 1: math has a right answer or some right answers, generally, 295 00:14:49,200 --> 00:14:51,280 Speaker 1: and so you are right or wrong when you're doing 296 00:14:51,320 --> 00:14:54,560 Speaker 1: a math problem. And if you're not facing success right 297 00:14:54,560 --> 00:14:57,880 Speaker 1: away and you don't have the proper support, it becomes 298 00:14:58,000 --> 00:15:01,320 Speaker 1: anxiety producing. With reading, you can read a book and 299 00:15:01,480 --> 00:15:03,520 Speaker 1: write an essay on it or get quizzed on it, 300 00:15:03,560 --> 00:15:05,800 Speaker 1: and if you got the general idea, you can kind 301 00:15:05,840 --> 00:15:08,680 Speaker 1: of skatee by. It's not so binary of like right 302 00:15:08,760 --> 00:15:13,640 Speaker 1: or wrong. And secondly, I think reading you're kind of 303 00:15:14,000 --> 00:15:16,000 Speaker 1: doing it on the fly all the time. I would 304 00:15:16,080 --> 00:15:18,400 Speaker 1: argue that you're doing math also, but I think the 305 00:15:18,440 --> 00:15:20,400 Speaker 1: reading is a little more obvious. You get out of 306 00:15:20,400 --> 00:15:23,400 Speaker 1: bed right away, you look at your phone, you go outside, 307 00:15:23,440 --> 00:15:26,320 Speaker 1: look at a street sign. You're always reading, and so 308 00:15:26,440 --> 00:15:28,680 Speaker 1: in a way it feels like a more casual part 309 00:15:28,720 --> 00:15:31,440 Speaker 1: of life. In fact, with the pandemic hitting, kids did 310 00:15:31,480 --> 00:15:33,880 Speaker 1: not slide in reading as much as they did in math, 311 00:15:34,080 --> 00:15:38,040 Speaker 1: partly because they just have it in their environment without trying. 312 00:15:38,120 --> 00:15:41,280 Speaker 1: A parent can have some reading. Obviously better to have 313 00:15:41,280 --> 00:15:44,600 Speaker 1: books in the house, but even without that, you're confronted 314 00:15:44,640 --> 00:15:47,880 Speaker 1: by words all the time. Yeah, that's fascinating. So there's 315 00:15:47,880 --> 00:15:50,400 Speaker 1: been more of a slide than in math. That more 316 00:15:50,480 --> 00:15:54,400 Speaker 1: slid more during the pandemic because the reading kept going, 317 00:15:55,000 --> 00:15:58,640 Speaker 1: and also then because you just have this kind of 318 00:15:59,120 --> 00:16:03,200 Speaker 1: cyclical rational thing going where a parent is more confident 319 00:16:03,240 --> 00:16:05,680 Speaker 1: and playful with reading and so then they're more likely 320 00:16:05,760 --> 00:16:08,320 Speaker 1: to do it when a pandemic hits. I saw that 321 00:16:08,640 --> 00:16:12,200 Speaker 1: this was true even among professionals, that when schools were 322 00:16:12,240 --> 00:16:14,960 Speaker 1: offering summer school, a lot of them are doing just 323 00:16:15,080 --> 00:16:17,520 Speaker 1: literacy and not math, because I think it was easier 324 00:16:17,520 --> 00:16:20,720 Speaker 1: to talk the teachers into coming and doing literacy because 325 00:16:20,800 --> 00:16:24,160 Speaker 1: teachers are math anxious as well. Sometimes. So what do 326 00:16:24,200 --> 00:16:26,760 Speaker 1: we do about that? I mean, honestly, what do we do? 327 00:16:26,880 --> 00:16:29,720 Speaker 1: I mean, yeah, it's widespread math anxiety and it doesn't 328 00:16:29,800 --> 00:16:33,160 Speaker 1: vote well. Well. The good news is is, first of all, 329 00:16:33,240 --> 00:16:35,400 Speaker 1: if you get down to the neuroscience and I'm not 330 00:16:35,880 --> 00:16:38,880 Speaker 1: a neuroscientist, but the brain is plastic and you learn 331 00:16:38,960 --> 00:16:41,440 Speaker 1: every day, you learn all the time. So I truly 332 00:16:41,480 --> 00:16:43,640 Speaker 1: believe that all these adults out there who are nervous 333 00:16:43,640 --> 00:16:47,160 Speaker 1: about math, we can all do elementary math. We all 334 00:16:47,240 --> 00:16:51,520 Speaker 1: graduated from elementary school. We can do this. I have 335 00:16:51,640 --> 00:16:54,560 Speaker 1: hope because I know that fans right to bedtime math 336 00:16:54,600 --> 00:16:57,640 Speaker 1: and say, you know, I'm working on counting and adding 337 00:16:57,760 --> 00:16:59,800 Speaker 1: with my kid, and for the first time I'm in 338 00:16:59,840 --> 00:17:02,720 Speaker 1: joining math. And that's the thing is, if you start 339 00:17:02,760 --> 00:17:05,199 Speaker 1: from the beginning with your kid, you fill in your 340 00:17:05,280 --> 00:17:08,280 Speaker 1: own gaps by the time they hit third and fourth grade, like, 341 00:17:08,280 --> 00:17:10,520 Speaker 1: you're on a roll with them. So if we could 342 00:17:10,640 --> 00:17:13,880 Speaker 1: get parents to do that, I really believe we would 343 00:17:13,920 --> 00:17:18,280 Speaker 1: have success because it is doable. The other piece of 344 00:17:18,320 --> 00:17:21,960 Speaker 1: this is that there are different methods for teaching things today, 345 00:17:22,119 --> 00:17:25,000 Speaker 1: So parents, if their kids have a question about the homework, 346 00:17:25,040 --> 00:17:27,320 Speaker 1: they start arguing about, like, what's the right way to 347 00:17:27,359 --> 00:17:29,720 Speaker 1: do this. We hear this all the time. Parents are like, 348 00:17:29,800 --> 00:17:31,560 Speaker 1: I tried to help them. My kid is like, no, 349 00:17:31,760 --> 00:17:34,960 Speaker 1: you're doing it wrong. The problem is that the dance 350 00:17:35,000 --> 00:17:38,439 Speaker 1: steps have changed, but the math is the same. And 351 00:17:38,520 --> 00:17:41,600 Speaker 1: what parents need is almost like a little translator to say, Okay, 352 00:17:41,640 --> 00:17:46,040 Speaker 1: this crazy lattice multiplication is just multiplying like you did, 353 00:17:46,160 --> 00:17:49,560 Speaker 1: or this bar model is just like the rows of 354 00:17:49,600 --> 00:17:53,000 Speaker 1: apples you saw on your worksheet. It's the same stuff. 355 00:17:53,840 --> 00:17:56,000 Speaker 1: So what we're doing at that time math right now 356 00:17:56,080 --> 00:17:58,720 Speaker 1: is a whole campaign be part of the equation, and 357 00:17:58,760 --> 00:18:02,520 Speaker 1: it's to energize parents around getting involved in their kids' 358 00:18:02,640 --> 00:18:05,120 Speaker 1: math learning and the gaps that have to be closed. 359 00:18:05,160 --> 00:18:07,080 Speaker 1: And part of it is we're going to build a 360 00:18:07,080 --> 00:18:10,560 Speaker 1: whole parent corner to offer support on this stuff. Yeah, 361 00:18:10,600 --> 00:18:12,720 Speaker 1: as you figure out the new ways of doing math. 362 00:18:13,200 --> 00:18:15,240 Speaker 1: You know, if parents are looking for ways to kind 363 00:18:15,280 --> 00:18:17,960 Speaker 1: of make their house more math fluent, right like a 364 00:18:17,960 --> 00:18:19,760 Speaker 1: lot of us, you're like, okay, we need we need 365 00:18:19,800 --> 00:18:21,480 Speaker 1: books on our walls if we want to, you know, 366 00:18:21,480 --> 00:18:24,120 Speaker 1: our kids to be good readers. What can we do 367 00:18:24,880 --> 00:18:29,960 Speaker 1: to create households that are math positive? You know, I 368 00:18:30,000 --> 00:18:34,000 Speaker 1: think it's just a matter of when questions that come up, 369 00:18:34,240 --> 00:18:36,840 Speaker 1: quantifying them. You know, you can be talking about something 370 00:18:36,840 --> 00:18:38,639 Speaker 1: that's funny that went on in town and you can 371 00:18:38,680 --> 00:18:40,119 Speaker 1: be like, you know what, how many people do you 372 00:18:40,160 --> 00:18:42,479 Speaker 1: think we're there at the park when that happened, Or 373 00:18:43,480 --> 00:18:45,359 Speaker 1: you could be looking out the window, how many cars 374 00:18:45,359 --> 00:18:47,679 Speaker 1: do you think drive by our street every day? Or 375 00:18:48,359 --> 00:18:52,720 Speaker 1: it's just weaving it in, And certainly there's anything that's 376 00:18:52,760 --> 00:18:57,840 Speaker 1: hands on immediately involves math because items have mass, they 377 00:18:57,840 --> 00:19:00,160 Speaker 1: have a weight, they have a size, they have a speed. 378 00:19:00,160 --> 00:19:04,760 Speaker 1: If you're throwing them, you know, and just observing the 379 00:19:04,760 --> 00:19:08,520 Speaker 1: world that way, it starts to happen very naturally. In fact, 380 00:19:09,080 --> 00:19:11,399 Speaker 1: there was a big gold standard study about the bedtime 381 00:19:11,480 --> 00:19:13,560 Speaker 1: math app that found that when parents do this with 382 00:19:13,640 --> 00:19:16,560 Speaker 1: their kids, their kids end up like three months ahead 383 00:19:16,880 --> 00:19:20,240 Speaker 1: in math skills in just one year. What was interesting 384 00:19:20,320 --> 00:19:22,439 Speaker 1: is that it didn't matter whether the families did it 385 00:19:22,520 --> 00:19:24,760 Speaker 1: seven days a week or just two days a week. 386 00:19:25,240 --> 00:19:27,680 Speaker 1: They had almost the same gains just doing it two 387 00:19:27,760 --> 00:19:31,119 Speaker 1: or three times a week. And the researcher's hypothesis is 388 00:19:31,160 --> 00:19:34,600 Speaker 1: that it's because it changed the conversation in the house 389 00:19:34,720 --> 00:19:37,560 Speaker 1: whether they were doing it twice or five times a week, 390 00:19:38,080 --> 00:19:41,639 Speaker 1: the family started to just notice. It just awakened the 391 00:19:41,720 --> 00:19:44,679 Speaker 1: numbers around people that all of a sudden there were 392 00:19:44,880 --> 00:19:49,399 Speaker 1: math conversations that were happening in the household. Great, yeah, now, 393 00:19:49,480 --> 00:19:51,199 Speaker 1: I know we've been trying to do things like you know, 394 00:19:51,280 --> 00:19:53,280 Speaker 1: driving along the highway, like, oh wow, you know we're 395 00:19:53,280 --> 00:19:55,200 Speaker 1: going twenty miles per hour and so slow here. I 396 00:19:55,200 --> 00:19:57,120 Speaker 1: wonder how long it's going to take us to go there? 397 00:19:57,160 --> 00:20:01,360 Speaker 1: You know, fifteen miles we have to go now, hmmm, exactly. 398 00:20:01,600 --> 00:20:05,359 Speaker 1: And you know, I think food is just such a 399 00:20:05,480 --> 00:20:10,440 Speaker 1: great entree. Nobun intended to getting math into the day, 400 00:20:10,480 --> 00:20:13,360 Speaker 1: because I know that I'm not the world's greatest chef, 401 00:20:13,440 --> 00:20:15,359 Speaker 1: but I do love to cook. And when the kids 402 00:20:15,359 --> 00:20:17,720 Speaker 1: were little, sometimes I would just cut their meal into 403 00:20:17,840 --> 00:20:21,000 Speaker 1: triangles instead of squares, Like we're always cutting squares. Why 404 00:20:21,200 --> 00:20:24,560 Speaker 1: you know, triangles are cool. They look cool. Sometimes i'd 405 00:20:24,600 --> 00:20:28,520 Speaker 1: stack things or put you know, toothpicks and make pyramids 406 00:20:28,560 --> 00:20:31,600 Speaker 1: of anything. Are amazing because the prabid numbers, you know, 407 00:20:31,680 --> 00:20:34,800 Speaker 1: like one one plus two, one plus two plus three, 408 00:20:35,200 --> 00:20:37,320 Speaker 1: you know, just lining things up that way and saying 409 00:20:37,320 --> 00:20:40,679 Speaker 1: to kids, can any number work? Doing that? When you 410 00:20:40,720 --> 00:20:43,879 Speaker 1: take your chocolate chips or your cheerios, like, once you 411 00:20:43,920 --> 00:20:45,359 Speaker 1: get on a roll, you find you don't have to 412 00:20:45,359 --> 00:20:47,360 Speaker 1: think very hard about it. It just happens. And it's 413 00:20:47,400 --> 00:20:50,200 Speaker 1: so healthy for kids to just see the world through 414 00:20:50,240 --> 00:20:52,439 Speaker 1: a new lens. Like that next thing you're doing, you're 415 00:20:52,480 --> 00:20:57,600 Speaker 1: doing the Fibonacci sequence with your cherios, then it could 416 00:20:57,800 --> 00:21:00,000 Speaker 1: you could you could totally do that. Yeah, yeah, exactly. 417 00:21:00,000 --> 00:21:02,159 Speaker 1: Act and toys and everything else. I mean, you know, 418 00:21:02,240 --> 00:21:03,760 Speaker 1: are there is there anything like, you know, if we 419 00:21:03,800 --> 00:21:05,720 Speaker 1: want to have certain toys around the house that are 420 00:21:06,480 --> 00:21:11,160 Speaker 1: maybe more encouraging of math. Definitely. So board games are great, 421 00:21:11,240 --> 00:21:13,320 Speaker 1: and you can take a board game that doesn't look 422 00:21:13,359 --> 00:21:17,640 Speaker 1: mathy like Candyland. You know that pattern of blue, yellow, green, 423 00:21:17,720 --> 00:21:21,920 Speaker 1: whatever it is, repeats every six. You know, it's mods 424 00:21:22,240 --> 00:21:25,400 Speaker 1: the way a clock has mods. So you can pull 425 00:21:25,440 --> 00:21:29,040 Speaker 1: a car and be like, without counting, how many spaces 426 00:21:29,080 --> 00:21:30,960 Speaker 1: are you going to jump? If you pick the double blue? Like, 427 00:21:31,000 --> 00:21:34,040 Speaker 1: you can actually like work math into it. I also 428 00:21:34,119 --> 00:21:38,159 Speaker 1: think anything with dice, Parcheesi's Great Monopoly is great, of course, 429 00:21:38,200 --> 00:21:40,760 Speaker 1: and I would say not on the iPad, play it 430 00:21:40,800 --> 00:21:42,560 Speaker 1: on the board, because then you've got to make your 431 00:21:42,600 --> 00:21:46,240 Speaker 1: own change, work with the bank. It's all really good. 432 00:21:46,520 --> 00:21:48,800 Speaker 1: I will also admit that when we used to sit 433 00:21:49,000 --> 00:21:51,080 Speaker 1: and wait for the bus, I would play poker with 434 00:21:51,119 --> 00:21:53,359 Speaker 1: my kids, like Texas Hold, and they were in fifth grade, 435 00:21:53,359 --> 00:21:56,080 Speaker 1: third grade, and you would just play poker, you know, 436 00:21:56,119 --> 00:21:59,040 Speaker 1: and get used to the probabilities and how many cards 437 00:21:59,040 --> 00:22:02,280 Speaker 1: are in the deck, and you know it's cards. Dice 438 00:22:02,320 --> 00:22:05,680 Speaker 1: and board games are all great, great ways to encourage 439 00:22:05,720 --> 00:22:08,560 Speaker 1: kids to be doing more math. Yeah, well it sounds good, 440 00:22:09,000 --> 00:22:11,080 Speaker 1: But the thing probably we don't want to do the 441 00:22:11,119 --> 00:22:12,919 Speaker 1: flash cards. You mentioned you were a household with no 442 00:22:13,000 --> 00:22:16,440 Speaker 1: flash cards, right. It's funny because when I then encountered 443 00:22:16,520 --> 00:22:18,720 Speaker 1: flash cards in school, I liked them. I liked the 444 00:22:18,920 --> 00:22:22,280 Speaker 1: guitar game. If you're competitive, you like it, right. But 445 00:22:22,640 --> 00:22:25,159 Speaker 1: I think flash cards are fine for kids who already 446 00:22:25,240 --> 00:22:27,280 Speaker 1: like math and are feeling really confident. I don't think 447 00:22:27,320 --> 00:22:30,359 Speaker 1: flash cards win anyone over, and there are just so 448 00:22:30,400 --> 00:22:34,240 Speaker 1: many other ways. So as an example that time math, 449 00:22:34,280 --> 00:22:36,840 Speaker 1: We've actually made a beach ball with numbers all over it. 450 00:22:37,000 --> 00:22:39,760 Speaker 1: You can actually get it on our website and you 451 00:22:39,800 --> 00:22:42,159 Speaker 1: throw it back and forth when you catch it. Whatever 452 00:22:42,200 --> 00:22:45,639 Speaker 1: two numbers your thumbs are next two, You can make 453 00:22:45,720 --> 00:22:47,399 Speaker 1: any game like you catch it and you have to 454 00:22:47,400 --> 00:22:49,159 Speaker 1: add them and then you throw it to the next person, 455 00:22:49,280 --> 00:22:52,280 Speaker 1: or maybe you multiply. You can practice and maybe you 456 00:22:52,320 --> 00:22:55,119 Speaker 1: make a two digit number twenty three. You know you can. 457 00:22:56,240 --> 00:23:00,439 Speaker 1: Anybody car I was just pondering, you can do all 458 00:23:00,480 --> 00:23:02,640 Speaker 1: kinds of things, and anybody who has a beach ball 459 00:23:02,680 --> 00:23:04,639 Speaker 1: at home if you just take a sharpie and write 460 00:23:04,720 --> 00:23:07,480 Speaker 1: number the nine digits all over it and throw it 461 00:23:07,520 --> 00:23:11,440 Speaker 1: back and forth. Kids love chucking things. They just love 462 00:23:11,600 --> 00:23:15,360 Speaker 1: throwing things, and that's we call it. It's volleyball. Math 463 00:23:15,520 --> 00:23:20,160 Speaker 1: essentially sounds fun and does this work? Like if kids 464 00:23:20,200 --> 00:23:22,560 Speaker 1: are feeling like behind in math, I know a lot 465 00:23:22,560 --> 00:23:24,879 Speaker 1: of people you mentioned that there are these gaps that 466 00:23:24,920 --> 00:23:27,200 Speaker 1: are needing to be caught up. I mean, if you're 467 00:23:27,600 --> 00:23:29,840 Speaker 1: you know, dealing with a kid who's feeling anxious about 468 00:23:29,840 --> 00:23:31,760 Speaker 1: math because of that they know they're behind or anything. 469 00:23:31,760 --> 00:23:34,600 Speaker 1: I mean, can this all help with that as well? Well? 470 00:23:34,600 --> 00:23:36,880 Speaker 1: When kids are behind, you know, there are two things 471 00:23:36,920 --> 00:23:39,840 Speaker 1: going on. One is they might not understand the concept 472 00:23:39,840 --> 00:23:42,520 Speaker 1: they're working on, like you know, especially once you get 473 00:23:42,600 --> 00:23:45,760 Speaker 1: up into fractions, like adding fractions and why the denominators 474 00:23:45,800 --> 00:23:48,200 Speaker 1: have to be the same. The problem is a lot 475 00:23:48,240 --> 00:23:51,720 Speaker 1: of times we mechanize and we say, oh, like when 476 00:23:51,760 --> 00:23:54,480 Speaker 1: you add, they have to be the same when you multiply, 477 00:23:54,560 --> 00:23:56,520 Speaker 1: they don't and kids don't know why that is. So 478 00:23:56,920 --> 00:23:59,199 Speaker 1: there's that problem. And then on top of it, if 479 00:23:59,240 --> 00:24:02,200 Speaker 1: you're not sad with your math facts, all the work 480 00:24:02,280 --> 00:24:05,200 Speaker 1: takes longer. I like to say it's like flying down 481 00:24:05,200 --> 00:24:07,480 Speaker 1: a highway. If you're doing a big math problem, like 482 00:24:07,480 --> 00:24:10,720 Speaker 1: a long division problem, you don't have to keep pulling 483 00:24:10,720 --> 00:24:13,040 Speaker 1: off the highway on every exit ramp to stop and 484 00:24:13,080 --> 00:24:16,199 Speaker 1: think about, well what is five times for what is 485 00:24:16,320 --> 00:24:18,640 Speaker 1: eight minus two? And then get on the highway again 486 00:24:18,680 --> 00:24:20,440 Speaker 1: and then you get off. You want to just fly 487 00:24:20,560 --> 00:24:23,119 Speaker 1: down the highway and be sinking your teeth into the 488 00:24:23,240 --> 00:24:26,440 Speaker 1: cool math problem, not kind of the drudgery of the 489 00:24:26,960 --> 00:24:30,679 Speaker 1: little math facts worked in. So I would say that 490 00:24:30,880 --> 00:24:33,479 Speaker 1: getting kids fluent in their math facts is something that 491 00:24:33,520 --> 00:24:36,600 Speaker 1: anybody can do, and it takes away that layer of 492 00:24:36,680 --> 00:24:38,959 Speaker 1: stress right off the bat, and then you can kind 493 00:24:39,000 --> 00:24:41,560 Speaker 1: of dig into what is actually going on. That's why 494 00:24:41,560 --> 00:24:45,399 Speaker 1: we're throwing the volleyball back and forth right exactly. I 495 00:24:45,400 --> 00:24:47,280 Speaker 1: wondered if you could just talk a little bit about 496 00:24:47,720 --> 00:24:49,280 Speaker 1: I mean, just switching to a like sort of career 497 00:24:49,320 --> 00:24:52,240 Speaker 1: focus thing here. You know, you're running the bedtime Math organization. 498 00:24:53,119 --> 00:24:55,000 Speaker 1: How do you guys decide what to do next? Like 499 00:24:55,080 --> 00:24:58,119 Speaker 1: you know, as you're you know, like what you know 500 00:24:58,440 --> 00:25:03,600 Speaker 1: that's precially yours in trying to see what is needed. 501 00:25:03,720 --> 00:25:06,200 Speaker 1: Often it is reactive. People come to us and say 502 00:25:06,240 --> 00:25:08,520 Speaker 1: we need X or Y. I'm a big fan of 503 00:25:08,560 --> 00:25:11,679 Speaker 1: the book Zag. It's a short, quick marketing book that 504 00:25:11,720 --> 00:25:15,320 Speaker 1: I think is fantastic, and it talks about how much 505 00:25:15,359 --> 00:25:17,679 Speaker 1: as a painting has like the white space and the painting, 506 00:25:17,880 --> 00:25:20,359 Speaker 1: you want to do that as an organization, and you 507 00:25:20,480 --> 00:25:23,520 Speaker 1: also you want to ride a wave. No matter how 508 00:25:23,520 --> 00:25:27,399 Speaker 1: hard you work, your idea cannot propel out there beyond 509 00:25:27,440 --> 00:25:29,480 Speaker 1: you unless other people take it and run with it. 510 00:25:29,600 --> 00:25:33,280 Speaker 1: So it is very hard with math because it's not 511 00:25:33,400 --> 00:25:36,480 Speaker 1: a popular subject and there is so much math anxiety. 512 00:25:36,520 --> 00:25:40,359 Speaker 1: But we feel that we've, for instance, hit a nerve 513 00:25:40,400 --> 00:25:43,000 Speaker 1: with this idea that parents are not comfortable with their kids' 514 00:25:43,000 --> 00:25:45,719 Speaker 1: math homework, and it causes a lot of tears. And 515 00:25:45,760 --> 00:25:48,560 Speaker 1: we've realized that when we talk about this with parents, 516 00:25:48,760 --> 00:25:51,760 Speaker 1: they just ignite. They're like, oh my gosh, that's so true. 517 00:25:51,920 --> 00:25:54,679 Speaker 1: So with this campaign. There are so many ways this 518 00:25:54,800 --> 00:25:57,359 Speaker 1: campaign could go. But that's one of the directions simply 519 00:25:57,359 --> 00:26:01,479 Speaker 1: because we're reading other people in it sense. Yeah, so 520 00:26:01,520 --> 00:26:04,000 Speaker 1: people send you ideas and you're like, huh, what of 521 00:26:04,040 --> 00:26:10,040 Speaker 1: all this makes sense? You know what needs could we fill? Then? Right? Right? Excellent? Well, Laura, 522 00:26:10,119 --> 00:26:12,479 Speaker 1: this is fascinating and I encourage everyone to, you know, 523 00:26:12,640 --> 00:26:15,879 Speaker 1: sign up for bedtime maths, start getting these problems you 524 00:26:15,920 --> 00:26:18,960 Speaker 1: can do with your young kids, and then maybe they'll 525 00:26:19,040 --> 00:26:21,160 Speaker 1: keep talking to you about calculus as they get older 526 00:26:21,320 --> 00:26:27,000 Speaker 1: and well. And it's interesting because we've always had a 527 00:26:27,040 --> 00:26:29,840 Speaker 1: pretty steady audience of new people coming to bedtime math, 528 00:26:29,920 --> 00:26:32,840 Speaker 1: like the original users have aged out and new year'sers 529 00:26:32,880 --> 00:26:34,520 Speaker 1: have come in and it's so great. But I will 530 00:26:34,520 --> 00:26:37,000 Speaker 1: tell you, when the pandemic hit, you could tell that 531 00:26:37,119 --> 00:26:39,080 Speaker 1: was a moment where all of a sudden, everyone felt 532 00:26:39,080 --> 00:26:43,159 Speaker 1: more urgency because we were just swamped. Our website traffic 533 00:26:43,200 --> 00:26:45,840 Speaker 1: went up by a factor of twelve because like every 534 00:26:45,920 --> 00:26:49,120 Speaker 1: parent in America was looking for a way to keep 535 00:26:49,160 --> 00:26:51,680 Speaker 1: their kid going those first few weeks before we knew, 536 00:26:51,800 --> 00:26:54,400 Speaker 1: you know, how long we were going to be in 537 00:26:54,440 --> 00:26:58,320 Speaker 1: this mess. And the point is it's quick and easy 538 00:26:58,480 --> 00:27:00,560 Speaker 1: to work that into your day every day, especially if 539 00:27:00,600 --> 00:27:02,560 Speaker 1: you hook at two of routine so you remember to 540 00:27:02,560 --> 00:27:04,480 Speaker 1: do it. So just when you read your bedtime story, 541 00:27:04,520 --> 00:27:06,840 Speaker 1: you do your bedtime math. And that's right, you're saying. 542 00:27:06,840 --> 00:27:09,560 Speaker 1: Both are equally wonderful to snuggle up and do together. 543 00:27:10,800 --> 00:27:13,200 Speaker 1: So Laura, we always end with a love of the week. 544 00:27:13,320 --> 00:27:15,959 Speaker 1: This can be anything that is exciting for you at 545 00:27:15,960 --> 00:27:18,880 Speaker 1: the moment. I'm going to have to put mine out 546 00:27:18,920 --> 00:27:23,119 Speaker 1: as the Philadelphia sports teams at the moment. I know 547 00:27:23,119 --> 00:27:28,119 Speaker 1: you're in New Jersey, but I know it's okay. But 548 00:27:28,200 --> 00:27:31,560 Speaker 1: our Eagles and our Phillies both, you know, doing pretty 549 00:27:31,600 --> 00:27:34,800 Speaker 1: well these days. So I haven't really gone to many 550 00:27:34,840 --> 00:27:37,840 Speaker 1: live sports of late, but hopefully I'll get back into some. 551 00:27:38,080 --> 00:27:40,320 Speaker 1: I guess the Phillies almost over, but the Eagles maybe 552 00:27:40,320 --> 00:27:43,480 Speaker 1: i'll go see, so cheers of them. How about you, 553 00:27:43,520 --> 00:27:45,920 Speaker 1: what's what is exciting for you this week? Well, I 554 00:27:45,960 --> 00:27:47,400 Speaker 1: will tell you. I mean, and this is just such 555 00:27:47,400 --> 00:27:50,760 Speaker 1: a mathy thing, but I love Google alerts because when 556 00:27:50,760 --> 00:27:53,520 Speaker 1: you set a Google alert for a word, things just 557 00:27:53,520 --> 00:27:55,240 Speaker 1: pop up that you would never know are out there 558 00:27:55,240 --> 00:27:58,720 Speaker 1: on this enormous web that's out there. I finally set 559 00:27:58,760 --> 00:28:00,920 Speaker 1: an alert for the word math. I had never done 560 00:28:00,960 --> 00:28:03,359 Speaker 1: it because I was afraid I'd just get delused. But 561 00:28:03,680 --> 00:28:07,000 Speaker 1: it's all very controlled. But I have renewed hope in 562 00:28:07,040 --> 00:28:09,200 Speaker 1: this country because some of the things that come up 563 00:28:09,400 --> 00:28:13,080 Speaker 1: are just people like a teacher doing math lessons with 564 00:28:13,160 --> 00:28:16,359 Speaker 1: in and out burgers, you know, a farmer having a 565 00:28:16,359 --> 00:28:19,600 Speaker 1: pre k math program where kids come and like count 566 00:28:19,640 --> 00:28:21,800 Speaker 1: the sheep and the chickens. I mean, it's just the 567 00:28:21,840 --> 00:28:24,720 Speaker 1: funniest things come up. It just in a world that's 568 00:28:24,720 --> 00:28:28,080 Speaker 1: been pretty dark lately. It actually has been a blast 569 00:28:28,119 --> 00:28:32,480 Speaker 1: to just see people with such initiative and creativity out there, 570 00:28:32,640 --> 00:28:35,880 Speaker 1: you know, making it better. Awesomeing ahead, Well, let's hope 571 00:28:35,920 --> 00:28:37,800 Speaker 1: that people listening to this are going to start doing 572 00:28:37,800 --> 00:28:41,280 Speaker 1: more awesome things with math as well. That's right, all right, Laura, 573 00:28:41,320 --> 00:28:43,160 Speaker 1: thank you so much for joining us. I really appreciate 574 00:28:43,160 --> 00:28:46,200 Speaker 1: it great, Thank you for having me. So that was 575 00:28:46,360 --> 00:28:50,400 Speaker 1: great hearing from Laura Overdeck about bedtime math and how 576 00:28:50,400 --> 00:28:53,840 Speaker 1: we can be doing math problems along with bedtime stories 577 00:28:53,880 --> 00:28:56,520 Speaker 1: to help make our kids more comfortable with math and 578 00:28:56,560 --> 00:28:58,959 Speaker 1: not have some of that math anxiety that unfortunately, I 579 00:28:59,000 --> 00:29:02,200 Speaker 1: know a lot of people struggle with these days. So Sarah, 580 00:29:02,280 --> 00:29:05,080 Speaker 1: we have a different question. This is not math related, 581 00:29:05,120 --> 00:29:06,960 Speaker 1: but we will throw that in. Can you read it 582 00:29:07,000 --> 00:29:10,040 Speaker 1: for us? Yeah, So this came in hot off the 583 00:29:10,080 --> 00:29:12,560 Speaker 1: press because I have been taking the kids out to 584 00:29:12,680 --> 00:29:16,640 Speaker 1: dinner recently. I think it started when, well, Genevieve is 585 00:29:16,640 --> 00:29:19,320 Speaker 1: in ballet and it's not her favorite thing, but I 586 00:29:19,360 --> 00:29:21,480 Speaker 1: actually think she's going to really grow to enjoy it 587 00:29:21,480 --> 00:29:23,600 Speaker 1: because there's it's like she doesn't want to go, but 588 00:29:23,640 --> 00:29:25,560 Speaker 1: then when she goes, she like skips out of there 589 00:29:25,560 --> 00:29:27,360 Speaker 1: and is so happy. So I'm trying to just like 590 00:29:27,960 --> 00:29:30,240 Speaker 1: encourage it. So I said to her, Okay, you know, 591 00:29:30,400 --> 00:29:32,160 Speaker 1: one of these days, when you go to ballet, I'll 592 00:29:32,160 --> 00:29:34,160 Speaker 1: take you out to dinner afterwards. And she got super 593 00:29:34,160 --> 00:29:36,760 Speaker 1: excited about that idea because it ends right around five o'clock. 594 00:29:36,880 --> 00:29:39,200 Speaker 1: So a couple weeks ago she just called me out 595 00:29:39,240 --> 00:29:41,560 Speaker 1: on it. Impromptu Hey Mom, like when is our dinner? 596 00:29:41,560 --> 00:29:43,400 Speaker 1: Can we go tonight? And I was like okay, So 597 00:29:43,480 --> 00:29:45,600 Speaker 1: I texted our nanny. I took her to dinner, and 598 00:29:45,600 --> 00:29:47,640 Speaker 1: then of course the other two kids. You know, you 599 00:29:47,680 --> 00:29:50,440 Speaker 1: can't have a special thing with one kid without making 600 00:29:50,480 --> 00:29:53,760 Speaker 1: it even at least not in our household. So that 601 00:29:53,840 --> 00:29:56,160 Speaker 1: begun a series of dinners. So I took both the 602 00:29:56,160 --> 00:29:58,600 Speaker 1: big kids, both the little kids actually chose the same 603 00:29:58,600 --> 00:30:01,520 Speaker 1: sushi place, and then Anna Belgi shows a ramen place 604 00:30:01,520 --> 00:30:03,720 Speaker 1: that had Boba ti. So apparently my kids are only 605 00:30:03,720 --> 00:30:07,320 Speaker 1: into Asian cuisine and that's fine with me. But the 606 00:30:07,440 --> 00:30:10,320 Speaker 1: question then came through my blog when I talked about 607 00:30:10,320 --> 00:30:13,360 Speaker 1: these dinners, and Emily writes, I love that you're taking 608 00:30:13,400 --> 00:30:16,120 Speaker 1: some evenings to have dinners alone with each kid, the 609 00:30:16,200 --> 00:30:19,480 Speaker 1: coolest idea. I'm curious how you arrange childcare for those evenings. 610 00:30:19,560 --> 00:30:21,280 Speaker 1: Do you always have your nanny there for the evening 611 00:30:21,320 --> 00:30:23,200 Speaker 1: or dinner time, squirrel, or do you have the nanny 612 00:30:23,200 --> 00:30:24,840 Speaker 1: there as if it were you and your husband going 613 00:30:24,840 --> 00:30:27,600 Speaker 1: on date night. And she writes that she struggles with 614 00:30:27,720 --> 00:30:31,120 Speaker 1: extra childcare when it's not essential, like when she's not working, 615 00:30:31,640 --> 00:30:33,880 Speaker 1: so she wanted to hear how other people use childcare 616 00:30:33,880 --> 00:30:36,680 Speaker 1: to inspire her to get more creative and probably to 617 00:30:36,680 --> 00:30:38,840 Speaker 1: give her permission to lean into it more so she 618 00:30:38,880 --> 00:30:42,480 Speaker 1: can invest in relationships with loved ones, friends are just myself. 619 00:30:42,880 --> 00:30:45,600 Speaker 1: It's a great question. Yeah, so what do you do? Yeah? 620 00:30:45,760 --> 00:30:48,720 Speaker 1: Of first, Yeah, so I feel like this has changed, 621 00:30:48,760 --> 00:30:52,360 Speaker 1: And the main thing that has changed is that most 622 00:30:52,520 --> 00:30:55,600 Speaker 1: days our nanny does not start her day until noon 623 00:30:55,800 --> 00:31:00,840 Speaker 1: or even like two thirty three o'clock, because, especially now 624 00:31:00,840 --> 00:31:04,240 Speaker 1: that I no longer have my GME responsibilities, Josh and 625 00:31:04,320 --> 00:31:07,320 Speaker 1: I can take the kids to school very easily every 626 00:31:07,400 --> 00:31:11,120 Speaker 1: day because, as I've mentioned, like this was by design 627 00:31:11,360 --> 00:31:13,080 Speaker 1: in part, but the school is on the way to 628 00:31:13,080 --> 00:31:15,480 Speaker 1: my workplace, it starts at a time that works. I 629 00:31:15,480 --> 00:31:17,040 Speaker 1: can drop them off at eight and make it in 630 00:31:17,080 --> 00:31:19,720 Speaker 1: time for my clinic at eight thirty. It fits very well, 631 00:31:19,760 --> 00:31:22,440 Speaker 1: So there's no reason I don't need our nanny to 632 00:31:22,520 --> 00:31:24,760 Speaker 1: come in in the morning. I do run in the morning, 633 00:31:24,800 --> 00:31:27,320 Speaker 1: but I usually aim to get back by six point 634 00:31:27,320 --> 00:31:30,080 Speaker 1: thirty six forty five, so that you know, I just 635 00:31:30,120 --> 00:31:34,320 Speaker 1: don't need the extra help. And so with that it 636 00:31:34,440 --> 00:31:37,400 Speaker 1: means that I have continued to want to employ our 637 00:31:37,480 --> 00:31:40,760 Speaker 1: nanny full time, in part because she only wants a 638 00:31:40,760 --> 00:31:43,040 Speaker 1: full time job and I want to keep her working 639 00:31:43,080 --> 00:31:47,000 Speaker 1: for us. So it works for us to not necessarily 640 00:31:47,080 --> 00:31:49,560 Speaker 1: use full time hours, but to embrace the flexibility that 641 00:31:49,640 --> 00:31:51,680 Speaker 1: means some night she might stay later, or she might 642 00:31:51,720 --> 00:31:54,520 Speaker 1: cover a weekend, or you know, do other things, because 643 00:31:54,520 --> 00:31:56,520 Speaker 1: that's kind of what our family needs. And I think she, 644 00:31:57,000 --> 00:31:59,400 Speaker 1: you know, thinks of evolved and she is understanding of 645 00:31:59,440 --> 00:32:01,960 Speaker 1: that because you know, many days she gets to work 646 00:32:01,960 --> 00:32:04,200 Speaker 1: for just a few hours and she gets paid. We 647 00:32:04,320 --> 00:32:07,520 Speaker 1: do a full time pay, no matter how many actual 648 00:32:07,520 --> 00:32:10,760 Speaker 1: hours that she works in the week. Anyway, I feel 649 00:32:10,760 --> 00:32:13,360 Speaker 1: good about that, and it means that I have permission 650 00:32:13,400 --> 00:32:15,720 Speaker 1: that you know, it's certainly not every night. Many nights, 651 00:32:16,160 --> 00:32:18,280 Speaker 1: I don't need her after six o'clock either, so she 652 00:32:18,560 --> 00:32:20,640 Speaker 1: goes home. But then on some nights, if I have 653 00:32:20,720 --> 00:32:22,520 Speaker 1: a kid that has a late pickup that I don't 654 00:32:22,520 --> 00:32:24,840 Speaker 1: want to drag the other kids to, or if I 655 00:32:24,880 --> 00:32:27,000 Speaker 1: want to take the kids on a one and one outing, 656 00:32:27,280 --> 00:32:29,640 Speaker 1: that means she can stay later. The funny thing is, 657 00:32:29,680 --> 00:32:31,800 Speaker 1: you'd think I would use this for date nights with Josh, 658 00:32:31,840 --> 00:32:35,560 Speaker 1: but weeknight date nights for us are not typically a 659 00:32:35,640 --> 00:32:39,280 Speaker 1: thing because his work schedule is so unpredictable that I 660 00:32:39,320 --> 00:32:41,000 Speaker 1: think if I was like, oh, you're going to meet 661 00:32:41,000 --> 00:32:42,920 Speaker 1: me at seven, like that could lead to so much 662 00:32:43,000 --> 00:32:45,720 Speaker 1: disappointment if he couldn't make it. That we typically do 663 00:32:45,760 --> 00:32:48,440 Speaker 1: our date nights on weekends, and that's with a different babysitter. 664 00:32:48,440 --> 00:32:49,920 Speaker 1: So it's not that we don't do date nights, we're 665 00:32:49,960 --> 00:32:51,719 Speaker 1: just like not going to do them on a Thursday night. 666 00:32:51,760 --> 00:32:54,040 Speaker 1: But for book club or taking the kids out or whatever, 667 00:32:54,480 --> 00:32:57,920 Speaker 1: it works really really well. I get the guilt, like 668 00:32:58,000 --> 00:33:00,200 Speaker 1: I didn't feel like I had the ability to do 669 00:33:00,240 --> 00:33:02,960 Speaker 1: this as much when she was working truly full time hours, 670 00:33:03,000 --> 00:33:05,840 Speaker 1: But this is just kind of how it's evolved. And 671 00:33:05,840 --> 00:33:08,120 Speaker 1: I would say, if you can swing it or the 672 00:33:08,200 --> 00:33:11,120 Speaker 1: hours are reasonable, then this is like the most It 673 00:33:11,160 --> 00:33:13,760 Speaker 1: should be like the least skilled inducing reason of all 674 00:33:13,880 --> 00:33:16,720 Speaker 1: to use extra childcare. You're spending time with a child, 675 00:33:17,080 --> 00:33:19,160 Speaker 1: right And if you have a partner that doesn't work 676 00:33:19,240 --> 00:33:21,600 Speaker 1: until seventy eight o'clock at night, this could be on 677 00:33:21,640 --> 00:33:24,600 Speaker 1: a rotational basis with your partner where you know, you 678 00:33:24,640 --> 00:33:26,720 Speaker 1: take one kid out and then they take one kid out, 679 00:33:26,800 --> 00:33:28,920 Speaker 1: or you figure out some kind of fun rotation there. 680 00:33:28,960 --> 00:33:32,320 Speaker 1: So I highly encourage and give you permission to try 681 00:33:32,360 --> 00:33:34,520 Speaker 1: some different arrangements from what you have been doing. I 682 00:33:34,560 --> 00:33:36,480 Speaker 1: find it really rewarding to go out with my kids 683 00:33:36,480 --> 00:33:38,720 Speaker 1: one on one. Yeah, I don't have much to add 684 00:33:38,760 --> 00:33:41,200 Speaker 1: to that other than I totally think that using childcare 685 00:33:41,320 --> 00:33:43,840 Speaker 1: to have some pleasant one on one time with kids 686 00:33:43,880 --> 00:33:45,719 Speaker 1: when you do have a brood of them is one 687 00:33:45,720 --> 00:33:47,880 Speaker 1: of the best uses of it. What makes, you know, 688 00:33:48,040 --> 00:33:50,000 Speaker 1: time with kids so much more pleasant when you're not 689 00:33:50,480 --> 00:33:53,840 Speaker 1: referring fights over this, you know, restaurant dinner table if 690 00:33:53,840 --> 00:33:56,400 Speaker 1: you just have one and you can focus on them completely. 691 00:33:57,120 --> 00:33:58,840 Speaker 1: I haven't done so much of this because you know, 692 00:33:58,840 --> 00:34:01,880 Speaker 1: many of the kids are less into cuisines that I 693 00:34:01,960 --> 00:34:06,040 Speaker 1: might also wish to eat. But I mean I've taken 694 00:34:06,120 --> 00:34:08,319 Speaker 1: a lot of kids to Italian restaurants. I've taken my 695 00:34:08,800 --> 00:34:12,160 Speaker 1: you know, Sam, my thirteen year old to Japanese restaurants, 696 00:34:12,200 --> 00:34:15,080 Speaker 1: and I want to take Jasper out to a Brazilian steakhouse. 697 00:34:15,120 --> 00:34:16,279 Speaker 1: But I think the others might want to go to 698 00:34:16,320 --> 00:34:18,479 Speaker 1: that too, So we'll see. This is something I should 699 00:34:18,480 --> 00:34:21,319 Speaker 1: probably start doing more of. I just need to, you know, 700 00:34:21,440 --> 00:34:24,000 Speaker 1: get organized and make it happen. In our case, it 701 00:34:24,040 --> 00:34:27,160 Speaker 1: could either be that you know, Michael was covering because 702 00:34:27,200 --> 00:34:29,080 Speaker 1: as he's been doing a lot more working from home, 703 00:34:29,120 --> 00:34:33,080 Speaker 1: that's more of a feasible option. Our nanny also works 704 00:34:33,200 --> 00:34:37,240 Speaker 1: until seven a couple of nights a week, so because 705 00:34:37,239 --> 00:34:39,440 Speaker 1: we do have younger kids, getting us through the dinner 706 00:34:39,520 --> 00:34:42,120 Speaker 1: thing is often really helpful not to have to drag 707 00:34:42,200 --> 00:34:44,400 Speaker 1: him around to activities as well. And so you know, 708 00:34:44,480 --> 00:34:46,279 Speaker 1: an early dinner would work on a night where I 709 00:34:46,360 --> 00:34:48,920 Speaker 1: wasn't driving, for instance. So yeah, I think it's a 710 00:34:48,920 --> 00:34:51,799 Speaker 1: great idea. And yes, you have our full permission to 711 00:34:51,920 --> 00:34:55,040 Speaker 1: use childcare for not working time. I mean, I'm just 712 00:34:55,120 --> 00:34:56,960 Speaker 1: going to throw out here that there are people who 713 00:34:57,400 --> 00:35:01,360 Speaker 1: are not employed who use childcare for very things. Especially 714 00:35:01,440 --> 00:35:03,200 Speaker 1: I know a lot of you know, families who have 715 00:35:03,800 --> 00:35:06,840 Speaker 1: multiple kids, and you know, maybe mom isn't currently employed, 716 00:35:06,840 --> 00:35:09,320 Speaker 1: but they still have at least part time childcare precisely 717 00:35:09,400 --> 00:35:12,200 Speaker 1: because of all the driving and such. So throw that 718 00:35:12,239 --> 00:35:14,839 Speaker 1: out there. You are welcome to use it for things 719 00:35:14,880 --> 00:35:17,480 Speaker 1: that are not your exact like twenty minutes outside your 720 00:35:17,480 --> 00:35:21,200 Speaker 1: work hours and no more. It's all good, all right, 721 00:35:21,280 --> 00:35:23,360 Speaker 1: this has been best of both worlds. We've been talking 722 00:35:23,400 --> 00:35:27,439 Speaker 1: with Laura overdeck about bedtime math and making math more 723 00:35:27,480 --> 00:35:30,000 Speaker 1: fun in our households. We will be back next week 724 00:35:30,040 --> 00:35:34,439 Speaker 1: with more on making work and life fit together. Thanks 725 00:35:34,480 --> 00:35:37,520 Speaker 1: for listening. You can find me Sarah at the shoebox 726 00:35:37,560 --> 00:35:41,920 Speaker 1: dot com or at the Underscore Shoebox on Instagram, and 727 00:35:42,000 --> 00:35:45,840 Speaker 1: you can find me Laura at Laura vandercam dot com. 728 00:35:46,200 --> 00:35:49,399 Speaker 1: This has been the best of both worlds podcasts. Please 729 00:35:49,520 --> 00:35:52,080 Speaker 1: join us next time for more on making work and 730 00:35:52,160 --> 00:35:53,280 Speaker 1: life work together.