Hi Lauren! I’m glad you are excited to guide your daughter in math. Per your questions:
Numbers, 1-100, would take the first year in Charlotte’s schools. Remember, this was a time of exploration, investigation, and building a comfort with numbers. While the child has added, subtracted, and even brushed into multiplication and division during her work with addition and subtraction, the formal learning of the “four rules and tables” didn’t take place in her schools until the child’s second year of arithmetic. There are some important ideas formally introduced at this time that they may connect with from that first year of Numbers. Tables were not constructed or committed to memory until that second year though. Addition and subtraction are found on p. 29 and multiplication/division begins on p.35.
This first year is also when a child learns the idea of place value and learns notation (how we write the digits 0-9 and then arrange them for the larger numbers). So, at the number “10” we will be formally introducing money into the lessons and also the ideas of units and ten bundles. We can’t go further into our investigation of number without them. They will also be the concrete tools or manipulatives used as it would be unwieldy to add say, 27 pennies and 24 pennies, but two dimes and seven pennies are easily added to 2 dimes and four dimes (or, if we are using craftsticks: two ten bundles and seven units added to two ten bundles and four units) with the units being bundled into a ten or changed for a dime and the remaining unit kept to the right.
In general, the lessons for 34 and 58 would look primarily the same as your initial numbers lessons with a few exceptions (starting at page 26, point 17 in the handbook:
Your child won’t be pointing out 34 of some thing in the room. By the number 11, she has most likely grasped that these symbols express ideas.
When working with ten bundles/dimes the child should always placed those to the left and the units/pennies to the right to emphasize the idea of place value.
See if the child can tell which number is coming next to see if they have grasped the idea of where it will occur in relationship to other numbers.
30-100 are taken in sets of ten. Each set will take approximately 7-10 days. They follow the same pattern of learning the symbol for the idea, learning how to write it, working with it with the aid of manipulatives, counting, and reviewing numbers already learned.
Counting was an important part in CM numbers lessons. Skip counting does take place during this time. To give you an idea of how it would look, let’s take the lesson on number eight. My child has learned the symbol “8”, written it, worked problems using manipulatives, and now will I will ask my child to:
-Count out eight beads.
– Count them frontward and back.
-Arrange the beads in groups of two.
-Count them in two’s.
-Arrange them in groups of four.
-Count them in groups of four.
-Count them again forward and backward.
Depending on time remaining (remember, these lessons are only 20 minutes long) my child will –during this lesson or the next– work some problems without manipulatives and also review numbers already explored. Writing is used sparingly but before going on to the next number, a problem involving its use was done orally and then written out in the math notebook.
Does this make sense? As far as where to place your child, I would take her just a bit further back than you think she should be, seeing if she has truly grasped the idea or is just working mechanically. Sometimes using the concrete object will open the idea up. Or it may be the act of making ten bundles and setting them to the left of the units that helps her make the connection of each number having its own place.
You are right, Sonya printed the grid paper. We’ll ask her if she made it from an online template or on her own via Word or the like.
Best,
Richele
