Choosing math

Sara B

Sounds like she’s doing well as she’s beginning to make the next step to multiplication. 🙂  I’m glad to hear that she has it down in the real world versus just memorizing how to manipulate number and symbols on the page.  Now make sure she can do the numbers and symbols on the page.  Use a normal word problem and help her create the symbols that go with it…practice that.  Then show her a page of number and symbol problems like that.  And explain, that really they are just symbols for word problems.  And see if she can answer them without the words and manipulatives..if not don’t panic.  Let her use her manipulatives and see if she can figure it out.  Keep practicing. 

I’ll answer about Right Start in a bit.

Joanna

I just tried out their interactive abacus.  I see what they’re doing, and why, but to me it’s more confusing than just grouping the numbers and learning the skip counting.  Maybe there’s not enough dialogue of what they’re doing with their sample?  I use rods myself, but not colored rods like MUS (at least not yet).  I have individual cubes for 1s (2 kinds – 1 kind can stick together to make a ten, and others are just individual for counting), rods for 10s, and squares for hundreds , and a big giant cube for 1,000 (they have all the lines on them so you can see/count it’s 10 or 100 or 1,000).  My dds can put some cubes in a row, then compare it to the 10, or they can compare 10s to a 100, etc.  Perhaps I have already found the way that they learn best, or they are just used to it and so know what they are doing with it?  My almost-7yo dd gets addition and subtraction very easily, even without the cubes/rods anymore, but we are still on single-digit.  She doesn’t have them all memorized yet, by any means.  My 8yo dd has nearly all the addition facts through 9+9 memorized, but she still has to think with a lot of the subtraction ones.  But she added 3 2-digit numbers in her head the other day and got them all right.

I also am not sure I like their “1-ten 2” way of naming numbers.  Wouldn’t that make it confusing for talking to someone else about 12 apples + 3 apples vs. 1-ten 2 apples + 3 apples?  How do they know what the number *really* is?  I know you said you’d cover this later, so maybe this will be part of that.

OK, I will stop hijacking this thread for a bit.  🙂

First, I refuse to be a this is the only way person.  I leave such absolutes to God, I am not HE!  We are each finding a fit for us and for our families.  Please remember that.

ok two things this time

1st there is a short “placement test” on rightstart i found this morning that I meant to mention.  http://www.alabacus.com/pageView.cfm?pageID=270

#2 rightstart counting

First of all this different method of counting is TEMPORARY.  In level A they begin teaching the regular names of numbers in lesson 56, in level B in lesson 41.  After that we count normally. 

In Japan, China, and Korea they still call eleven 10-1 which is in essence 1-ten and 1.  Now doesn’t that make intuitive sense when counting 1 2 3 4 5 6 7 8 9 10, 10 and 1, 10 and 2 10 and 3, etc…

20 is 2 tens , 21 is 2 tens and 1 said 2 ten 1 then 2 ten 2, 2 ten 3, etc.

I found with my daughter that eleven, twelve, and thirteen were always getting mixed up before schooling.  It was pure memorization and the words were not connected to a concept.

RS method automatically connects the name and the concept…just until they get it…then our English names are back. 

My 3 y/o boy (given: he seems to have a natural bent to math unlike my girl (she’s art and science so far)–but he is definitely NOT audio) wanted to do a math lesson…he’s almost four–several months still to go when we started…I figured we’d play around with it and do maybe 1/2 a lesson.  At the end of lesson one, he wants more and the abacus please …so we skip several lessons and go into lesson 5 which we do almost all of…he was using the abacus like a pro and so proud.  I was shocked.  He’s bright…it is his bent…yes…but it is also simple…start looking at it with fresh eyes like you don’t know much about this and i bet you’ll see it…he has never gotten 11, 12, or 13 mixed up.  He counts like a champ.  I’ll hear him, 10-1, 10-2, 10-3, 10-4….but better than that…he actually gets that the number of items is 10 and one more…instead of is it twelve that’s next or eleven or fifteen?

RS actually explains in the later lessons where our names for numbers came from.  And as said earlier, the oriental cultures don’t confuse this issue.

My friend asked today about how much of say a math program do you try to accomplish in a year –like one book per year?…and I’m going to share my answer…Mastery is the important thing–not speed.  There are a finite number of basic math skills that one needs to learn before beginning algebra.  If starting at the beginning (vesus needing to catch up cause you need algebra before graduation) –mastery will determine your speed.  Ok, child one does the entire level or book in one year and understands maybe 60-70% of what they did.  Child 2 did 3/4 of the level or book, but understood 98-100% of it.  Which is better?

Some children will master the whole year.  Some will master 3/4.  Some will master the whole year and 1/2 the next.  Which is better?  NONE…they are learning –being challenged and they are master of the material.  They now have new tools in their math toolbox that they know how to use! That is what counts!

later,

jo

Richele, 

RS definitely counts with fingers!!

I am LOL…you mean in all my failures at fitting in with CM in the other areas.  The one area that I rebelled against the establishment in (when I taught in the public sector)…MATH…I actually am closer to doing it the CM way.  Praise God…now if I can translate that across the subjects…and chill out with my legalistic tendencies there…maybe I’ll do alright.  It is so funny…I deeply know and love math…I’m comfortable there…I can teach a topic in lots and lots of ways and not be threatened if the student finds a new way…cool show me more…yet take me out of math… and I am demanding to know what is THE right way to do it…

I pray daily that the Lord will show me the way He desires that I go…because deep down I know there is no right way that fits everyone…are we cookies from the same cookie cutter…we are each unique and our families are each a unique blend.  Please know that I am not criticizing what anyone is doing.  I am also not interested in debate.  I am normally completely wrapped in my self and my very busy world.  The other day I felt like I might could/should contribute with something the Lord gifted me with that some find challenging–that I could be a support to someone outside of my very small sphere.  I hope when I am desperately struggling with narration, nature study, scheduling, what to do with the 2 year old, etc.  that you will bless me.

jo

I have not read any of the other responses.  Have you looked at Christian Light Sunrise Math?  It’s cheap.  It’s spiral.  Most people love it.

I am going to be starting Saxon 54 soon with all 3 of my girls.  In doing much research and reading and comparing it appears to be a very good math curriculum that some people either love, love, love or hate, hate, hate.   One thing that those who stick with it say is that their children know math very well after using it.

I’m going to be using it in accordance with the advice from Dr. Art Robinson (of the Robinson Curriculum) which is basically – teach the math facts of all 4 operation until they are down cold, then begin with the Saxon 54 book which the child works through independently.

Renee, I use Saxon math also. This will be our first year to use CM method, but we will not be switching math curriculums. We use Saxon K and Saxon 3 Home Study Kits. My kids love this curriculum. And seem to do very well. The lessons are very short, and use lots of manipulatives like pattern blocks, building cubes, a scale, teddy bear counters, etc… It is spiral but they seem to retain the information. ( Although I do add worksheets for my K son because he LOVES math, not because I want to.) Just thought I would add my “review” =)