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Elem Arithmetic
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Hello! My oldest daughter (just turned 9) has been using a couple of different workbook based math curricula since kindergarten. I decided to switch over to CM math a couple of weeks ago. I bought book 2 for her because she had not yet started multiplication in her previous level 3 book from a different curriculum. The placement test put her starting Multiplication in book 2. She can add and subtract 3 digit numbers on paper with carrying and borrowing very easily, but I don’t think she really understands what she’s doing. It’s all mechanical to her. She also isn’t very strong in mental math beyond adding 10 to a number. Should I start her where the placement test said to or should I start her in the very beginning of Book 2 and solidify more mental math facts?
I would start her at the beginning of Book 2. Book 2 starts with a review of what was learned in Book 1 so that should help lay the foundation that she may be missing. Allow her to use a variety of manipulatives (beads, toothpicks, small toys, buttons, etc.) so that she can see how the answers are arrived at, rather than just knowing the mechanics.
Keep in mind that once she starts to show understanding of what she is doing, she may be able to move quickly through the beginning of Book 2. Use her as your guide to know when to move ahead quickly and when to slow down and “camp out” on a concept for a while. If she can work a few problems with ease, move ahead. If she struggles, work on that concept until she demonstrates an understanding. If you move ahead and she starts to really struggle, move back to where she has a good understanding and move forward slowly from there.
Thank you so much! When you say solving the problems with ease- is that without manipulatives? Would that be the indicator she’s ready to move forward? I’m sorry if I’m overthinking all this, I just want to make sure I am doing it correctly 🙂
Yes, if she can work a few problems without manipulatives and can tell you how to solve them, then move ahead. One of the components of math taught using Charlotte Mason’s methods is that the student can explain to you the steps of how to solve a problem. For example, a student solving a subtraction problem that involves borrowing, say 20 – 2, should be able give the steps as something like, “I can’t take 2 from zero so I need to take one ten from the tens place and turn it into ten ones, which gives me 10 – 2 = 8, in the ones place. There is still one ten left in the tens place so 20 – 2 = 18.”
The book will guide you in how things can be worded, but keep in mind that the student’s explanation only needs to match the concepts of what is happening, not word for word.
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