Lesson Plans for Ray's?

Hi Sarah and Melissa,

Sarah, it’s so wonderful (in the true sense of the word) that your boys are understanding and loving their math.  It is so very good to hear.

Maybe someone has taken the time to make page correlations with Ray’s and I hope they will post.  I pretty much just looked at where we were in the scope & sequence on page 46 of the handbook and then found examples in one of the Ray’s books or Strayer-Upton, putting a paperclip in each at the end of the lesson to mark where we were with each child.

I got out my Ray’s New Primary and, at a glance, it looks like pp. 9-40 and the addition and subtraction problems on pp. 72-80 would take one through the first year of Irene Stephen’s S&S.  Pages 41-68 would not be used until Grade 2 in the CM scope and sequence and this is actually where Grade 2 would start in Ray’s as well.  Second grade would begin with learning the addition and subtraction tables so, using CM methods for those, you could just use the same questions from those pp. 12-40 in Ray’s New Primary then head on to multiplication on p. 41.  Formally introducing multiplication and building and learning the tables using CM methods while using the questions beginning on page. 41.

I know quite a while ago I posted on this forum the main differences between Ray’s and CM but haven’t found that old post yet.  The fact that it was oral and went from that manipulative stage to the mental stage to the abstract stage lends itself nicely to using it with CM methods.   The pacing was a bit different and the initial counting section would have been skipped altogether.  The third grade scope and sequence for Ray’s Intellectual looks quite a bit like the S&S in the CM handbook for 3rd grade (those are approximate grades, we are still teaching at the child’s pace).   If you have the Parent-Teacher Guide for Ray’s New Arithmetics by Ruth Beechick you can use that for lining up the scopes and sequences.  Or, you could use that guide and use Ray’s scope and sequence while utilizing CM methods; such as using concrete objects where Ray’s might just have a picture for the problem.

Some of the PNUSchools used different books so their scope and sequences differed from that of the one on page 46 of the CM handbook.  What was important was that the work was careful and deliberate; went from concrete to mental imagining to abstract; utilized what we now call mastery rather than a spiral method; and those pages that spelled out rules in the beginning were skipped initially and once the students were led to discover rules for themselves and could say them then the initial page or pages were looked at before going on to the next concept.   All the methods found in the DVD’s and the handbook rest on Charlotte’s fundamental and profound principles of education.

I do hope this was of some help.

Warmly,

Richele