Math advice – 9 yo

I just wanted to jump in and share a bit about Math U See. It does cover all of the things that you mentioned. They are interspersed throughout the curriculum. There is also quite a bit of review of previous concepts studied throughout the curriculum. Math U See is great for kids who struggle with writing because the pages are neat and clean and they aren’t crowded or overwhelming at all like so many other math curricula can be.

I just wanted to share because I was thinking Math U See as I read your post until I came across your not wanting to use it. No pressure from this corner! I simply wanted to share my thoughts and clear up the misconception about MUS teaching time, measurements, etc. I see and hear that comment quite often and I’d hate to see someone miss out on what may be the perfect math curriculum for their child because of a misconception. You can go to the MUS website and look at the scope and sequence to see what is taught in which books. There is much more than one concept taught in each text. The main focus of the text is on teaching one concept thoroughly but many other concepts are taught and even more are reviewed.

I have successfully used MUS with 2 very different students from Beta to Algebra 1 (we don’t use Alpha as I find it unnecessary). Make that 3 students because I must include myself! I finally understand math (even Algebra!) for the first time in my life.

Unfortunately, I tried other curriculum for my son after Algebra 1. I so wish I had stuck with MUS! Now my daughter is finishing up Algebra 1 and getting ready to begin Geometry. I plan on sticking with Math U See this time around!

We have been using CLE for a few years.  Earlier this year, I watched the SCM Living Math DVD with Richele and Sonya, along with reading the book.  I loved what I saw, but hated to leave CLE math.  The video leaves off at the beginning of simple fractions.  We were further than this in CLE.  But I was able to apply the CM methods to the CLE teacher’s manual.  We work the new lesson together using manipulatives where possible and a whiteboard.

We work some problems orally and I try to put a fitting story with it.  For example, with 15 x 1/5 I would ask how much his share would be if he and four friends shared equally the cost of a $15 pizza.  As in real life, these often deal with money.  I could expand on that and say there were 8 slices (or 12) & ask how much each got to eat and how many leftover.  What to do with the remaining slices of pizza?  (critical thinking).  And don’t forget to ask “why?” to your student.  I think this is the most effective part of CM methods.  “Because 15 divided by five equals three.”  “Because five times two equals ten and twelve minus ten equals two.”

I skipped similar problems if I could tell he knew it and had gotten the correct answer the first time.  Some problems that needed shown or worked out were done on the whiteboard.  Some days, we covered two lessons, skipping a lot of the review problems.  We do (2) 30 min. sessions past the 500 level.  You could alternate days where you use the whiteboard and oral questions with days using the light unit and cross out some redundant problems, for more independent days.  If you want to go to very little paper, use the alternate light unit tests in the TM once for each light unit.  I hate switching curriculum, especially math.  HTH.

I would scan the placement tests for several levels of Math U See to see which one would suit your daughter best.

I also would like to join the group. I submitted the 3 questions but wherected is the pinned post?