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I am really enjoying the book and DVD on how to teach math. I have read the book, and just watched the first two lessons on the DVD. I am a bit confused on the order in which to progress with the teaching. The DVD discussed how to teach numbers 1-9, but then said at ten, stop and introduce money and exchanging coins within 10. In the scope and sequence in the book, place value and ten bundles is listed before introduction of money. I’d like to know if it matters which order I follow.
I am so grateful to have found these resources as I was preparing for my year. I have started my youngest child’s math experience (first year) with this method, and I am working with my oldest (third grade) from the beginning to cement the concepts. I had prayed for better understanding of how to teach him math this year. In the past, he would take one look at a workbook page and immediately feel defeated. Math was a struggle everyday. Teaching him in this gentle way has made all the difference, and I have already seen a change for the better in his confidence level.Richele BaburinaParticipant
I’m so glad you and your children are having a positive experience with arithmetic. Let me address your question regarding the sequence:
The scope and sequence in the book follows the order which Charlotte’s schools would have used based on the British currency of the time -shillings, pence, sovereign, two-shilling piece, half-crown, etc. In 1971, the British currency system was decimalized which only then would have made it possible to demonstrate the idea of place value with ten pence. Since we use pennies and dimes, once the number ten has been explored then we can formally introduce money. After maybe a day or two of working with dimes and pennies then place value and notation may be formally introduced with the ten bundles, units via craft sticks, beads, buttons, golf pencils, or matchsticks -at least a few different things to work with that are easy for small hands. After these have been all bundled and your child is used to the idea of ten units making a ten bundle, then the writing of ten in the math notebook would take place with the zero in the units place under the nine and the one to the left of the zero to signify “one ten bundle” or “one ten.”
I apologize for the confusion as the DVD-set hadn’t yet been envisioned when the book was written. You will find some sidebars on pages 26-27 referring to the difference due to the currencies. Though the pre-decimalized currency system may have been more complicated, it did make for a handy and very practical way to teach fractions with pennies being further divided into fourths (farthings) and the pound divided into all sorts of fractions.
I hope that helps.
Thank you so much. It does make a lot of sense. I appreciate you getting back to me so quickly! I do have another question. When a child either hasn’t listened closely enough and asks for a problem to be repeated, or the answer they give is incorrect, what is the right response from me? Do I simply move on to the next one? Do I indicate somehow that the answer was wrong?
It means a lot that you take the time to get back to each one of us with questions on this topic, and that you do it with such clarity and thought. Thank you for providing such a valuable resource.Richele BaburinaParticipant
You are welcome and now I’ve taken a rather long time, I see, to respond to this question. My internet time comes in fits and spurts so I hope for your understanding.
Your question is an interesting one. There is a reason she called mathematics an “instrument of living teaching.” It is not formulaic but, rather, infused with life while the teacher is to cooperate with the One who is Life. So, I can’t just give a cut and dry answer, since we are dealing with a valuable person and lessons that should be infused with living ideas while also recognizing the Lord as the Great Educator.
There are a few practical thoughts that follow a bit of the same premise as if my child has given a poor narration or deal with habit training:
If this were my child, I might first wonder if my questions are engaging. How much more interesting a question such as “7 ducks swimming on a pond. Two fly away, how many remain?” than “7-2=?” ; or, “Six children playing on the playground. Four are girls, how many are boys?” than when posed as “4+2=6.” (see pp. 12-13 of the SCM math handbook).
I would also check my time. Is the math lesson too long? Is the lesson before arithmetic one that uses a different part of the brain?
How is my child’s attitude? Charlotte said a good way to exercise the will is to do something different then return to the task refreshed. Maybe put the lesson away, do something different and return. I have one child in particular that I’ve sent to the mailbox to check the mail and when he returned he was then attentive to his arithmetic lesson.
How is the atmosphere of the home? Is someone watching a video in the next room? Is there something quite interesting like heavy machinery outside the window (can you tell I’ve dealt with that one before 😉 ?
If my child simply wasn’t paying attention to an oral question, I would not repeat the same question but give him a different one. This way he knows that he must give his full attention. Because mathematics is so important to training good habits you need to be sure your child is expending his own mental effort without you “helping” along (believe me, I still have to keep myself from “helping” my son with his algebra).
There is also a big difference between a child getting an answer incorrect because he was inattentive or getting it incorrect because he lacks understanding. If he is not understanding, then go back a few steps or bring the manipulatives back out. Make sure the lessons are carefully graduated and the word problems are within his understanding.
All my best,
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