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MUS, weaning from blocks
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How do I wean my dd from the blocks with MUS?
We are working on the +2 addition facts. She seemed to pick up the concept really quickly and easily with +0 and +1 but now that we are to the +2’s she can’t seem to answer without the blocks. We’ve done all the pages in the workbook (6), the extra page (front and back) in the test/extras booklet, generated a worksheet off the MUS website, made my own worksheet one day and today did the +2 drill 2x on the MUS site. She didn’t have her blocks in front of her for the drill (that was a challenge getting to do it without the actual blocks) but they are on the screen and she would find for example the 3 block for 3+2 and then count two blocks higher to get the answer of 5. Without the blocks she seems lost. So, I think she has figured out how to get the answer but just to know it is beyond her. If she lines a 3 and a 2 block up together she quickly sees that it is 5, but we just aren’t moving on from that.
Thanks for any input you may have.
I’ve only done alpha with MUS so I may not have the best answer, but it helped my son to have him close his eyes and picture 2 of whatever he wanted, trucks, dogs, etc. Then I asked him to see 3 more coming over to those. For some reason that really helped. Maybe use real objects instead of the blocks, different objects each time until she can see past the block colors? Don’t know if that helps or not, each child is so different in the way they learn!
Working on memorizing her facts might be helpful. I found a laminated math fact place mat thing at Mardel for $1. My ds loves getting to practice on that because he loves writing with the dry erase marker. Now that we’re on lesson 17 in Alpha, that mat is a great reviewing tool. He doesn’t use his blocks for the mat facts at all; it’s all from memory.
Obviously, she’s a hands-on learner right now, but of course you want her to be able to do simple addition (and subtraction when the time comes) without the use of the blocks.
If your dd is an auditory learner, have her say the facts out loud so she can hear it. Do math verbally all the time. When you’re cooking breakfast: “I have 2 eggs. Would you give me 2 more eggs? Now how many do we have? That’s right, 2 plus 2 is 4.” When you’re picking up toys: “You just picked up 1 toy. Could you pick up 2 more? How many toys have you picked up? Very good! 1 plus 2 is 3.” Just find opportunities everywhere to reinforce.
If she’s a visual learner, perhaps you could make up some flash cards for her with the facts written both vertically and horizontally so she gets used to seeing them both ways. Write the facts in her favorite color, or better yet, let her help you make the cards. Then, review a few cards for five minutes or so throughout the day. Pretty soon, she’ll have those facts memorized!
Also, when my son was confused about his +2 facts, I reminded him that he already knew how to skip count by 2; which is exactly the same as adding 2. Of course, that only works with the even numbered facts (0+2, 2+2, 4+2 etc.), but every little bit helps!
Blessings,
Lindsey
My son is just finishing memorizing the +2’s today. When there were a few left I had him do a sheet with several copies of one fact on it. I wrote 8+2 in all the ways it could look (and 2+8). I told him to write the answer to each one and say it and really read it before he wrote the answer. That really worked for his last few facts.
With my daughter, I had her do copywork with the facts. I put a few on a sheet with the answers and she copied them 3 or 4 times each while saying them aloud. That worked great for her.
Just keep plugging away. Sometimes they get stalled and it takes several days (or weeks) longer than we think it should.
We aren’t doing MUS (we do MEP), but I am assuming these blocks are Cuisinaire rods? Different colours that represent the numbers through length?
We use the math rods all the time…. we are about 3/4 through MEP Year 1. And I’m finding that he is starting to memorize a lot of the addition facts in general just through use. Does MUS require a particular math fact to be memorized before moving on? If not, I’d move on and trust that the memorization will come with use, and only worry about it if it doesn’t start to come after a LONG time.
By using the math rods, my son figured out on his own things like 7+6 = 6+7 (ie, the communitive property of addition, if i remember the name right…. that it doesn’t matter what order the numbers you are adding comes in….) it is easy to figure that out when using the rods…. as well as the fact that subtraction is the opposite of addition, etc.
I wasn’t sure that the rods would be worth buying, and now I am SO glad I did.
How old is your child? I might be concerned about this in an 8 year old, but not in a 5 year old. I would start trying to transition by having her count different things, like her fingers which at least are always with her. I would also try to incorporate the facts she is learning throughout the day (eg. “I gave you two cookies; how many would you have if I give you two more?”). I don’t think this is somehting you can force. I would just try to do it in as many different ways as possible and it will probably click for her at some point.
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