Questions about CM Math-Richele or Sonya?

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  • December 22, 2012 at 2:11 am
    nerakr
    Participant

    I’m slowly working my way through Richele’s book (fast turnaround, BTW-4 days). Anyway, I have a few questions and will probably have a few more before I finish Chapter 2. Anyway, here’s the first round:

    (1) When we review facts daily, can we use flashcards? Should I mix facts (addition/subtraction, etc.), do one type of fact on alternating days, or do all addition facts, then the subtraction, then the multiplication, and so on?

    (2) Do they still make graph paper books or will I need to download from Donnayoung?

    (3) After he’s learned his multiplication tables, how long should we work problems before moving on to the next level?

    (4) I’ve been using the state standards as my guide for what to cover, which of course doesn’t meld with CM’s scope and sequence. Do I put multiplication on hold and fill in the gaps or just cover them as we go?

    (5) When I start formal math with dd next year, how long do we work basic sums after she’s learned her facts-that is, before I introduce carrying/borrowing? I would think that if she knew her facts, she wouldn’t need many days of math worksheets.

    TIA,

    Karen

    December 22, 2012 at 2:40 am
    nerakr
    Participant

    OK, a few more:

    (1) Since we have not begun multiplication yet, by CM’s standards he is still at second grade level there. Do I go as far as the 6s, then introduce division, then continue with multiplication through 10 or 12? Or are they taught simultaneously?

    (2) According to the chart at the end of chapter 2, multiplication with carrying and multiplying 2-digit and higher numbers is not begun until fourth grade. Is that right?

    (3) Are area, perimeter, and volume considered weights and measures? When are they begun? (That’s probably covered in chapter 2, though, isn’t it)?

    (4) I don’t see any mention of telling time. Is that covered as the child shows interest?

    The gaps I mentioned in my first post are mainly adding and subtracting money, BTW. Of course, now that I think about it, the gap may not be as big as I thought. We have worked on money such as, “If you had a quarter and I gave you two dimes, how much money would you have?” If he has his own money to spend, he has to count it and count his change, too. We just haven’t done pencil and paper work with it.

    December 22, 2012 at 3:09 pm
    Sonya Shafer
    Moderator

    I’m going to defer to Richele on these, Karen. She has done much more extensive research than I on this topic.

    December 22, 2012 at 5:19 pm
    Richele Baburina
    Participant

    Hi Karen,

    You can get gridded notebooks, I found them at Staples and they are prevalent online. Be aware, Moleskine’s are a bit smaller than the US standard size. In the beginning years, depending on your child’s handwriting, you may wish to customize the size and print out your own online with larger squares.

    I think most of your questions will be answered by the end of the book in the chapters on Arithmetic, Manipulatives and Mental Arithmetic.

    *Drill was mainly oral and what was already covered was reinforced and reviewed.

    *Time as a means of measurement was introduced during the child’s study of Geography and is found in the Geography chapter.

    *You, as your child’s teacher, will be able to tell your child’s understanding as you lead him in oral work. Keep a simple record of where your child is and when you believe his understanding is secured, move on.

    *Your question (4) I’m not sure of what the gaps are that you are speaking of. Don’t start formal multiplication and division until their understanding of addition and subtraction is secured. 

    *You will find Weights and Measures on p. 39 – they were begun “at the beginning of the average child’s ninth year” (of age), including area, square measure and cubic measure pp. 42-43 concluding the 4th year of study. These are not hard and fast rules but a tool in determining when to cover what.

    *Remember, in comparison with other scopes and sequences, it may not look like rapid progression with lots of written work but what has been accomplished is that the child has “worked thoroughly and discovered much for himself.” Paraphrasing a PNUS headmaster, arithmetic is a subject to be gotten into and not merely gotten through.

    Karen, if your questions aren’t answered by the end of the book, definitely let me know and we can discuss your specific questions further. Feel free to PM me as well. 

    Happiest of holidays!

    Richele

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