SCM Living Math Question

Hi Erika,

Okay, sorry, now I see that you have everything.  I’ll see if I’m able to satisfactorily answer your questions and hope to get a response to you by tomorrow morning.  Thank you for your patience.

Warmly,

Richele

Hello Erika,

You ask in such a nice, straightforward way, I wish I could answer back as succinctly.  I don’t want anyone reading the post to misunderstand though so I’m going to expound just a bit.

If you are asking if there is a point in arithmetic and the higher maths where the child self-teaches and the educator is not involved, then the short answer is “No, not in a Charlotte Mason education.”  If anyone called Charlotte Mason math “teacher intensive” though I would argue that they would be quite wrong.  Remember, “there is no subject in which the teacher has a more delightful consciousness of drawing out from day to day new power in the child…” but at the same time “it is in his own power he must go.”  If one were to simply have the child go through Strayer-Upton on their own then they would be robbed of the joy of self-discovery and developing the relationship themselves under your guidance.  Rather, they would read the rule through already filtered (though sometimes quite convoluted) much the same way giving them a dry history textbook differs from their reading of a living book.

If you are asking if there are days where you are able to assign problems from the book for the child or student to work in their math notebook, then the answer is “yes,” though it would be best to give a five to ten minute oral review at another point in the day both for reinforcement of the fact and reinforcement of good habits.  Just remember, “busy work” was never given in a CM math lesson and, when using a textbook, all lengthy exercises that didn’t have a point were omitted. In Geometry and Algebra, students still are led to discover for themselves but are then given problems to work in order to solidify and make habit each particular truth.  Since the math lessons are never more than thirty minutes of concentrated attention, even in high school, there are days when written work begun the previous day would be continued the following day.

We have an appointment so I have to run.  Please let me know if this answers your question.  If you want me to tell you more how a mother who may not have excelled in the higher maths (me) in public school teaches those in a CM-way then I am happy to 🙂

Joyfully,

Richele

Hi Erika,

I hope to attend to your questions tomorrow and am sorry for the delay.  We have to grasp our fleeting summer with both hands here in New England ?.

Best,

Richele

Oh, Erika, I’m so thankful for  your understanding.  Although we’ve been here about ten years, as a Midwest transplant I still am not used to the brevity of the New England summer.  We’ve spent the last week on top of a little mountain gathering low bush blueberries, which lost its romance after the first day, but I kept reminding myself and the kids that it had to be done if we wanted a freezer full for winter.

Back to arithmetic and geometry.  You are completely correct, your 8-year-old’s lessons follow the same structure that you describe.  In fact, you will see many similarities in practical geometry lessons for your 10-year-old as well with exploration, proof, and discoveries made in the concrete before rules are set down on paper.

For example, as my children were discovering the properties of lines I asked if they thought two straight lines could enclose a space and was surprised to hear that they thought they could.  They set out to illustrate their belief with drawings and –after determining themselves that it could not, in fact, be done– they were able to add to their Geometry Notebook what they’d already discovered about Straight Lines:  Two straight lines cannot enclose a space.  Imagine how this idea will stick with them as they proved it themselves rather than merely being told a rule.

One day during their tae kwon do lesson the instructor asked the class why he insisted their punches be so exact and my then 10-year-old replied, “Because the shortest distance between two points is a straight line.”  This they had learned by taking our geometry lesson outside using two trees in the yard.  They then came in and drew the trees as points labeled A and B.  Anyhow, I recommend a book Charlotte used (referenced below) as it gives you, the teacher, lots of opportunity to guide them in this type of enjoyable work.  If you were good at geometry, it will give you a clear picture of what it was you were learning in high school.  If you didn’t excel at geometry, I think you might be surprised at how extremely accessible (and, yes, fun) its study can be (my case).

The book lists the instruments needed and you will want a set of solid figures as well (cube, sphere, cylinder, pyramid, cone, and prism).

I really do like “Lessons in Experimental and Practical Geometry” by Hall & Stevens.  Just be careful if you get a newly printed edition as it will be worthless if the images are not in the book.  Also, my children are two years apart and I was able to have them both in Practical Geometry at the same time.  You will need to see for yourself as it will depend on each child in the home school classroom.  Your middle and youngest may end up taking it together if not your middle and eldest.

Addressing your other questions:

Yes, use a variety of the problems.  Just as variety is the spice of life, it will give flavor to your lessons.

Structure/Sequence for 2A.  Go ahead and use the sequence laid out in Strayer-Upton in the way we’ve discussed if you are happy with it.  One question from each section in an Improvement Test each day should provide a nice little review while leaving time to progress in each new concept being taken.  These are given orally and written by the student.  just as the problems with larger numbers you will give orally (it helps to keep their attention from flagging) but they will write either on a slate/whiteboard/boogie board/jot board or what have you.  The mental math portion of the book has many examples to show which kind of questions are used.  Specifically, see points 15 and 16.

I hope you are as heartened as I was in learning and using these methods.  We know from Charlotte’s correspondence that her joy in the children’s work was equaled by admiration for the teachers who so faithfully worked out her principles and method.  I echo that admiration, Erika.

Joyfully,

Richele

Sorry, one more question…I did see the side note that says that CM’s Geographical Readers for Elementary Schools are available…does anyone know where I can get a printed copy (I like having a book to hold in my hands!)?  Do her books cover the Outdoor Geography as described in Richelle’s book?

Hi Stacie,

I believe numerous places on-line have that first one for free available to print.  Queen’s sells a printed version of the first book.  It contains much she talks about in the pages I mentioned.  After studying a county in England (the image was poor in the book so I used our Atlas) I then added in a study of our own county.  Your children will be able to relate to that much easier.   Don’t be consumed if your older child hasn’t done this yet as it will be so enjoyable to do together with both of them.  If you have nature walks in your schedule just be intentional to use some of them for the discovery of geography.

Best,

Richele

Thank you, Richele!  I think our posts did cross each other…by the time mine posted, I already had an answer 😉 I just realized I had printed out a copy of CM’s Elementary Geography book a few years ago but didn’t use it…now we can!  It says Book 1…are there more books in her series?