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Tagged: CM math
I have been homeschooling for 8 yrs and I have always felt intimidated by teaching math. So I used Saxon for my 2 older kids until we switched to Jacobs for algebra.
I am starting to feel a bit more confident in my abilities these days but the thought of not having lesson plans is daunting for me but am willing to work at it 😋
My youngest who is now 6 did Saxon 1 this year he did well but is not too fond of math due to all of the work. I did try to limit some of the worksheets and did make some moderations but not enough I’m afraid. I really want to dive in and try to do everything CM.
I’m trying to see where to start him next year and if using the methods in Richele’s book if I should start at the beginning with numbers 1 and moving on or where should I begin. Saxon did go through numbers to 100 and he can add subtract well can do a few 2 digit numbers addition problems but he is a great memorizer so not sure how much he has really understood and what he has memorized. I don’t want to fail him and I want him to have a good foundation without the”stress”.
I have enjoyed watching the videos of the lessons they have been very helpful in learning the how…
Thanks for your help!!!
It’s exciting to be on the journey in the mountainous land of mathematics together with you! You might begin at the introduction of money and place value just to be sure the ground is firm beneath his feet. I usually advise to go just a step or two before where you believe a child’s understanding is and then you are able to go at a good clip and notice where the child begins to really have to slow down a bit and really think something through. This means you might want to just introduce those things with the concrete so that he is able to prove everything he has done so far and then he may be ready to begin the formal introduction of tables.
Though I usually hesitate to recommend social media, there is a Charlotte Mason Math Together closed facebook group for people using the SCM resources. It is social media used wisely 🙂 If you were to join, there is an editable scope & sequence for Form 1 in the Files section that can help you with lesson planning along with a number of planning posts and encouragement from others. I am always available here though on the SCM forum.
Thanks alot Richele! I am not on facebook but might make an account just to join the group. 🙂
I wish there was a way I could access what he knows and have some type of layout to know what I should teach and some direction of how to teach it. I have learned much from your DVDs still working through the last one and trying to comprehend the application of the book. I guess I am in fear of missing something or that their might be gaps. Having a set curriculum of (this is what you need to teach this year) is comforting and reassuring. So if you want to make that for us I am sure many of us would be indebted and would definitely purchase! Ha!
As I look at the grade in the back of your book for the scope and sequence it looks like he has definitely completed year 1. So I guess I should just move on to year 2?
One other thing I have noticed is that sometimes he likes to “play” with the manipulatives…uhh. Any help in that area?
Thanks again and really appreciate all of your help!
I appreciate all that you’ve said and, trust me, I am working on your heart’s desire.
If you do join the fb group you will see that people have put tabs in the handbook on the side to guide them and then use a post-it note at the top to mark where their child is. If you use the scope & sequence found on page 46 of the handbook, this is what we used to guide the dvd. You could review the portion you need in the dvd before you teach it and the s&s should ensure no gaps. The details are found in Chapter 2 of the handbook.
There is a simple, basic rhythm to these daily lessons:
New, Review, Mental work, too.
1) New: Work in newest concept. Through the week this portion of the lesson will move from: concrete objects/mental images/pure number.
2) Review: Review back numbers or previous concepts.
3) Mental work: Rapid oral work used for instilling good habits and/or solidifying facts once the child has proven them. See Chapter 4 on Mental Arithmetic or the dvd portion. 5 minutes either later in the schedule or at the end of the math lesson.
This is a basic guideline but you may find the 15-20 minutes flies by when using it. It does sound like your son is ready to begin his second year. Yay! If anything comes up you simply get those concrete objects back out.
Hi, am just new to the CM method of Math. I love the hands on learning. I have a dd who is 12 and one who just turned 9. My dd 12 has struggled for 2 years learning her facts and I’m at my wits end. I haven’t watched the DVD yet, waiting to afford to do so. From what I see in the post previously is that there isn’t really a guide book. How do you remember what to teach and how? DO you teach this all the way through to High school? Where would I begin? Thank you for you help and all the work you put forth.
CM taught multiplication in an entirely different way than I’d ever seen. If you search my name here you may be able to find a post I did covering how multiplication tables were taught as I’m pretty sure I did an in-depth post. The DVD does demonstrate how the facts were learned. The SCM math handbook goes through high school and is an overview of the philosophy and methods used. I do believe her applied philosophy was unique and, yes, are used through high school. I use the same 1, 2, 3, with my son in Algebra and Geometry. If you listen to podcasts, I am interviewed on “A Delectable Education” episodes 56 & 57 regarding middle school and high school math.
Here is an overview to how multiplication was introduced. I didn’t continue the blog posts, rather we did the SCM DVD-set. Each child is different -one of mine learned his math facts quickly and the other I had to continue to review them a few times a week during mental math along with other things until they became second nature. It is enjoyable though and isn’t a push and pull type thing.
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