Strayer-Upton Question for Richele

Erika, Ray’s Primary or New Primary is both 1st and 2nd grade.  I’m sorry that I don’t have a recommendation for high school consumer math yet. If I settle on something I will let you know.

I’ll look forward to seeing you and yours in the Blueridge Mountains!

R

Hi Richele,

I’m going through these posts and finding a wealth of information!  If you wouldn’t mind, could you quickly explain what using SU in a CM way should look like?  I’m just wondering if I’m doing this right.

Thanks for all you do!

Patty

Hi Patty,

Sure!  From the earliest lessons in Numbers to Algebra, Geometry, and advanced mathematics, each can be taught in a living way that fosters the discipline of good habits with a healthy atmosphere  -that begins with the teacher/parent.

Some words of Charlotte’s that we can apply in general:

“The child should be allowed to think and not compelled to cram…”

As parents and educators it is paramount that we do not make comparisons between our children and others or hold them against an arbitrary level they (or we) are not meeting.  A child should be encouraged to progress at her own level and rate of understanding.  They should have a feeling of confidence before being required to move on.

A child also shouldn’t have the edge taken off the intellectual interest by too great an elaboration in teaching or preparation (Vol. 1, p. 264)

“teaching…by its guiding ideas and simple principles,…that is “true, direct, …humble, without pedantry (that’s nitpicking) and without verbiage” (wordiness) …Such teaching as enwraps a child’s mind in folds of many words that his thought is unable to penetrate, which gives him rules and definitions, and tables, in lieu of ideas (Vol. 2, p. 274)

Now, of course we have rules, definitions, and tables, in math but they come after a child has been allowed to explore and lead to, perhaps, discover and state the rule for himself first.

For example:  If you are teaching the reduction of improper fractions the stale way, you would go to your textbook and read “To reduce an improper fraction to a whole number or to a mixed number, divide its numerator by its denominator.” (p. 68 S/U Book 2)  Memorize the rule.  Do the problems.

Now, on to a more life-giving method:  This comes from a sample problem on the next page:

If you have 3 quarters in one pocket and 2 quarters in another, how much money have you in all?  Your child may be able to tell you this easily without even having money out but, if not, get some quarters out.

Orally, this would be 3 quarters + 2 quarters = 5 quarters or 1 dollar and 1 quarter.

Show how it is written “3/4 + 2/4 = 5/4”  From the previous math lessons and life your child knows a)  that there are 4 quarters in 1 dollar and b) that line between the numerator and denominator is another way to express division (if not, you may tell the child what that line symbolizes).

Now, you may work another simple problem orally and then have her write it down one she has solved it.  At this point, she will most likely have realized and be able to tell you herself that she is dividing the numerator by its denominator.  And like that, she had been led into the delectable land and has discovered the rule for herself.

Charlotte Mason’s methods are simple, yet effective.  I find the hardest part for a parent is being patient and keeping quiet.  I am certainly guilty of this and my youngest has told me, “Mom, please let me think”.

Charlotte’s schools taught all of math using the same simple methods with different texts that were a bank of problems.  They were all quite simple texts devoid of bells and whistles. The math was able to speak for itself.

I’ve broken the week of lessons down to contain “new, review, and mental math”.  This isn’t rigid, just helpful for remembering.  If you are introducing a new concept that day’s lesson might not contain review or, you might lead into the new concept via a review of what just went before.  While oral/mental work is an important part of math lessons throughout the grades (even in Algebra) that specific set apart time for rapid oral work that promotes so many good habits (attention, quick thinking, etc.) was carried out through 8th grade.

I hope that helps some.  I know people have posted lots of pictures in the Charlotte Mason Math Together group of how they plan their week or month out using Strayer-Upton.

Warmly,

Richele