Mogster Posted May 28, 2008 Share Posted May 28, 2008 Ds was taking his standardized test for 2nd graders and solved a very simple math problem in a pretty complex way. He tested at a 4th grade level for math at the end of 1st grade. This year, there was a problem with a picture of a quarter, 2 dimes, and a penny. He was to choose the coins total worth. Instead of counting change (25, 35, 45, 46) as he had been taught a very long time ago, he worked the problem out like this: 25 and 25 are 50 - minus 4 - equals 46. It was very simple to him, but I wonder if I am moving him along to quickly if this was his way of solving the problem? Does anyone see any potiential problems here? Quote Link to comment Share on other sites More sharing options...
KarenNC Posted May 28, 2008 Share Posted May 28, 2008 Sounds like the mental math strategies that Singapore Math was teaching in their level 2 books this year, so I don't see a problem. He's figured a short cut. My husband and I have discovered during discussions about our daughter;s math progress that we approach mental math for many things quite differently from each other. We both think the other is going about solving the problem in the weirdest way possible:D. Quote Link to comment Share on other sites More sharing options...
clarkacademy Posted May 28, 2008 Share Posted May 28, 2008 I don't see a problem because nowadays that is how they seem to do it at college well three years ago when I went anyway. The whole mental math thing. I had not been taught that way so it truly confused me. If you learn that way fr the start then it will all work out. Be glad math is strong for him I am terrible and struggled forever. My daughter on the hand 11 could probally balance the checkbook LOL:tongue_smilie: Quote Link to comment Share on other sites More sharing options...
Jill Posted May 28, 2008 Share Posted May 28, 2008 Mogster - I think your son's way _is_ simpler. When I was shown math methods like this in college (finally!) it was like a bright light being turned on in a very dark room. I'm glad that Singapore and others do start showing these methods earlier. - Jill Quote Link to comment Share on other sites More sharing options...
Jen500 Posted May 28, 2008 Share Posted May 28, 2008 I agree, he's doing mental math. We use Singapore and it teaches mental math. One of my sons is great at coming up with his own strategies that work... I was never taught mental math in school...just had to discover it on my own. Quote Link to comment Share on other sites More sharing options...
Capt_Uhura Posted May 28, 2008 Share Posted May 28, 2008 I wouldn't worry. My son does things like when the work is too easy, something he knows well, he'll do some strategy like that to challenge himself or make it more fun. As long as he knows how to count change etc I wouldn't worry. RS uses the counting up change to lead into subtraction. So for ex: 16-5 would be 5 to 10 is 5, 10 to 6 is 6 so 5+6=11 so 16-5 is 11. Quote Link to comment Share on other sites More sharing options...
nmoira Posted May 28, 2008 Share Posted May 28, 2008 No problem at all. He's being efficient and this is a good sign. :) Quote Link to comment Share on other sites More sharing options...
elbac Posted May 28, 2008 Share Posted May 28, 2008 That's not normal. :confused: In all seriousness, if it works for him, I think that's what's important. If I've learned one thing while teaching my kids math, it's been that things I do that work for me, are just that - things that work for me. I've come to realize that what I've come to use as simple shortcuts (some I can easily remember doing as far back as elementary school) when sharing them with my kids, make their heads want to explode. :tongue_smilie: I always knew I was special. :lol: Or at least that's what I'm going to call it. Quote Link to comment Share on other sites More sharing options...
Reya Posted May 28, 2008 Share Posted May 28, 2008 Ds was taking his standardized test for 2nd graders and solved a very simple math problem in a pretty complex way. He tested at a 4th grade level for math at the end of 1st grade. This year, there was a problem with a picture of a quarter, 2 dimes, and a penny. He was to choose the coins total worth. Instead of counting change (25, 35, 45, 46) as he had been taught a very long time ago, he worked the problem out like this: 25 and 25 are 50 - minus 4 - equals 46. It was very simple to him, but I wonder if I am moving him along to quickly if this was his way of solving the problem? Does anyone see any potiential problems here? That's the best math strategy for this problem. He's doing it right! Quote Link to comment Share on other sites More sharing options...
nmoira Posted May 28, 2008 Share Posted May 28, 2008 That's not normal. :confused:This is taught in programs that focus on mental math like Right Start and Singapore. Grouping and "add in then take away," as in OP's example, and "take and give" (e.g. 95 + 47 = 100 + 42) are the most basic of mental addition aids. Quote Link to comment Share on other sites More sharing options...
elbac Posted May 28, 2008 Share Posted May 28, 2008 This is taught in programs that focus on mental math like Right Start and Singapore. Grouping and "add in then take away," as in OP's example, and "take and give" (e.g. 95 + 47 = 100 + 42) are the most basic of mental addition aids. I should have added an </end sarcasm> after my comment, since that was how I intended it. Sorry for the confusion! Quote Link to comment Share on other sites More sharing options...
Storm Bay Posted May 28, 2008 Share Posted May 28, 2008 That's the best math strategy for this problem. He's doing it right! It's one good strategy, but not everybody's best strategy;). Others might just see a 25, 20 & a one and have 46 cents as fast or faster. If there's one thing I've learned teaching my 3 dc math, plus learning from others, is there's no one set way that works the best for everyone. That said, I'm still a fan of kids learning standard algorithms at some point. Quote Link to comment Share on other sites More sharing options...
nmoira Posted May 28, 2008 Share Posted May 28, 2008 I should have added an </end sarcasm> after my comment, since that was how I intended it. Sorry for the confusion!And I should have put a smiley. I was offering you support to deal with your abnormality. :) Quote Link to comment Share on other sites More sharing options...
elbac Posted May 28, 2008 Share Posted May 28, 2008 And I should have put a smiley. I was offering you support to deal with your abnormality. :) :D Well that's good, because my children tell me quite often that I'm not normal. I need all the support I can get! Quote Link to comment Share on other sites More sharing options...
Reya Posted May 28, 2008 Share Posted May 28, 2008 It's one good strategy, but not everybody's best strategy;). Others might just see a 25, 20 & a one and have 46 cents as fast or faster. If there's one thing I've learned teaching my 3 dc math, plus learning from others, is there's no one set way that works the best for everyone. That said, I'm still a fan of kids learning standard algorithms at some point. It's the best if he'd have to think about it otherwise, which seems to be the case. :-) With that example, I'd just look and know now, as an adult, but if you have to "do something" more, that approach is typically much faster. Quote Link to comment Share on other sites More sharing options...
Misty Posted May 29, 2008 Share Posted May 29, 2008 Sounds like he's very smart to have figured that out on his own! RightStart teaches strategies like this so he is doing fine! I often tell people that RightStart teaches children how to do math the way that people who are gifted in math naturally do it! Quote Link to comment Share on other sites More sharing options...
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