#1
Posted 13 May 2013  12:07 PM
#3
Posted 13 May 2013  12:16 PM
They grasp the concept, but take forever to figure out the multiplication answers. They also make mistakes when skip counting, if they count by themselves and then get answers wrong based on the wrong counting.
Those are the same two reasons why I abandoned skip counting and moved towards drilling strategies for multiplication facts.
#4
Posted 13 May 2013  12:34 PM
 stripe, Dialectica and UCF612 like this
#5
Posted 13 May 2013  01:37 PM
#6
Posted 13 May 2013  02:12 PM
 JodiSue likes this
#7
Posted 13 May 2013  03:15 PM
#8
Posted 13 May 2013  03:39 PM
#9
Posted 13 May 2013  05:18 PM
Saxon starts skip counting in K, so normally a third grader in Saxon would have been doing skip counting a long time and be ready to memorize.
 Plum Crazy likes this
#10
Posted 13 May 2013  05:53 PM
#11
Posted 13 May 2013  06:22 PM
#12
Posted 13 May 2013  07:13 PM
#13
Posted 13 August 2015  02:04 PM
My son used MCP math until 4th grade; MCP does not use skip counting. Then, he used Saxon 5/4 for 4th grade. So, he "skipped" all the skip counting in Saxon 13. He actually did just fine, although I did put him through lots of those practice worksheets for awhile as we worked through 5/4. He knows all his facts now, without the skip counting. I agree, though, that skip counting is good at least for 2s, 5s, 10s, 12s etc.
#14
Posted 14 August 2015  10:28 AM
We did both skip counting and memorization. Flash cards and drills can get boring. Skip counting is a lot more fun.
 AdamSTEM likes this
#15
Posted 14 August 2015  05:35 PM
Another vote for both.
Try skip counting while jumping rope or tossing bean bags to liven it up.
#16
Posted 14 August 2015  10:02 PM
We definitely do both. Skip counting to understand the concept followed by memorization. I believe both are necessary or at least helpful.
#17
Posted 15 August 2015  05:23 PM
#18
Posted 15 August 2015  09:22 PM
#19
Posted 22 August 2015  09:36 PM
We do both. Skip counting and then memorization. I think memorization is really important, but it doesn't always come naturally unless practiced. Depends on the child, I suppose.
#20
Posted 24 August 2015  08:51 AM
Definitely both.
#21
Posted 24 August 2015  12:38 PM
We did both. Eventually, my kids found that skip counting was an excellent strategy for finding the answers they couldn't remember in the moment. We all have days when our brains are a little scrambled and 7x6=....wait, is it 42? That doesn't sound right, is it something else?
Understanding and using multiple strategies in mathematics is useful conceptually and practically. If there's one math concept I want my children to learn, it's that there are often multiple paths to understanding and applying math. Skip counting vs.,...no, AND...memorization is a great example of that idea.
 katilac and Kerileanne99 like this
#22
Posted 24 August 2015  02:14 PM
I have used both and then also include drawing boxes to teach how to do mental multiplication with larger numbers  to show that 12x4 is the same as 6x4x2 or 3x4x4. Skip counting helps with understanding multiplication and is also used later when dividing by larger numbers  we used to draw a table down the side of long division which was essentially skip counting in a much larger number (very often we just used multiple addition for this) to be able to work out how many times the dividend went into each section of the divisor.
___324_ _______47___
47  15228 1  47
2  94
3  141
4  188 (usually continued til 9 x 47)
In many ways multiplication is really just finding out how to play with the numbers in order to get the answer in the fastest and most accurate way. Learning multiplication facts does speed multiplication, but if one is proficient at playing with numbers then even without knowing all facts off by heart one should be able to get the answer for the facts very fast (my DD7 appears to know the facts, but if you watch her closely you will see that often she is using some method known only to her to work it out).
#23
Posted 25 August 2015  07:03 PM
We did both. Eventually, my kids found that skip counting was an excellent strategy for finding the answers they couldn't remember in the moment. We all have days when our brains are a little scrambled and 7x6=....wait, is it 42? That doesn't sound right, is it something else?
Understanding and using multiple strategies in mathematics is useful conceptually and practically. If there's one math concept I want my children to learn, it's that there are often multiple paths to understanding and applying math. Skip counting vs.,...no, AND...memorization is a great example of that idea.
In this example, I'd like (my kid) assuming he was young and did not know the answer, or it was a bad day to know how to use the Distributive Law to clear up the confusion.
Don't know 7x6, but know 7x3?
7x3+7x3
21+21
42.
This skill is scaleable, unlike both skip counting and pure memorization.
Bill
 myfunnybunch likes this
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