Ray
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Posts posted by Ray
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We did the first two of this series and would recommend them if your looking for a few more ways of number crunching. The lesson are not long so getting ahead of the text does happen if not adjusted for by you.
http://www.singaporemath.com/MathExpress_Speed_Maths_Strategies_s/152.htm
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Brazilian Jiu-Jitsu
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Here some web links note the translated Russian Texts can be purchased, and the ‘Sheldon’ book is available on Google books. I am still waiting on the Russian translated texts so none real info on actual use, but I have mixed web examples into DD’s word problem (CWP) training.
http://enumeracy.com/files/Remarks%20by%20Liping%20Ma.pdf
http://ucsmp.uchicago.edu/Trans.pdf
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About the 'spiral', 'mastery' thing and Singapore Math, topics are introduced at certain stage of complexity and the same topics come up with successive texts but at an ever increasing level of complexity- Spiral. But the 'topic stages' are not repeated- Mastery; so SM could be both.
Because I don’t think these two terms are well defined they are not useful for discerning differences between math programs and parents should be cautious of ruling out a particular math curriculum based on them.
Ray
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Singapore Math is spiral.
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I am sure I've read problems to my dd in the past and still do for some 'wrong' story problems.
We did not do math facts as presented in the HIGs, not on purpose just too busy working on number bonds and other calculating strategies found in the SM Texts, and others from these books http://www.singaporemath.com/MathExpress_Speed_Maths_Strategies_s/152.htm
We did start doing math fact type work about the time I added Japanese math to DD's Singapore math workload around end of SM 2B. Now fact practice is Nintendo Ds & Math trainer game.
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Subject to change:
Mathematics 6 by Nurk
‘Jr. High’:
Japanese Grade 7 Mathematics, Kunihiko Kodaira, ed. (200 pp
Japanese Grade 8 Mathematics, Kunihiko Kodaira, ed. (224 pp.)
Japanese Grade 9 Mathematics, Kunihiko Kodaira, ed. (219 pp.)
Kiselev’s Geometry Planimetry
Kiselev’s Geometry Stereometry
‘High School’:
Mathematics 1: Japanese grade 10, Kodaira
Mathematics 2: Japanese grade 11, Kodaira (might not use)
Gelfand school outreach books
Algebra and Geometry: Japanese grade 11, Kodaira
Basic Analysis: Japanese grade 11, Kodaira
Introductory Mathematics: Algebra and Analysis, Geoffrey C. Smith
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<sniped>
Am I on the right path or am I missing something?
Jennifer
Mother to Noah Age 13
1 twenty year old book
1 three year old toy
http://www.perpendicularpress.com/math6.html
http://www.newegg.com/Product/Product.aspx?Item=N82E16878190131&Tpk=math%20trainer
http://www.newegg.com/Product/Product.aspx?Item=N82E16868100016
This is not a 'been there done that', just a wag :D
Ray
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Thanks Ray
I think Im going to try a set for DS, am I correct in assuming he would be the same level he is in Singapore math? (primary 1 in Singapore)
Rainbows,
the number crunching stuff (add/sub/multiply/divide) is more advanced in the Singapore 1 a/b books vs. the grade 1 books of the Japanese program. The geometry-measuring-time topics will be on par or be a bit ahead of Singapore’s. You may want to consider jumping in at the grade 2 level taking a guess based on what your student has already done number wise.
Now I did not do that because we did not spend any time doing the addition/subtraction facts work in the HIG for Singapores 1/a-b books. Our DD did a page or two of the JM 1(a) workbook, but only the 1(b) workbook was done completely. I wanted her to go through the math facts activities plus get familiar with the JM approach.
The 2(b) level of JM does introduce at least 1 topic (10,000 numbers) that shows up in Singapore 3A books. So for awhile JM has been mainly reinforcement of previously learned number crunching stuff, the Geometry topics seemed more rigorous from the get go.
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for the Japanese math, are you using both the workbook and the textbook?
Yes. But they are really short the textbooks are around 80 pages with the workbooks at about 55 pages long.
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We are vested in the U.S. edition through the; texts, workbooks, CWP, and the Parker/Baldridge teachers course books. Change was not considered; also added was an additional math program, Global resources translations of Japanese elementary text/workbooks.
Neither program brings up certain topics for example negative numbers before the 7th grade level. I have looked at their math materials that come after, and where they are going and how they get there, looks good to me.
Oh yeah, I really want to squeeze in that Russian Math 6 book before taking that step into Japanese grade level 7 or comparable Singapore courses.
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"I'm bumping this thread to see how people feel about it this far in...also, we're about to start our last year of Miquon now. What do you think about going into a combination of Singapore and Japanese math from there? Some folks who've done Miquon have suggested MUS for use afterwards, but I'm on the fence, as international math performance has been so much higher than ours. "
We are using the Japanese Math (Global resources) along with U.S. Edition of Singapore math. Japanese Math was added this April the topics are tight and align well with Singapore’s U.S Ed. Our current level is 3A for both programs.
I have looked at Miquon only and have no strong opinion about what works well after Miquon.
Ray
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My DD seems to like them while they are rewritten based I guess on the original versions doubtless many prefer the original stories. We are pretty lax as far as reading goes no requirements other than our idea of appropriate content. DD is not expected to read any quantity we just ensure the opportunity to kick it with a book-if she wants to. DD has read several and the prices seem great for the build quality of the books. For now the Classic Starts are just right, a few “hard†words but not so many to sap the fun of reading.
Ray
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I really like Building Foundations of Scientific Understanding K-2, but it does require some reading and advanced planning on the teacher's part. It really stimulates thinking and is completely secular.
We have the BFSU book too. We don’t employ it often enough but BFSU’s first lesson on gravity is going to change how she thinks about the measuring scales seen in her math books about topics concerning ‘weight’. I think it will be fun to watch DD shift her perspective about what the scale is actually doing when something is placed on it- right now I think she views it as the objects weight pushing down on the scale. After that gravity lesson she will get to wrestle with the idea that a force is pulling the object down instead.
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Plus the time to get comfortable enough with them to even think of b*a if you are asked a*b, as well as being able to use this information for missing variables, such as with fractions. Then you also have to memorize division facts, unless you treat them as a missing variable, in which case you're still doing some computation rather than using automatic recall. I'm not saying it can't work, I just don't think it's the most direct way to do it.
Yeah I do think it would take time, it just seemed that this route would be quicker than learning/memorizing the equivalent skip counting. Just so I am clear skip counting is 2, 4, 6, 8, 10... so next would come counting with three and so on? Because if that is true dont you just end up with a multiplication table anyway?
Also I am not trying to make a case against skip counting, and maybe off topic but http://www.globaledresources.com/resources/assets/042309_Multiplication_v2.pdf
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Just 36 barebone facts (a * b = b * a) fwiw:
2 * 2 = 4
2 * 3 = 6
2 * 4 = 8
2 * 5 = 10
2 * 6 = 12
2 * 7 = 14
2 * 8 = 16
2 * 9 = 18
3 * 3 = 9
3 * 4 = 12
3 * 5 = 15
3 * 6 = 18
3 * 7 = 21
3 * 8 = 24
3 * 9 = 27
4 * 4 = 16
4 * 5 = 20
4 * 6 = 24
4 * 7 = 28
4 * 8 = 32
4 * 9 = 36
5 * 5 = 25
5 * 6 = 30
5 * 7 = 35
5 * 8 = 40
5 * 9 = 45
6 * 6 = 36
6 * 7 = 42
6 * 8 = 48
6 * 9 = 54
7 * 7 = 49
7 * 8 = 56
7 * 9 = 63
8 * 8 = 64
8 * 9 = 72
9 * 9 = 81
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We used to do Japanese style ‘kuku’ for multiplication facts, but now 99% of facts practice is done with a Nintendo DS and ‘Personal Math Trainer’game module. Daily test takes around 5-15 minutes.
We do play various games or exercises as they come up in her Japanese Math or Singapore text book lessons. Some of these are aimed toward facts practicing, harder to tell how much time they take up but much more than the DS does.
Ray
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http://www.actionmathematics.com/
I have the first title 'Competency Arithmetic' seems like a good one for the mature reader (no color/ no fun pics/).
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Not at first, I just started with a notion to 'build the foundation’; naturally I was not exactly sure what that was supposed to be.
But the more I learn + the rate of the kid’s growth, I surmise I will never reach a Liping Ma level of understanding in time. So I have looked ahead to where we need to be in order to not do remedial math in College. And have backtracked from there and have begun building a roadmap of objectives/obstacles/intermediate objectives.
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The following is what DD is doing now:
2B Japanese Math
3A Singapore Math
2 CWP (plus some Russian word problems)
DS Nintendo personal math trainer
Brazilian jiu-jitsu
Gymnastics
Ancient History – HAOH
L. A. maintenance – AAS 1, WWE1, Kiss 2
Reading- her interest’s, currently Classic Starts titles; Anne of green gables, Little women, Phantom of the Opera…
Hodgepodge – Private eye jeweler’s loupe, Nebels, BFSU, Kistlers 3d, Yani’s goal (TOC thinking & communication tools), hunter gatherer outings.
Geez, writing this thing out makes me think its time to quit winging it, technically her age (8yr) would put her in 3rd grade for the upcoming school year (if she were in school).
Ray
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I dont know if this will help or not, but if your son has a nintendo ds there is this 'game'
http://www.nintendo.com/games/detail/KgQB7Rh85a81xVsPrlD19IxrRFWJaSFu
It keeps track of attendance and I just checked my DD's and so far this month she's done 20 sessions-I am a big fan of repetitions. You only get to do the test once per day, but you can do other practice exercises as often as the child wants.
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We're sort've doing the CWP thing Kar1200 suggested.
:iagree:
We still have our memory hiccups, but method or math mechanics is not our main objective for doing them.
interesting read on word problems http://www.de.ufpe.br/~toom/articles/swedish/ULFENG.PDF
Ray
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The thread title is what my DD wrote for her 'explanation' of her anwser to her morning word problem.
This morning the problem was from the second CWP book. I have been trying to get her to use the model method but she is resistant and prefers to go straight to a vertical alogorithm, though I do insist she put a name to her 'numbers' as they are worked. If the problem is completed I try to get her to 'reflect' on her work, this morning she was again not in the mood to 'write it out'.
But I pushed for "now write it out in a sentence". She wrote g - y = 61 , now I asked her to explain this, she said " g is the first letter of green and y is first letter in yellow" (the colors named in the word problem). Then she said "kids do this sometimes to impress the parents" :lol:
Thanks for reading, the people I work with are generally not into their kids learning so much as the folks on this message board and they get tired of this sort of conversation:)
Math / Pre-Algebra & Algebra I
in K-8 Curriculum Board
Posted
A thread bump + link :)
http://www.purplemath.com/index.htm