Ray
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Posts posted by Ray
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So are answers provided in the CWP workbooks?
Yes
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History through Art is an extra part of HAOH it’s a great tool for developing reflection. While DD may sometimes draw the same conclusions as MR. Powell, sometimes she doesn’t, and during times of non-agreement her wheels start turning. For example during a discussion about a painting showing Napoleon and a sphinx many ideas came up about what the painter was trying to show us. DD focused in on the horse “what nobody is talking about how beautiful the horse is†I asked “why is that important†DD said “the boss is going to have the best horseâ€. This was before the Art discussion made it clear we were looking at the General Napoleon.
HAOH also has a writing component, note-taking and some map work. While DD notes are nothing to brag about the note-taking is writing with a purpose and it’s another thing where she thinks about what is important and why. A side benefit is the increased tolerance for writing has allowed me to add an important activity to her math studies. I will print out one of her word problems and add to the bottom of the paper simple questions for her such as “How did you know what operation to use� “What clues did you see� Before we did this ‘reflection’ orally, but I would end up asking too many leading questions and not allow her much freedom to think about it. With the writing the conclusions are her own. These pages end up in her ‘math notes’.
Ray
ps. we are not in this grade yet, but no plans to stop using HAOH when we are.
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Modification of a game that was shown in DD’s Japanese math books used more to provide a take on the idea that multiplication of zero gets zero. But I do think it helped retain her facts a bit.
I drew up a target on the dry erase board and the kids shot at it with their Nerf-dart guns. Not shown was a table also drawn on the board that allowed them to track how many times a dart landed in each area (points earned). Then DD crunched the numbers, example 3 darts x 0 points = 0 points.
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"whatever's needed to get their skills up"
I watch my childrens math development like a hawk so to spot when they start to stumble with something. With your situation I think I would do just like you are doing, identifying what they can/cant do then figure out how to get them capable without ignoring the knowledge that they all ready have. No need to start at the beginning, but for certain change something, but in this short cram time (summer) perhaps a sequence of obstacle-intermediate objective-objective . Fancy way of saying ID problem-task to fix it-goal that is accomplished.
Objective: excel at two digit long division
Obstacle: acquire skills with place value concepts for 4-5 digits
Intermediate Objective: work things like 2300 ÷ 10 = 230
Objective: good with multiplication by 2 digits
Obstacle: not fluent with the 36 multiplication combinations
Intermediate objective: memorize the 36 basic fact combinations
Objective: skill at estimating
Obstacle: division without estimation
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We have recently added the use of a Nintendo Ds w/ the Math Trainer game, and would recommend it as something to consider adding to your teaching arsenal. The game calls those kinds of problems ‘missing number addition or missing number subtraction’. I think of it as just another kind of math problem practice, not problem solving instruction.
I have no experience with MUS, but saw something somewhere of a Russian Math that uses letters as early as 1st grade in problems like your missing variable example.
If I were in your shoes, I think you have enough time (11wks) to not only reinforce the specific objectives of graphing and missing number problems, and a separate explicit instruction on place value, topics to include expanded notation. I have no idea if this is the root cause of the current math difficulties, but it’s worth the effort to eliminate it as a potential root cause now and in the future.
Sorry, skimmed the part asking about ideas that don't require too much $, those DS's games are not really what I consider cheap- but they are NOT needed anyway it just something to keep the practice interesting. A dry erase board and willingness to "talk less and listen more" are infinitely better teaching tools.
Ray
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"so regarding the elementary math for teachers book, i looked at it, is it a lot of reading, or does it really give practical advice i can jump in and use."
Yes a bit of reading (not painful) and a lot of doing Primary Math problems.
I have looked toward the end of the elementary maths we will reach and if I do not aquire a better understanding of the material, my answers to DC questions, will be nothing more than me re-reading the text louder and louder...ridiculus. Putting the effort into the books will pay off- has paid off.
Related side story; Egyptian Numerals were discussed in the math teachers book and since DD was covering Egyptians in HAOH I brought them up. Well this was some weeks ago, and this weekend DD was working some CWP problems and I asked her to show her work, hoping to see model diagrams being drawn-instead Ancient Egyptian numerals is what she wrote down. After I got another cup of coffee I did say- " its still just the anwser...just a pain in the ... for me to check:glare:
If one does not have the time to actually complete the Parker/Baldridge books they still are a good read about the whys of Singapore Primary Math from the authors point of view.
Ray
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What level does the Elementary Mathematics for Teachers and Elementary Geometry for Teachers by Parker & Baldridge.
http://www.singaporemath.com/Math_Te...ource_s/27.htm go to?
They use the primary texts 3-6 levels as homework/study and some of Nem1 with the Geometry book. The Primary(U.S. ed) texts would be needed as well as the Parker & Baldridge books.
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I think the Home Instructors guides are good (U.S. Edition), but didnt use them consistently. While they provided a great 'how' to do it, they did not give me enough 'why' we do it.
I have dropped HIGS and started using these two: Elementary Mathematics for Teachers and Elementary Geometry for Teachers by Parker & Baldridge.
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These are cool books but Multiplication is introduced in 2b, also I cannot say how they compare to grade level or review needs. They are thin enough that perhaps starting in 2a would provide familiarization and review.
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Why oh why am I looking at another elementary math program.......SpyCar.
Still I am liking this ' Miquon Notes to Teachers' alot. Enough that I bought some Cuisenaire rods.
Question, the lab sheets are the workbooks correct? And do you let the child choose them and if so how? After oral topic discussion/ manipulative exploration? Do you let them choose topics not yet covered?
TIA
Ray
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OhElizabeth, I was hoping a ready made outline existed somewhere, or someone had allready done the work and cobbled something together those links.:D
gardening momma, I used to participate at that forum, we used to use RightStart (A/B) with first child. I am thinking of revisiting the program for our youngest kid.
Not a Scope & Sequence, but something like this for RightStart would fit the bill.
http://www.singmath.com/SM_Miquon.htm
Thanks again.
Ray
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We are using level 1 with our daughter so far she allready spells the words, but the method is new. So she is not really gaining a dictionary of new words, but does seem to be taking to AAS methods. So were are banking on the spelling tools she is learning to help down the road with more difficult words.
Plsu she has a little brother, and he will be doing the program without the benifit of accumulated reading time. Both of them seem to like it, so were happy.
Ray
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Hello, I am wondering if anyone has information on the scope and sequence of RightStart Math?
TIA.
Ray
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Yes, I got it from the library. I don't own it myself (yet?); I convinced them to buy it for their collection. I have it checked out for the second time. I will have to get back to you on my opinion of it. I am having trouble getting into it. (But it could be a really good book!)
I agree that it's pricey and a slim volume.
You can see an excerpt on the publisher's site. (They sell it for $19.95 + 2.80 shipping.)
If it was a movie I would say "its a rental", and Singaporemath.com was not the deal this time. Still Singaporemath.com's service is outstanding :)
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I've done the "hiding the numbers" from view part, its the "superman vision" component that makes this oh so appealing for "expropriation" :tongue_smilie:
I know my boy, he'll love this.
Aharoni's Arithmetic for Parents is not a work I'm familiar with. Should it be?
Bill
Hi, yep knowing our kids and their individual likes/dislikes, seems to help getting some of these ideas to click sooner.
That book is by Ron Aharoni, and I think Stripe said he was reading it or had read it. I thought it was kind of expensive ($28? +ship), but might be because the publisher seems to be a small independent http://www.sumizdat.org/
I did a quick first read and came away with a better understanding that the obvious step is really not. Its a good short read.
Ray
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<sniped>
Covering up parts always led to the "correct" answer (I'm going to steal Ray's "superman vision" idea, this is brilliant!). For my son it led to the "answer", but somehow did not past the semantic understanding. There was a "block" (which I believe as much "linguistic" as mathematical).
Bill
Bill, the Aharoni book 'Arithmetic for parents' was the most recent place I 'stole' the idea of, hiding numbers from view. Seen variations of the idea, but cannot recall exact sources.
Many ideas in this thread, going to 'steal' a couple myself.
Ray
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Rightstart A took about 1yr to complete and we dropped out 2-3 months later at level B. The counting, number bonds, and odd-even type stuff stuck well. The geometry, money, and time topics did not retain well.
This is what my DD thought of "yellow is the sun" http://special.equisearch.com/audio/horse_sounds/whinny20060501.wav
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Maybe use: toys, linking cubes, beans, abbacus, sticks, pushups, drum beats,tapping, hopping, clapping, drawing, keyboard strokes, or whatever.
Maybe have him count the birds then take your thumb and cover up 3 of those birds and ask something like " with your superman vision how many more birds are under my thumb? "
Maybe combine a couple- using two bowls and some counters and noise making device. For every drum beat one counter is put into a specified bowl (3), then whack away 6 more times and put those counters in a different bowl. Next have DS take out and count those in the bowl (3) counters. Then have him remove three from the bowl with (6) and ask him how many does he still have in the bowl...
Counting on is a good strategy when you don't have to count too far foward, past 3 times it's easier for number-crunching errors to creep in.
I'm a fan of the idea that every strategy or concept has a number...of repetitions to be done before something starts to make sense.
Pushups seemed to require the least repetitions to get this counting strategy idea across:lol:
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KUKU, done while Commuting to work. It is a Japanese tweak on oral multiplication 'times table' practice. eg. 9,9,81.
She is getting a Nintendo DS for her next birthday, and MathTrainer for it (think its a drill type 'game')... Pandora's box? Anyway we'll see how it pans out, but due to current time constraints need something that she can engage herself with.
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Here is a card game book I liked, good general purpose teaching tidbits too.
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Ray - What do you feel is the difference between the Singaporean and Japanese approach?
One thing that is tempting me is that I prefer the ordering of topics in Japanese curriculum. I am interested in the geometric aspect of the Japanese program, but, now that I have years 5 and 6 of Singapore to study, I see that they include geometry as well. I will have to look at this more.
(As a somewhat unrelated aside, based on my reading of "Mathematics Curriculum in Pacific Rim Countries," I've learned that Japanese, Singaporean, and Korean curricula use number bonds extensively.)
I don't know, both only cover a few things and mostly the same things. Some flavoring differences of early stuff: JM more concrete with geometry, SM more concrete with numbers. The Japanese math clearly shows children tracing various shapes on paper using physical objects as well early introduction of compass/set square. The Singapore math use shape pictures. SM gets concrete (bowls/counters), with all four operations early(1a/1b), where JM gets into the math sentence use early,but only add/sub (1a/1b).
But there are more words and pictures in the JM books, yet they are smaller in size than SM textbooks. The JM books often show two or more children working something out. The JM books use "lets" and "please" frequently when posing questions. Translation wierdness happens once in awhile example "man" for 10,000 number with JM books. Nothing like that in Sm, but the Singapore books use sparce wording anyway.
If I based all info about SM off the textbooks I would have done little facts study, the JM books make this explicit. SM spends a good deal of time with number bond problems, and JM spends more time with the algorithms. JM gets to the 'why' of algorithms during their explanation, where Singapore learns the why before the algorithm.
Fwi. We have another kid, and if we only used JM with him...we would still use SM 1A/1b books.
Again I dont know, but if I can up with a better Verbalization I'll post it.:001_huh:
Why did you STOP using Rightstart Math?
in K-8 Curriculum Board
Posted
Incoherence. Taken on an individual basis the lessons were fine, but I could not figure out how everything was supposed to gel together. One lesson you are counting and the next you’re making a calendar. I only purchased one level at a time (A & B), which meant that I was unable to look ahead and try to figure out that ‘big picture’.
If concepts are thought of as ‘pegs’ that must be in place to ‘hang’ other concepts off so that ideas gel into a whole and make sense to the student. I recommend either Singapore Math or Japanese math. We are using both in tandem and so far the pegs are nice and shiny.
Ray