You know, I think that's a great book and I refer to it often. What I wanted to expand on, was it helps explain the plusses and minuses of repetition, to include how it can also hinder learning. For potential readers of Willinghams book please note that it lays out both sides to the cognitive topics in it. So even if one is not a fan of excess repetition this book might also tell why the method was a flop. :)

Never heard of it, but it was ok, adult viewing not for children IMO. Also maybe heavy on the mob mentality/ Religion theme (fits time period I imagine) Anyway here is a cool blog I found talks about movie- some here will enjoy it others may wish to disregard. http://faithljustice.wordpress.com/category/reviews/movies/agora-movies/

Shuffles playlists fine, menu is audio. Current nano generation seems ergonomically weak due to tiny screen size, last years nano ( rectangular) better. Imo

Shuffle.

Check these articles/videos out his book is good fwiw. http://www.danielwillingham.com/articles.html

Likely misunderstanding the question, but the CWP books are out http://www.singaporemath.com/Challenging_Word_Problems_U_S_Ed_s/148.htm Like the looks of the samples myself looks like bit more explanation than old series or perhaps a broader problem type vs strictly story problems?

I am considering adding this, http://musicatourhouse.com/ I am intrigued by the "learn to describe music with words" comment. My disclaimer- we do use the Haoh recordings for our history curriculum.

http://www.globaledresources.com/ these translated Japanese Math stand out as prime examples of how much quantity of quality math can be crammed into a few pages- http://www.singaporemath.com/Primary_Mathematics_US_Ed_s/39.htm these Singapore texts are the epitome of less is more plus offering a dizzing array of A-La-Carte extras if wanted. http://ucsmp.uchicago.edu/Transl.html these 3 translated Russian Math books offer a peek of math behind the iron curtain. http://www.quaternionpress.com/ these 4 books offer up traditional American get er done style melded with Russian rigor, all told through the (writing) voice with just the right tone. All above the above are Secular fwiw.....:auto:

A rose by any other name...:auto:

The first one is the original series that went out of print. A question I have is there any difference between the next two theft an the covers? All of them look good fwiw:)

I dont directly explain it like that yet. But we do have some of these things (loupes/book) http://www.the-private-eye.com/index.html Website is a bit grandiose and while we have not realized all of its amazing claims, its still a fun activity with no real downsides so its still part of our 'homeschool' :)

Can you tell me more about your experience with it? I have tried to answer this in the past, and each time came away thinking I missed my mark so...as long as you don't expect to much: :tongue_smilie: 1) we still use it 2) it is not our primary resource 3) for youngest it is a go to resource for background knowledge, example between counting on in order, and number bonds there are intermediate steps the learner uses to make these connections, these books do not leave those steps out, the adult just needs to be more thoughtful while wondering why certain pictures or illustration are shown as the texts do not have instructor guides. 4) for eldest it is a resource to accelerate how-to-do, example: DD needed some intel on decimals to support her learning in a different book, we pulled that from JM texts and used the workbooks to verify she could arrive at the 'what' (answers). 5) I like having the entire series hand, example: neither the Shoseki or U.S. Ed. Singapore books cover negative numbers, by seeing the entire program laid out worries of this nature are a non factor because the route and destination known. Not that one has to follow this layout,just another choice.

They keep my DS attention and make him laugh, we have completed levels A&B, started C. So we still have a level to do, and ds has been self directing trying to tackle the 'how to train a dragon' books by Cowell of his own volition! Dancing Bears reading program has been good for us and I would recommend it and as noted by others the website does offer extensive previews :001_smile:

I have both(Japanese Math), but none Math Mammoth, and if just one then text books for the more complete methods. However the downloadable answer key for the workbooks would be something to consider in their favor, however If you want a better idea of the contrast of Japanese methods than I think diligent study of the textbooks is about the only thing available to us that are english speakers and readers. There are also translation series for grades 7,8,9 available from http://ucsmp.uchicago.edu/Transl.html, as well as for texts for the higher grades available from American Mathematical Society. All had Kodaira as the editor (I think) http://www.ams.org/bookstore-getitem/item=MAWRLD-8

Will this help http://www.globaledresources.com/

N/m

Amazon has many books on this topic for example http://www.amazon.com/Speed-Math-Kids-Basic-Calculations/dp/0787988634/ref=sr_1_11?ie=UTF8&qid=1300146956&sr=8-11 From Singapore math, Math speed express series from http://www.singaporemath.com/MathExpress_Speed_Maths_Strategies_s/152.htm

Love That Dog- Sharon Creech

How are the fingers used for these operations, like the trick for multiplying nines? http://gwydir.demon.co.uk/jo/numbers/finger/multiply.htm Ninth yr age no problem, maybe google up more of these fingers techniques + add in some Oral math to regular routine?

Qualitative symbols: Parentheses are introduced simply and afterwards exercises using them appear. Below is the instructions for subtraction operation, the addition is similar; "Subtract the sum of the numbers 2 and 5 from the number 10." 10 - (2 + 5) Quantitative symbols: Greater than, less than, equals, and operational notation are used to spur thinking past just adding something up for example: Exercises asking whether + - , 19 * 1 = 20, where in this case a plus symbol would replace the asteric symbol to make true. The theme seems to be concentration on relationships used toward mathematical thinking. Also things like the early use of tables makes clear the relationship between numbers in adjoining rows and between columns. Tables are tools that keep things straight and organized- useful for future math work. I also enjoy the trickery of their story problems: "one basket contains 10 kg of apples and another contains 4 kg less of apples. How many kilograms of apples does the second basket contain"? I suppose I missed my mark about "insight" but it is what it is....(what does that even mean?)...:lol:

Hi, I have SM U.S. 6a, is this the version you are using? I would like to compare it to a different (Equations are Easy) text I have, but could you write out a sentence or two from your text to direct exactly what to compare? This should work even if you are using the Standards Ed. I think:001_smile:

It does not go past 100 so mostly 1 and two digit places only. No vertical algorithm, but there are tables of columns and rows that do organize the numbers vertically.{tech difficulties but attachment showing asap} Looks like it starts with the 'tens' strategies will double check ;) ------------------------------------------------------------------------------------------------------------------------------------------- Hey Bill, the text does not rush to get past single digit numbers well into the book 1 digit numbers type problems continue to show up. For example problem 254. "calculate using an appropriate method: 9 + (1 + 3), 6 + (2 + 4), 7 + (3 + 2), 8 + ( 2 + 4)." Compare to earlier text problem 149. "Solve the problems using an appropriate method: (30 + 6) + 4, (50 + 7) + 20, (3 + 9) + 7, (10 + 2) + 60." So far I guess the things look pretty simple:tongue_smilie: I will try to explain why I think the text goes past the what,how and why and draws out 'insight' from the student- sooner than later.

This Russian 1 UCSMP translation series text, is a bit ahead I think for things like equations and formal math language, but only two (add and subtract) operations are learned. The word problems are on par with the equations: " katya has 7 books on her shelf and 5 fewer books in her schoolbag. How many books does Katya have in all"? You can see attachment. I guess we would call this a two step problem because two operations would be used to solve- and I think that is a bit ahead of some of the current 1st grade math books word problems. But maybe not:bigear:

Well how about doing 1/2, and saving the rest for younger, and do the same with a copy of the current CWP books thus diversifying exposure for both? And if there are any standout problems just note them and copy out the problem for second child minus the olders work on a homemade worksheet or 'problem of the day' thing?

Affirm, and that manipulative was inspired by a drawing from it.(rm grade 1).