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Found 1,530 results

  1. Hi everyone, My 4yo son will be turning 5 in late August. We have decided not to "start" Kindergarten until he turns 6. He will be attending a PreK program this year, but will be homeschooled the following year. I would like to start a little bit of math with him at home during this last year of preschool. We currently homeschool my upcoming 4th and 2nd graders and use Singapore math (standards edition), which I am really happy with. What would you recommend we use with my 5 year old, knowing that will use Singapore in the future? I've read mixed reviews on the Singapore Kindergarten Math. Should we go with that or is there something better? Thank you so much for any input - this will be only our second year of homeschooling, so I'm still quite new to all of this!
  2. Let me say first that I know nothing about SM wb and IP. I'm guessing that SM is Singapore Math, wb is a workbook, and IP is something related of a challenging nature (Interesting Problems?, Impossible Propositions?, Intriguing Puzzles?). Would it be possible for the child working independently, for example, at SM level 5 to also work independently at a lower level IP, for example, level 3? Regards, Kareni
  3. I noticed in the 4th level of Singapore that there are an abundance of exercises available in the textbook. Honestly, we never did any of them, DS just did the workbook, and I was left wondering why we even bought the textbook. I'm considering using the 5th level to transition him from "workbook math" (even though he'll still have his BA workbooks) to "textbook math", so that he can start learning how to put his own work on his own paper, since he'll have to do that with AoPS anyway (I think? I've not actually seen one of their books in person, yet), but he can make this transition with a familiar textbook so it may be easier. It seems to me like it might be a good fit anyway, since he doesn't need all the practice in the textbook and the workbook, and I get to buy one less book, but I'm not sure if maybe that's asking too much of him - especially since I end up scribing things that are heavy on writing for him anyway, still. On the one hand I feel like doing it on your own paper isn't actually much more writing than doing it in a workbook. On the other hand, having a workbook keeps everything nice and contained for just a little while longer. FWIW, he has the 5A workbook already, so we're really only talking about 5B - 6B. I'd love to hear your thoughts!
  4. THIS ADVERT HAS EXPIRED!

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    I have Singapore 1A and 1B texts ( and the homeschool instructor's guide) for $15 Singapore 1A and 1B texts (no guide) for $10 Singapore 2A and 2B texts for $10 Singapore 3A (with MFW's Lesson plans) and 3B for $12 Singapore 5A with the Homeschool Instruction Guide for $10 Prices include shipping All books have minimal wear and very little to no pencil marks/highlighting Paypal only email theciske6@gmail.com for further questions.

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  5. We're working through Singapore Math 2A, using the CC edition. There are mental math pages (slips, really) in the back of the teacher's guide, but I can't find guidance anywhere about how to use them. I was using them for "sprints" in the early, easier lessons, but now that we're adding three-digit numbers with renaming, I think they're too challenging to use that way. (My kiddo has anxiety as it is!) Is this specific to the CC edition? Does anyone know how these pages are meant to be used?
  6. I am looking for some fun computer based options to reinforce Singapore Math. Any favorites? I have seen Dream Box mentioned quite a bit. Does this fit in well with Singapore Primary Math? Any recommendations? Apps or websites would be best. Thank you!!
  7. Hi, The subject pretty much sums up my question: Can anyone compare the three math programs listed above? Is there anyone using Singapore math for the logic and middle-grade years? If so, could you please give me a review? I am curious why so few people stick with Singapore after Primary Math. Singapore Math's website is notoriously hard to understand (as always).....but if I understand correctly, it looks like they are phasing out New Elementary Math. Is that correct? But Dimensions will still be around? If that is the case, I guess I can cross NEM off my list of options to research. :) The samples of Dimension look good...although they only let you see a few pages. SO----I am wondering why I don't hear of more people using Dimensions. My original plan was to move to AOPS Precalc after Singapore 5B. However, for some reason, I have a bad feeling about the transition. We tried Beast academy and it didn't work out as well as Singapore math. The problems in BA were so challenging that my kids needed me there the entire time. So it felt very teacher intensive. With Singapore, I can teach a short lesson, work a few examples from the textbook , and then send them on their way with the workbook. It is a nice balance of teacher-taught-time and independent work. Plus, my kids have done really well with Singapore. They are not especially gifted in math. However, they test well in math.... and perhaps more importantly at this age, they enjoy math. I worry that AOPS will frustrate them. (I've heard the Prealgebra book is very difficult.)
  8. I don’t have much knowledge/background in statistics and this math problem is not really explained in the teachers guide! singapore math 6B workbook pg 119 there is a table of men versus woman callers to a quiz on a radio station with 6 out of the 15 calls being men. what is the probability that the 16th caller is male? what is the probability that the 100th caller is female? I feel like I should know how to do this but I don’t and none of the problems that are demonstrated in the textbook are really similar conceptually.
  9. There is an old post on this topic but the question I have is not included there so here's a new thread! We just switched over from Singapore Math U.S. edition to the Standards Edition. After completing U.S. 3b we now have the 4a Standards Edition. My daughter is in 4th grade. It seems so much harder for my daughter. For example the US edition had her rounding up a little bit, while in the first few pages of the Standards Edition, she is asked to round up to the nearest ten thousands place. A bit more complex. We made it through though :) Just wondering if I should give it some more time and let the new concepts sink in, or should I go back to the US edition. Anyone go through something similar? Maybe I switched books too late in the game? Any advice will be appreciated. Thank you, Christine
  10. Oh that's really interesting. So with math and EF (executive function), you're looking not only working memory but the ability to break things into parts. So she may have this big leap but struggle to break it into steps. Some people will fight that fight with geometry, having the kid do proofs. I think dig in there and use your judgement. The other thing is that if she's only not showing her work in the Singapore math, I wouldn't give a rip. Singapore is obtuse and unnecessary. They just visualize it and move on. I don't know, some people are so enamored of it and I'm not. She was showing her work for the psych for achievement testing? So she can. It could be the singapore. Like maybe see if she's able to slow down and communicate her steps where it matters more or is more interesting. We used the math competition stuff (name is slipping my mind) that AOPS I think sells. See if it changes with a different text.
  11. Are you all saying you recommend skipping Singapore Math 6A and 6B and doing a pre-algebra program or dimensions? I already own the textbooks for SM level 6, but am not opposed to going a different direction at that level.
  12. The kids that I volunteer with are elementary age, but some are older elementary. I have found myself doing long division with kids who have to figure out how many times 6 goes into 40 by counting by 6s...which would be fine if they could skip count, but they count each group of 6 on their fingers, leaving them no fingers to keep track of how many 6s they've counted. Painful does not begin to describe it. My own kids did use fingers when learning to count, but once they got into their school math they would sometimes use their hands to see the numbers but didn't seem to need to count them. I think once they got that there were 5 on one hand maybe they'd mentally count to get to 7, but they didn't really need to count them. Likewise, if they were thinking '10-3' they'd just put down 3 fingers and could 'see' 7. They may have counted at some point, but it was just a matter of days, maybe weeks, before they understood the numbers from 6-10 that would necessitate counting the second hand. The kids that I volunteer with don't really understand regrouping at all. By the end of K-1 I had coached them to start with 5 and just add the other fingers, but their curriculum the next year required them to draw sticks and count them, so they went from 'being able to hold the bigger number in their head' when adding 8+5 (start with the 8 and count up on 5 fingers) to having to draw 8 sticks and then 5 sticks and then start at 1 to count them all. I was ready to weep when, by spring of first grade, they had regressed and were no longer able to do what we were doing at the end of K. Constantly changing methods (and, for all I know, changing teachers), random worksheets with different requirements (much of it Eureka math), and the students' knowledge that everything would be marked wrong if they didn't draw...having done singapore math with my kids, I felt like they took random parts of it, made them as unwieldy as possible, and then stuck them back together in a nonsensical way such that the kids had neither the algorithms of traditional math teaching nor the concepts taught in singapore. It's worse than what I had in early elementary, which was 'traditional algorithm with no fact teaching so that you had to keep counting' - I remember a teacher saying that that's what those things on the end of our hands were for. 2 weeks of my kids using unit cube blocks to regroup into 10s and the mental math of all of us was better than what I had when I finished middle school. It's not the only way, obviously, but I remember watching them and thinking 'why did nobody do this with us...why did we keep counting?'.
  13. Still trying to decide between Singapore primary mathematics and bju math for grade 1 for next year. We did Singapore this year for K and ds did great. I would love to do it for first, but I have 2 things holding me back and making me want something more traditional. 1. I worry I will struggle teaching the Singapore methods I'm not familiar with 2. I worry if/when he attends public school someday, he will be told the Singapore way is not right and he'll have to relearn the traditional way What are your thoughts on these things? Also, if I do attempt Singapore for first what happens if I don't love it and want to try something new for next year? Do you think a transition from Singapore to bju would be an easy one? Also, it seems there may only be a few "new weird math" instances for first grade, so assuming I just HATE the new method, could I just teach the traditional way I know and then move to a traditional math for next year? I know I can do anything I want, but you know what I'm saying. I'm asking would this be a good idea or not. I'd love to stick to one thing all the way through to avoid as many gaps as possible. I just like the look of primary mathematics better than bju. BJU just looks super busy and unnecessary to me. Primary Mathematics looks more to the point and I think ds and I would be fine with that.
  14. THIS ADVERT HAS EXPIRED!

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    For sale from smoke and pet free home. Story of the World Test Books 3 and 4 $10ppd each Rod and Staff Following the Plan Teachers Manuel and Student Book $30ppd Rod and Staff Spelling by Sound and Structure Grade 2 Teachers Manuel $5ppd Mcruffy Color Math Kindergarten Teachers Manuel and Resources $25ppd Singapore Math Standards 4B $5ppd each 1A and 1B HIG and Textbooks $30ppd 2B HIG $8ppd 3A HIG $8ppd Shirley English Level 1 $10ppd Saxon Math 3 $15ppd

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  15. Just throwing it out there that Singapore's DImensions math series is visually pretty appealing. 6 to 8 cover pre-algebra through algebra. So you could do a placement and she where she lands. Singapore Math Live is adding DM 7 & 8 to their offerings so there are lectures and solution recordings. https://www.singaporemath.com/Dimensions_Math_s/339.htm https://www.singaporemathlive.com/dimensions-math.html
  16. Have you heard of such a thing? My friend went to a local homeschool store to buy Singapore math and was told they don't carry it. She was fuzzy on the explanation, but came away with the impression it was for personal moral reasons of the owner of the shop. I hadn't heard of this, so I came here to find out if this was in any way a widespread problem. As in, if she goes to a different store, will she likely run into the same thing? (Bible belt here, if that matters)
  17. My dd will be going to public school again next year and they will be doing Singapore math. I will be working with her over the summer to beef up the math skills she failed to learn during school, but I really want her to get some mental math strategies down. This is a child who cannot add 10 to a number without writing it down. She does have trouble with questions like this also - "4+____=12. She does know her math facts for the most part. I have looked at the Singapore mental math series, but what level? Also, are there other workbooks out there that could help?
  18. I have been reading posts from this forum, but this is the first time that I have posted. If anyone is searching for a math program, I just wanted to share this. I started with RightStart and Singapore Math. Later, by accident, I discovered Mortensen Math which is more tangible and fun, covering many math operations simultaneously. I hope that this review helps others in choosing a math program.
  19. My 5th grader (11) and my 4th grader (9) are both using Singapore 5A for math. (Just the normal workbook. Not the IP or CWP.) Daily, they miss more than half of their problems on their math workbook assignments. I am wondering if this is normal? If not, what can I do to correct it? I always grade their math right away and have them fix any problems they miss. And they typically can always fix them. (Sometimes it takes a few attempts.) Additional Information: They understand the math. They are just making mistakes. (Example: Subtracting incorrectly. Forgetting to add the digits that they carried when multiplying. Writing too sloppy. Etc. etc. ) This is not a new problem. This has been ongoing for years. Looking back on their past workbooks, they are missing more than half the problems each day for YEARS. (And then then they go back and fix until 100%.) My fear is that I have done something inadvertently to cause (or allow) careless work in math. If they are both doing the same thing, that probably means it is an instructional problem....right? Where did I go wrong, and what can I do at this point considering we might have some deeply ingrained bad math habits. :) I don't think the problem is specific to Singapore math. I've tried giving them worksheets from math mammoth, and the same thing happens. They even do the same thing with easier problems. For example, I even had them go back and complete the 4th grade math mammoth review workbook just to try and get them used to not being careless with easier problems. Daily, they still missed about half the problems and would do their math assignments twice. My concerns: Wasted instructional time: Today, for example, my 11 year old spent about 60 minutes to do 8 long division problems (with remainder). He got 3 of them correct. My 9 year old got 4 of them correct. That is less than 50%. So we graded the page and I had them fix the incorrect problems. They spent about another 45 mins fixing the math problems. Because they are getting so many incorrect, they essentially have to do their math assignments twice every day. That makes for a LOOOOOONG day for them. (And I am only assigning 8 problems!) I was hoping that fixing their math everyday and redoing it would eventually teach them to be careful and try their best the fist time, but that doesn't seem to be working. (After years of trying this same approach, I think I need to try something new.) In the past my theory has been that they just need more practice. So I have assigned them more problems of the same type. But the same thing just keeps happening day after day after day. Future math classes: Someday, they might need to take an outside class for math. I am worried that poor math habits will effect their grade. Imagine if they get a 40% on every homework assignment? Any other ideas on things I can do?
  20. My 5th grader (11) and my 4th grader (9) are both using Singapore 5A for math. (Just the normal workbook. Not the IP or CWP.) Daily, they miss more than half of their problems on their math workbook assignments. I am wondering if this is normal? If not, what can I do to correct it? I always grade their math right away and have them fix any problems they miss. And they typically can always fix them. (Sometimes it takes a few attempts.) Additional Information: They understand the math. They are just making mistakes. (Example: Subtracting incorrectly. Forgetting to add the digits that they carried when multiplying. Writing too sloppy. Etc. etc. ) This is not a new problem. This has been ongoing for years. Looking back on their past workbooks, they are missing more than half the problems each day for YEARS. (And then then they go back and fix until 100%.) My fear is that I have done something inadvertently to cause (or allow) careless work in math. If they are both doing the same thing, that probably means it is an instructional problem....right? Where did I go wrong, and what can I do at this point considering we might have some deeply ingrained bad math habits. :) I don't think the problem is specific to Singapore math. I've tried giving them worksheets from math mammoth, and the same thing happens. They even do the same thing with easier problems. For example, I even had them go back and complete the 4th grade math mammoth review workbook just to try and get them used to not being careless with easier problems. Daily, they still missed about half the problems and would do their math assignments twice. My concerns: Wasted instructional time: Today, for example, my 11 year old spent about 60 minutes to do 8 long division problems (with remainder). He got 3 of them correct. My 9 year old got 4 of them correct. That is less than 50%. So we graded the page and I had them fix the incorrect problems. They spent about another 45 mins fixing the math problems. Because they are getting so many incorrect, they essentially have to do their math assignments twice every day. That makes for a LOOOOOONG day for them. (And I am only assigning 8 problems!) I was hoping that fixing their math everyday and redoing it would eventually teach them to be careful and try their best the fist time, but that doesn't seem to be working. (After years of trying this same approach, I think I need to try something new.) In the past my theory has been that they just need more practice. So I have assigned them more problems of the same type. But the same thing just keeps happening day after day after day. Future math classes: Someday, they might need to take an outside class for math. I am worried that poor math habits will effect their grade. Imagine if they get a 40% on every homework assignment? Any other ideas on things I can do?
  21. Singapore math also introduces order of operations very early. (But you probably already know that.) I can't remember what book they introduce it in. Maybe level 3 or 4? But then it is reviewed each year and practiced. (They just add decimal or fractions to the problems.) For you 10 year old son, I would NOT move him from Singapore just because he needs more practice. Especially if you are considering a STEM path for him. And especially because it is working well for him. :) And especially because you are almost finished with the primary math sequence...why not stick it through? (In full disclosure, i am a math snob, but I love Singapore math!) I agree with you that math mammoth is also a very strong math program, but sometimes the sheer amount of problems can kill a child's love for math. (Of course, you don't have to assign every problem in math mammoth. But I know from experience that it can sometimes be a lot of work to sort through and pick out your child's assignment each day. And I feel like the answer key in math mammoth makes grading more difficult than singapore.) So, let me ask you some questions (about the 10 year old specifically): Is he currently doing all of the textbook and workbook problems? (All of the reviews, practices, mental math for HIG, etc.) (If not, start doing both of those. That is the bare minimum.) Is he currently fixing his math each day and correcting missed problems until 100%? (That is an easy way to provide more practice, and from my experience a very useful tool in teaching math.) If he is currently doing both the textbook and workbook problems (and fixing his math each day), then it might be time to add in one of the extra Singapore books. The reason they have so many books is so you can completely customize the amount and type of practice your son needs and come up with a perfect math solution. Here are just a few of the most common "extra" books people order: Extra Practice books. These are going to be more problems just like the workbook. These are for kids who just need more practice of the same. Intensive practice / challenging word problems: These are for kids who don't find the regular workbook problems challenging enough. Process Skills: Does he need help with word problems or bar diagrams? Mental math books: self-explanatory Tests book: I know a lot of people who use the tests book for extra practice too. I feel like they are a bit easier than the regular workbook because many of the problems are multiple choice. But they are great, quick reviews. My kids also need a little bit of extra review and practice. I try my best to constantly keep sniffing out weak areas in their understanding. I use the cumulative textbook and workbook reviews (at the end of each unit in the standards version of Singapore) to snuff out any weak areas of understanding. If I notice that they are missing a lot of the same types of problems (or have forgotten how to do it and have to ask for a review)---then I re-teach the concept and start assigning 1-2 of those types of problems per day to practice. Another easy way to add in extra practice is Prodigy math. I don't know how you feel about screens, but it is a fun, online math video game that is actually pretty useful in reviewing math concepts. (It is NOT a good primary teaching tool.) It is free too. You can assign topics for targeted review (ex. order of operations, finding the area of different shapes, dividing fractions, etc.) or you can just have them work on grade specific spiral review.
  22. Good afternoon, all. I am hoping someone will have some words of wisdom for me here. My rising second grade daughter professes to 'hate' math and I feel like a horrible teacher because of it, to be honest. She is actually quite good at math. But when she decides she does not want to do something, she will just fidget, whine, and profess to "I don't KNOWWWW" when asked to solve problems, that I know she very well can solve, because she did them fine the day before. The past school year we had some rough days, but over all pretty good. We follow Singapore math and I do like the curriculum. In the spring we did book 2A, so for the summer I got her Intensive Practice 2A. I wanted to keep the summers pretty light, and my plan was to just have her do like 15-20 minutes of work in the book a day. Since we had already done the curriculum, I thought these problems wold just make her think deeper, using skills she already had. It has been horrible getting her to do it, though. The first few days were fine. Then she started with the whining. I would come over to the book and it would be like a basic addition problem that she had done countless times before. There were several days where she did absolutely nothing during her math time. I discussed the problem with her and asked her what she thought might help. We decided that she might work better if I sat right with her. So we did that and it worked for maybe 2 weeks. Today, however, she did the same thing-- fidgeting with her pencil, whining "I don't knowwww" etc etc. In 30 minutes we got like one problem done. She then walked away saying, "I hate math!" and I am sitting here feeling defeated. I like the curriculum and want to keep following it-- I am just looking, I guess, for tips to inspire her to care? Or at least to try? What can you tell me here, homeschool vets?
  23. Looking for suggestions for my DD (6th) - math seems to come naturally to her. I'm wondering what to do for 6th grade - last year she did Singapore 6 and Saxon 7/6. For this coming year I'm considering jumping her right into Jacobs Algebra w Dr Callahan. Has anyone else done this without doing Saxon 8/7 or some other pre-algebra course first? Thanks!
  24. There is an online Singapore math teacher training class offered through many colleges. It is relatively inexpensive , and it would be fairly easy to use the methodologies with another method without having to necessarily throw away the wheel and start over. Singapore is more visual, but the biggest part of the lesson happens off the book, which isn’t necessarily apparent on the page.
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