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Found 18 results

  1. What in basic school mathematics do you feel is "Need to Memorize" and why? What content, facts, patterns or relationships has your combined insight, experience and education led you to realize is truly useful for students to know as they continue through the continuum of mathematics. Memorized in this context simply means reliably committed to a memory that is easily and reliably accessed and activated when needed. I don't want to get super technical about what it means for something to be "memorized" in this context. Use your best judgement. It can be anything from the scope/sequence of school mathematics. You may quantify your response, such as "Before Grade_, kids benefit from having memorized..." or "To thrive in ____ topic, kids need to have..." One last thing, I know that this question invites a list-style response, but please take the time to explain why something made the list or what it is about it that leads you to feel that it should be memorized. Your justification could provide useful insight for someone else who reads this topic down the line. Please enjoy, 🙂
  2. This is our 5th year homeschooling. We don't have a vibrant homeschooling community locally, so I don't have many veterans to turn to for questions. We used Math-U-See for K and 1st. Halfway through 1st grade, I discovered that dd could do the worksheets, but didn't really understand the concept of carrying the 10 in addition. She was really slow with her facts. I stopped MUS for a month and a half and floundered trying to get her up to speed with facts. It didn't seem to be working. She was getting bored and I decided to plug on despite her not having her facts at her fingertips. We switched to MEP. We moved slowly. I fretted about her being behind. We speeded things up a bit. Math still took over an hour a day last year (broken up into two parts). It took forever. It was slow. I doubted myself. I thought I was ruining her, and that she would never recall 5+7 in less than a full minute. I am happy to report that this year, math is taking a lot less time. While dd is not speedy, and I don't think she ever will be, I have seen progress. It does not take as long for her to recall facts. Going over the lesson does not take as long as it used to. Part of it, I think, is because she has grown, and part is because I have grown as a teacher. She is in 4th grade and doing Year 3, which is just the right level for her right now. I just wanted to encourage and share with those who are new(ish) and fretting and doubting and wondering if it will ever sink in. It might take awhile -- even years, but it gets better.
  3. If you have used an online program to learn math facts (Reflex, Xtra Math, BigBrainz/TimezAttack, etc) after your kids have attained mastery or fluency or completion of an operation according to the program, how long and how frequently do you have them keep doing math facts for that operation before you decide they've got it forever and don't have to do it anymore? Do you think it varies depending on the child's age? Thanks!
  4. My nearly 8 yo DS has good math sense - he grasps most things quickly on a conceptual level and enjoys doing (what I consider to be) advanced mental math on his own 'for fun'... BUT... He is still struggling with basic math facts. He is still finger counting for addition and subtraction, and clearly does not have the basics memorized. This is tripping him up when we're working on fractions, measurements, word problems etc. and will only compound if it's not addressed NOW. I have purchased MM addition and subtraction to help remediate. We are also putting together an addition and subtraction lapbook from Knowledge Box Central and are playing card games and such as added practice, but it's slow going. We've tried Xtra Math, but he finds it stressful....trying to count on his fingers fast enough to 'beat the clock' :sad: My question is this: do I put his regular math curriculum aside while we concentrate on the math facts, or do I do both in parallel? My instinct is to stop and get solid with the basics, but as a newbie I'd love to hear from others who've dealt with similar issues. FTR, we have used TT this year. I blame the curriculum in part - we will not be using next year...But I also chalk it up to my own learning curve...had no clue I should be supplementing :( Any other suggestions as to ways to strengthen his basic math skills would be greatly appreciated!
  5. Hello: I have heard that Times Tables is a great way to learn the multiplication math facts. I have not used it personally, but I've thought that it would be a good product. However, I am not quite there yet with my first grader. She is struggling with her addition math facts. I was wondering if anyone could suggest a program like "Times Tables" that helps solidify addition math facts. Thanks, Denny
  6. Hi all! My kids have loved using the free trial of Reflex Math over the last 2 weeks! My 8th grader is even enjoying it! I found a really good deal on a yearly subscription on Homeschool Buyers Co-op! Here it is if you are interested! This one is for 3 subscriptions for a year for $60.....so, big savings! https://www.homeschoolbuyersco-op.org/Reflex/?source=82960
  7. I have been actively not trying to have my dd memorize math facts yet because I am afraid that as soon as she does, she won't think about the "why" behind it anymore. We've been doing Miquon, MM1, and Education Unboxed stuff and I'm fairly comfortable with math teaching, but I have been struggling with this. Right now, dd can solve an addition or subtraction problem with c-rods, counters, or a picture. She can't "count-on" or "count-back" a specific amount of times yet (count on from 7 three times to get to 10), but we are working on it and she will grasp that fairly soon, I think. So I guess I'm just wondering, for you, what are the prerequisites before you will start teaching math facts as such?
  8. Our son, 11.5yo has several issues that affect his school work: dyslexia, dysgraphia, working memory, processing speed. His dyslexia is SO severe that his math issues have taken a little bit of a back burner although we've worked on accommodations. His conceptual math skills are really really good (although he cannot grasp sequencing). Primarily due to working memory issues, he really struggles with memorizing of math facts so here is what we've done so far *finger abacus so that he can add/subtract *0-9 multiples to music so he can multiply by 1 digit. Due to these accommodations, while it takes him a long time, he's on grade level in math but has hit a brick wall with double digit division specifically. The past week or so, I've begun to allow him to use a calculator as long as he shows his work on paper. BUT I'm not feeling confident in this solution. His occupational therapist recommended it a long long long time ago but I feel very odd about not requiring he learn all his facts. I was actually considering contacting his neuropsych and getting advice but thought I'd start here as you often has as much or more helpful info as his neuropsych. His neuropsych has been PHENOMENAL with diagnosis and recommending outside therapy but we haven't found that he's been super helpful in regards to helping us work with him at home :) ANy advice/tips or even curriculum ideas would be appreciated!!!
  9. This would be for my 6 year old that is using Singapore 1A and working on number bonds. I am looking for ANY ideas but, would like to stay away from basic drill and flashcards for right now. Thank you!
  10. My dd understands the concept addition just fine. She is learning subtraction currently. She learned addition more than a year ago. The problem is that memorizing the addition/subtraction facts is very difficult right now. We just started Xtramath to help with this. We use Math Mammoth 1, which I am very happy with, but I don't know if I should backtrack to the beginning of the addition section to help her memorize the facts or I should just continue through the book and let Xtramath help her with the fact memorization. The concept of addition is not the problem. When I put things into story problems (i.e. "You can invite 10 people to your party. You've already invited 3. How many more can you invite?"), she likes that better. The chapter we are set to do next is Chapter 7 (if you have MM1), which is Adding and Subtracting within 0-100. No carrying or borrowing. Things like 23 + 4, 65 + 3, adding and subtracting whole tens, the concept of difference, and adding and subtracting two-digit numbers in columns without carrying or borrowing. Would it be harder/confusing for her to continue on, with bigger numbers, or since she is in actuality, still practicing single-digit addition/subtraction (since 23+4 is really just 3+4 with the 20 staying the same), would it help her learn faster recall of the facts? She seems to hate math facts. When our math lessons are on telling time, counting money, measuring, place value etc, she is usually quite happy. When addition and especially subtraction show up, she melts down very quickly. Any help would be appreciated!
  11. For those of you who have used Right Start..... We are finishing C with my daughter right now and just starting C with my son. We have purposely (and sometimes lazily) taken the slow route with my daughter, but she seems to solidly understand and we have no doubt she can be up to speed by the time she hits high school. The one area she really struggles in is knowing the math facts. We did not play the games as much as we should, but I just don't have the time to devote to that. Even though I only have two kids they both still require almost all subjects be done with me. So, I am wondering what you who have used the program would suggest for getting her facts down. We do Xtra Math once a day, but I know she needs more. She also really struggles with subtraction. Any ideas to help with that. I appreciate any ideas you may have. Thanks, Angel
  12. DD is in 1st grade in a small, private school. One month in and it is painfully obvious that she needs to be AS in math. The teacher sends home flash cards every night, but DD is clueless and completely guessing. So my question is this: Is learning the match facts simply a matter of memorization or is there some work I can do with DD to help her along? I would love some suggestions of straightforward curriculum we could do together; however, DD is very much a 'do-it-yourselfer' and would do well with computer based learning too. Thanks for any suggestions!
  13. What would you do for math, if your ds 8 just does not seem to memorize math facts? He can skip count, do money, time etc. He just does not have his facts mastered ~ he likes to use the number line with every problem. When I put him where he can not use it he takes forever trying to figure the answer. He should be able to snap right off 6+4 or 7+7 ~ you get the jest. Thank you
  14. My dd (8) still hasn't memorized her math facts yet (addition, or multiplication) and I'm wanting some workbook or something that will help her with that. I also need something similiar for my soon-to-be 1st grader so he can memorize these right off the bat. Does anyone know of a fun little workbook or game that just helps them learn those basic math facts?
  15. I know, kind of a *duh* question, but I've really have never seen a list of math facts a child should know (and when would be great too!). All of our curriculum's have them integrated into them, but a checklist would be nice! I keep wondering with RS, what games we really need to be playing. *sigh*
  16. Typer Shark is so (embarrassingly) fun, dh & I used to play it. For fun. Better typing skills were a side-benefit. We like Tetris, too. Are there any math games in the same style as one of these that would compel our dc to not only memorize their facts but do it FAST? In Typer Shark, the sharks eat you if you don't zap them w/ the right correctly-typed words. And y'all know how Tetris works. What do you think? :bigear:
  17. Ok - I work full-time and am due with my 3rd in 3 weeks. My sitter is great and does school with her 3 and my 2. My oldest is 4.5 and her oldest is 5, so they're in a "class" together. However, when it got to be 5 girls all together and she was so busy juggling all the different schedules, we agreed that she would do phonics with her oldest and I would do it with mine in the evenings. (They do the Preschool-ABC series from KeepersOfTheFaith.com otherwise, but it's been going really slow - one workbook last year and basically, only 1 workbook this year.) The idea of phonics at nighttime before bed quickly degraded to homeschooling in the car on the way to and on the way home from the sitter's. (We have a good 30 - 45 minutes in the car twice a day.) I've been using the OPG to Teaching Reading, and putting the words on 3x5 index cards (I can print on the index cards at work.) and have my 4 yo DD read 10 review and 10 new words every day while driving. But we couldn't do the sentences because she found it too hard to concentrate. (Can't read a sentence while looking out the window!) So when we get home, then she has to read 5+ sentences and do one page of writing letters. I think we will get done with the short-U vowel words before baby is born in 3 weeks. (But she does it so easily, I really wonder how far ahead she'd be if I could homeschool her full-time!) But my REAL question is MATH. I bought flashcards and she knows all her numbers 0 - 100. She can count to 100 with a bit of help transitioning on the tens... She can count by 10s and count by 5s. What do I do next? (Remember, I'm limited to car-time.) Tried to introduce counting by 2s today, but she seemed really confused by it. Am I going in the right direction? Should I buy a "math-facts sing-along" CD so we can learn skip counting and addition facts in the car while driving? I'm a very MATHY person and so want to make it fun and keep her interested. Christie
  18. I am using MUS and she has competed all of the practice sheets for 0,1,2... but could not do the test without counting on her fingers. Should I move on to solving for an unknown before I worry about it? What if she still doesn't have it down? Are there free resources to help learn the facts?
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