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Found 14 results

  1. I'm helping the child of a friend with maths. I've noticed that she finds math particularly challenging, but she seems ok with her reading. I've talked to her parents about the possibility of her having dyscalculia after another member on this forum suggested looking at Ronit Bird's site. I see in her all of the same symptoms identified by Ronit Bird. We're going to try and get a professional assessment done, but it's hard to find help when the professionals that you talk to are clueless about what you're talking about. In the meantime, I plan on ordering some of Ronit's resources to help her get a grip on maths. Any suggestions moving forward?
  2. Hi all, Thanks to your help over the past months, and Ronit Bird's books, my formerly math-illiterate student (11) can now tell me the "numbers inside" 1-10, add (and starting to subtract) within 10, identify hundreds, tens, and ones in a number, and add 2-digit numbers with no regrouping. He still makes mistakes, but if I ask him to "picture the dots!" he corrects quickly. Yeah! He also says he loves math. Woo hoo! Our next order of business is solidifying the number line in his mind. I keep thinking it's in there and then realizing it's not. He can tell me hundreds, tens, and ones, he still doesn't have a good mental picture of the number line. He can count forwards but not backwards, and has a heck of a time putting random numbers (say 48, 49, 50, 51, 51) in order. He puts them in order by ones (50, 51, 52, 48, 49). I could have him memorize that you always go by tens first, and then ones... but I'm not sure that's the best idea. I want him to understand what's happening. The trouble is, I've never taught "regular" kids before so I don't know how regular teachers do it! Do kids memorize? Get the concept? Or is the concept natural to most kids so it's not even an issue? I'd like to do something fun like build a gigantic number line on the wall, or some other big project. We use c-rods to build numbers, but apparently that hasn't translated to seeing that 52 is bigger than 49. Anyone have any ideas for a fun project? The bigger the better! Thanks so much! You guys are awesome!
  3. Hi all, I apologize if there's already a post about this, but I was wondering if there is a list somewhere, or some resource, that lists the essential math skills that kids absolutely need to know before adulthood. Let's say a kid is never going to be multiplying fractions, doing algebra, etc.. we just want enough math to survive in the world. So far I've got: Addition and subtraction, and knowing WHEN to add or subtract Words like bigger, smaller, wide, narrow, greater than, less than, half, double, triple.... Basic fractions for cooking, for when someone says "put half of these thingamabobs over there..." Basic measurement How to balance a checkbook/understanding online bank account info Multiplication..? Like - if I get paid $X a week, how much do I earn in a month? Thanks!
  4. I could use some some advice about my student with math difficulties. Quick background: He is 14 and I teach him in a small group of 2 kids at a private school. We meet for an hour a day. I don't think he likes me too much, but that may partly be due to being 14 :huh: We started the year doing a lot of Ronit Bird and he was really improving, doing fine telling me the "numbers inside" other numbers, doing addition and subtraction within 10. I found out that he was feeling upset about doing "the easy stuff" so I tested him out with 2-digit addition just for the heck of it. He did fine. I tried 2-digit addition with regrouping. Still did fine! (cue heart attack, maybe I am WAY OFF doing Ronit Bird!) Try another 2-digit addition with regrouping, and he adds the tens column and carries over to the ones. So he doesn't understand why he's carrying. He seems solid with place value. He knows the places and does expanded form easily - 648 = 600 + 40 + 8. After our winter break, I re-named our work for him as "algebra." He was proud to start algebra. But... 3 + ? = 8 is pretty much the level of stuff we do. It is definitely really difficult for him though! 3 + 8 he's fine with, but 3 + ? = 8 is really hard, even with manipulatives. We are also doing 2-digit addition with MUS blocks and a place-value mat. He is really resistant to doing anything he thinks is "baby stuff," or below his grade - like addition, subtraction, etc. He hates using manipulatives of any kind. I have an iPad, so maybe we could use that instead. I'm pretty stumped here. There may be some IQ limitations involved. He doesn't really talk to me, or joke around, or anything. He does everything I ask, and he's a nice, polite kid. I just can't get him to open up, and I'm worried that I'm bumming him out about math. I want him to have fun and feel confident! Help! What should I teach this kid?
  5. Hi everyone, I've posted a couple times about a boy I'm teaching, age 13. I noticed an interesting thing about him today. We've been working on naming dot patterns, matching dot patterns to numerals to tally marks, that sort of thing. We played Ronit Bird's "component flip" game where you take a number like 5, and try to make it with a 2 and a 3, 1 and 4 with cards that are in front of you. I did this game with him using dot cards only, no numerals. He did awesome! He was fast and accurate. Yet... when he sees the dice pattern for 5, he often says six or four. I THINK he is getting "5" in his head based on his successful subitizing, but he is having trouble finding the WORD five. Could that be it? If so, any suggestions or pointers to reading material would be so appreciated!
  6. We are almost finished with the first Ronit Bird math ebook (Exploring Numbers Through Dot Patterns) and, I feel like, my boys are doing quite well!! So, in my attempt to plan ahead, I am ordering / downloading the next book - Exploring Numbers Through Cuisenaire Rods. I suspect (hope?!?) that this one will 1) be more difficult and, therefore, 2) take longer to get through. I also kinda think that I will need two sets of rods - one for each of my boys. If you are using Cuisenaire Rods, where did you get them? Are they all the same - length, color, etc (e.g., if I order from Amazon are the rods the same as if I order from nest learning, etc???).
  7. I'm curious to know, what have you used to teach algebra to your dyscalculiac, 2e high school student? Are there any btdt moms floating around? I expect we will cover algebra 9th and 10th grade. So far, DS and I are mainly reviewing the algebraic properties, integers, order of operations, and solving one variable equations. We've flirted with abs value and exponents. I have not used an algebra text. I've only used some MUS pre-alg and a standard McDougal-Littell pre-alg text supplemented with HOE, c-rods, area model, and legos. Thank-you, h
  8. I'm curious to know, what have you used to teach Algebra to your dyscalculiac, 2e high school student? Are there any btdt moms floating around? Thank-you, h
  9. I will try not to be too wordy here. My DD is dyslexic and probably dyscalculic. The reading issues we are effectively remediating and I have high hopes for writing, too. Math may never be a subject she functions well in (there has been progress but incredibly slow). I need to start planning her science schedule for High School. We want to start whatever she is doing early (maybe mid-8th grade) so she has plenty of time to get through all of the subjects. She wants to go to college and will work through summers to have the extra time to cover subjects. We are currently doing an Elementary level chemistry with her younger brother which I am beefing up to make more like Middle school for her and she will be doing some general labs through Landry Academy this year (7th grade) so she will have had some exposure to real labs, but nothing close to High School level. We have spent the past 2 years on remediation of reading so she is a bit behind in science for middle school but had an excellent science background from her brick and mortar elementary (great science teacher). She has trouble pulling all the strands together into a cohesive whole, though. I remember virtually nothing about High School sciences. I know that Chemistry is math intense. I assume Physics is too? The University she is interested in doesn't seem to have standards that would be out of her reach, but maybe I don't know what I am talking about. They require a minimum of Biology, Chemistry, Physics plus either Astronomy, Aquatic Sciences (she has a special interest here so maybe we could pursue this but I have no idea how), Earth and Space Science, Environmental Systems or an AP course in any of the above. Math minimum requirements are Algebra 1, Algebra II and Geometry along with Precalculus or higher (or Mathematical Models with Applications prior to Algebra II, but not sure what that is...). If we can get an official diagnosis of dyscalculia I am hoping we can get the Algebra II/Pre-Calculusrequirement waved since she is not intending to go into a STEM subject. I just don't think we will ever get to that level of math. I don't anticipate her starting on Pre-Algebra until 9th grade at the earliest. What schedule would you recommend?
  10. My 13 year old daughter is probably dyscalculic. I assume this somehow ties to the fact that she has no sense of the passage of time. Terminology for the passage of time has to be explicitly taught and I don't know that she truly understands the meaning behind those terms the way a NT child would. but at least when directly exposed to those terms and taught explicitly what they mean, she can sort of function normally with those terms. I realize, though, that we are experiencing gaps. For instance, today there was a reference to "2 days from now". She did not understand that reference. We looked at a calendar and discussed what that means, but I realize that what I would like is some sort of master list of time references. There are so many. If I had a list, we could systematically review it and incorporate the terms into daily life so she will hopefully recognize those terms when they are used. Does a list like that exist? I picked up some time references in school and through instruction at home when I was little but most was just picked up over time as I grew up. This method does not work for DD with regard to anything relating to time, especially the passage of time, but for other time terms too.
  11. Hi there, I'm curious whether anyone here has incorporated a Soroban abacus with their child's math curriculum? If so, what was the age of your child and what curriculum did you use? How long did they use it? Do any math programs specifically suggest using the Soroban with their curriculum? Thank-you, Heather
  12. I posted about this on the K-8 forum and it just dawned on me that it might be appropriate (maybe even MORE appropriate) here! My girls and I have been making videos for about 3-4 weeks now about how to use Cuisenaire Rods in teaching math. I don't know much about dyscalculia, but it seems like this would be a good way to teach children who struggle with math. It is visual and kinesthetic, and concepts are introduced with manipulatives - not symbols. I'm curious to hear what you all think about whether and how much this would benefit special needs kids! http://www.educationunboxed.com/
  13. (x-posted to special needs board). How does dyscalculia manifest in older teens/adults regarding reasoning, cause and effect, memory, ability to get jokes, ability to take another person's perspective, accountability, making plans, follow through? Does a person with this have the ability to understand cause and effect? If not, how do you hold them to any sort of accountability with what happened, their effect on people, memory, plans, time-line, etc. Any perspective, words of encouragement, irl examples would be most apprectiated? I am :huh::banghead::crying: right now.
  14. I have posted numerous times with regard to my DD8 who struggles with math. I have thought she has a math disability. We have no health insurance so I utilized the public school system for testing. She has just finished her testing and I have spoken to the school psychologist who says her math scores are extremely low and she definitely sees a math disability. The meeting with their "team" has not yet happened so she didn't want to give me anymore details as of yet since it is supposed to be done as a "team" with the others that have tested her in other areas. The public school system in my State only offers help if the child needs speech therapy as a homeschooler. I have really been contemplating the idea of putting her in the public school thinking they have the resources to really help her as far as a math disability or any other disability they may find (reading, etc.) Anyway, if you were in my position, would you still keep your child at home and try other strategies (even if you feel you have tried everything) or would you register your DC in the public school to receive the help needed?
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