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  1. Hi all, I’ve been giving myself a maths re-education while trying to work out how I want to teach it. I want to teach conceptually, playfully and early (start at 4). I started with Montessori (too ££) and from there found Mortensen blocks, which I found out have been approved by montessorians of a cheap alternative which are in some ways better and more adaptable than the montessori materials. See paper by montessori teacher Judith Townsend: https://www.crewtonramoneshouseofmath.com/support-files/townsend-mortensen.pdf I have enjoyed watching the Crewton Ramone House of Math videos and I think thats the way I want to go. In an ideal world I would buy all the Mortensen Math books to make his videos work as an actual program and give us some structure - but their prices and shipping costs are extortionate. CR says not to bother with the books and just ‘play math’ but that freaks me out. I don’t have his passwords though and he claims his program is more structured inside the paywall, but some of the reviews suggest otherwise. Gattegno and the C-rods are super accessible in the UK but i’m struggling to nail down the differences. I will refer to the different approaches as Mortensen v Gattegno as they were the originals. CR and MathUSee are spin offs from Mortensen and Miquon is from Gattegno. So far I have: -Gattegno and Moretenson both introduce algebra right off the bat. Gattegno doesn’t have any actual numbers until book 3 (just says one green is three whites etc). Mortensen encourages associating the rods with a number and has lines on them so kids can count them. In Mortensen, one of the first games is to build pictures and count them. Mortensen does algebra traditionally with x and Gattegno uses letters to signify the colour of rods eg 3r = g (three whites is one green). This is to encourage a relational understanding of math. MathUSee doesn’t do early algebra and Miquon does some, but uses shapes. -Mortensen/MathUSee blocks are bigger and easier for little kids to handle. They also have an ‘empty’ underneath that can be used to signify a negative number. Some people on this board say the C-rods are better for being smooth as it discourages counting. - Mortensen uses a montessori three part lesson, and also moves from the concrete blocks, to pictorial representations of the blocks on paper (square for 100, line for 10 and dot for 1) to finally just working with numbers. I believe singapore does this too. MUS misses the pictorial step. No idea about Gattegno. - Mortensen goes right up to 12th grade, not sure about gattegno. I know miquon only goes to third. I don’t know Gattegno that well but have I missed things? If Gattegno is basically the same as Moretenson it makes no sense to shell out for the text books. I could just buy the Gattegno text books and adapt them to MUS blocks? (I think I want to use MUS blocks to make it easy to follow CRs videos, or to switch to MUS for a bit if i’m struggling because ill or have a newborn or something) Another idea I had is to use a vintage text book like Rays or Grubes (it seems like they were more conceptual back then) and use blocks to lay out the word problems and work through the questions (i don't like having to think of my own questions like CR does). That way I would at least know I was covering a certain amount of material. I could print off MUS worksheets for extra practice. If anyone has any experience then please, tell me more! It seems like Mortensen is out of fashion (and I can see why with the price!), but it looks like it would fit my teaching style well - I prefer like a bit of structure but not scripted lessons. This is why I ruled out right start but will be getting their games book for drill.
  2. Hi everyone, Feel free to pick holes in this - or chime in if you have experience with the curriculum mentioned. Not homeschooling yet so may I be naive. I know it’s controversial, but I’m really struck by the self-teaching home-school. My selfish reasons are: - I’m an introvert and know I will burn out on any teaching-intensive programme - I want a big-ish family and may have other young children who need my attention - I would like to do some (remote) work outside the home My unselfish reasons are - I want a skill-based education for my children so that they can spend as much time as possible pursuing interests (whether they be academic or otherwise) - I think solo-learning is a very important skill. It just doesn’t make sense to spend grades 1-3 spoon-feeding and cajoling, and then teach them ‘study skills’ and expect them to work independently by university. So many university students flail without the handholding, and this applies to the workplace too. Many end up depressed without the structure of school (UK universities are less hand-holding than American ones, at least for Humanities). - It’s been scientifically proven that work you choose to do yourself is better quality than if it had been chosen for you (Montessori schools operate on that basis). I want to keep 'non-negotiables' as minimal as possible. - By teaching the core skills very thoroughly in the younger years (all 74 phonograms, all their Maths facts/concepts), they will be able to read anything or find ways to think through problems with or without me/a teacher. Surely that should be the goal of a solid education. So, my current thoughts/theoretical plans are: Young ones are actively taught maths and literacy every day (or on alternating days): - to read and spell using Orton Gillingham method. I like Kathy from barefoot meanderings' Reading Lessons Through Literature, as I think it has the most hand-holding for me. Spell to Read and Write also look good, also All About Reading. This would be preceded by Montessori early reading sequence with metal insets, sandpaper letters, and learning to ‘write’ with a movable alphabet. It involves learning phonics off-pat with flashcards. Learn Spelling rules off pat. - cursive first – RLTL has that built in (I would pick slant cursive as my handwriting style) and an extra handwriting book or SRW has a cursive first handwriting programme. - Maths (the four operations) – conceptually first with Miquon Math/Montessori activites. Then learn the maths facts off-pat using Robinson flashcards. From approx 8.5-9 years old or once they can read fluently and know their Math basics enough to start Saxon 54. Every morning, after a walk, we would have a ‘school time’ where they would each do their maths first and then any independent written (or drawn for little ones) work. They could choose to work through a workbook once their written work is done (like the critical thinking company ones or science ones) or draw/play/read quietly. I would be in the room with them working on my own stuff. At this point Maths would be independent – they would mark their own work and I would give them regualar placement tests to check retention. I would mark their essays. Maths could be outsourced to a Kumon centre but not ideally. I would remain involved till middle-school for grammar/LA study. I would start Kathy’s English Lessons Through Literature programme once reading is fluent – teaching the grammar lesson and supervising dictation/copy work for middle school ones. I would give each child a formal, 20 min lesson from ELTL or Miquon at some point during the rest of the day (not during 2h school time). I love the look of ELTL as it systematically teaches them how to write an essay/narration with a gentle transition into independent work. Eventually, I would just have them write an essay on something they were interested in/reading about/working on every day and have them work through ELTL themselves. I would ‘edit’ their work journalism style to show them how it could be improved. Typing is fine in later years. The books studied in ELTL would be ‘required’ reading (with substitutions for the ones I/the child doesn’t vibe with) plus one or two books from the Pathways history/science/geography selections. I would adapt certain things according to the student, such as the amount of reading/writing required. Narrations could be done by drawing. Some may need to start the independent work later and take longer with Miquon/RLTL. I’d quite like to make it so they are always reading one fiction and one non-fiction book, or alternating the two – that way the copywork and dictation can be pulled from either. In the later levels of ELTL I think non-fiction is incorporated anyhow. Afternoons would be for activities, playing and free reading. I would do read-alouds and games on request if we were home and according to my availability. There would be a ‘morning basket’ for each child with Wayfairers-esque book selections for the historical period, optional workbooks, and games. The older students would probably be enrolled in online study courses/studying for exams or going to Sixth-form college. I would do a family read-aloud before bed. Something on the historical period we were studying or the Bible, or maybe something like Narnia. Do you think this would keep us sane until the teen years? I'm aiming for simplicity and rigour.
  3. I’m in a bit of a quandary and would love some help/insight. I am not a mathsy person. My ideal scenario would be to hire a Montessori teacher (who would also loan me the materials) to come to my house and present a new material and work with my dd once a week or so. Then leave the material with us for her to work with at will. I live in a super rural area so that would never happen. My realistic options, therefore, are: 1) Buy the materials and albums myself and DIY it. £315 for a starter pack to get us up to the snake game, or £1,280 for a more complete set to get us to four-digit arithmetic. This option is pretty scary. Expensive, and I will basically have to teach myself to be a Montessori math teacher. It could be a fun challenge, but I plan to have another baby around the time my ds will turn 4. However, it could work out cheaper (and I could get better quality/prettier materials than the options below). I also really like that the materials/games are self-correcting, so my dc could work on them on her own once they’ve been presented. If anyone has done this I would love to hear how it went. 2) Mathessori: £535 - Starts when children can count to 10 and recognize quantity (age 4ish) up to fractions (age 7-8) The quality of materials is pretty high (not as nice as I would buy myself- plastic beads etc). They have everything you need and videos online showing you how to present the materials and in what order. Do you think this would be much more useful than just looking things up online myself or purchasing a Montessori Math album? I really like the fact that it’s authentic Montessori but still somewhat guided. 3) Rightstart Math £420 – approx. price to take us up to fractions People seem to love this. Problems I’ve heard mentioned is that it jumps around too much, children have trouble recognizing that once you get to 10 on the abacus, you can go on to 11, requires playing games which is easy to neglect, and it doesn’t start working with large numbers until later (unlike Montessori). I would probably purchase my own versions of some of the materials (such as the hundred square, wooden number cards rather than paper). Aesthetics are super important to me (slight Waldorf leanings although I'm not a fan of fantasy before 5 so can't really claim it). 4) Miquon £48 for all 6 books I’m the least familiar with this method but would save me A LOT of money. However, I would worry that it doesn’t cover all the concepts (like time and geometry) in a kinaesthetic way. Happy to be corrected though. It also seems even less ‘open and go’ than the others. However, I appreciate that it emphasizes self-exploration which is something that is present in the traditional Montessori materials. A mum I know who is a maths wizz loves it, but I worry that because I’m less mathy I would find it confusing. Nice and aesthetic though 🙂 5) Shiller Math £338 for Kit 1 and fractions, Books only: £210 Montessori-based programme claiming to be open and go. I am skeptical. Similar accusations of hopping around to RightStart. I would also end up buying nicer versions of the manipulatives. Doesn’t seem to leave time for free exploration of the manipulatives and does lay it out nicely for the teacher. I am really hoping to stick with one curriculum until after fractions, at which point we will move to something like Kumon, Singapore or Saxon. I will also use the same method with future kids so the upfront cost is slightly softened by that. Obviously I need to pick one option and lean into it - they are all way too expensive to change my mind on. Any advice gratefully recieved! I have learned so much already just browsing you guys are real pros.
  4. I think MEP is great. I've been using it for oldest dd, used Reception for ds and using Yr 1 with him now, and have just about completed Reception for dd5. I didn't want dd5 to be working on the same math book as ds6 - he tends to be a little slower with academic things than she is. So I thought I would pick up Miquon Orange for her to keep doing mathy things for the rest of the year. I just started reading through it, and it looks awesome! Like maybe I'll have her do that instead of MEP. So, in reading past threads it seems a lot of folks use Miquon as their main program through 3rd grade or so. Would the crossover to MEP in 4th be a problem? Also, if you want to share your love and/or reservations about Miquon or MEP, or how you used one or the other, or both together, I would be happy to read that, too.
  5. Last year we used MUS Primer with lots of supplements to fill in the holes. My son's favorite subject WAS math. For 1st we switched to Mammoth Math, because I felt Alpha seemed light. He hates it. The pages and amount of problems we need to do are overwhelming to him. He IS really progressing with math and I like open and go nature of MM. I'm torn because while I like the program it is killing his love for math. It has also become a fighting point during school. We finished the first book but I don't think I have it in me to fight through the second book. I kept hoping he would adjust but he isn't. I wonder if we just need a switch. I don't want to juggle a bunch of books and it needs to be somewhat open and go. I have a newborn and a 3 year old so my time is precious. I just don't know what I would replace it with. 1. Singapore has so many books to juggle although it looks like a great program. It's not out of the running but I have hesitation. 2. MIF sounds promising. Maybe this is our compromise curriculum. 3. Miquon sounds great. I own all the books but I open it up and even look through annotations and its just confusing and I feel like I can't afford another math switch or we may fall behind. I am very drawn to this curriculum. This is my first choice if I can figure it out. 4. I could also go back to MUS but I just don't feel this program is rigorous enough. This is probably MY last choice, but my son did like MUS. I think I need help sifting through my options.
  6. My 7yo and I have been using Miquon from the beginning, and are about to begin the final book in the series. I have to admit that I was disappointed to read the "after Miquon" threads, which confirmed that there isn't a published curriculum that serves as the perfect follow-up for Miquon. Because that would be too easy. :001_rolleyes: Cuisenaire rods have been absolutely perfect for Ds7, and I'd really like to continue using them after we finish Miquon (around Christmas?). He struggles with language, and the rods both suit his learning style and allow me to see how he’s solving the problems, which can be difficult for him to explain. We do use rods to solve problems from other sources, but all of the concepts have already been covered in Miquon. Even after 2.5 years with Miquon, I don't feel confident in my ability to just pull out the rods and teach him. I'll need a plan. I would love to hear if anyone else has continued using Cuisenaire rods after Miquon, or into upper-elementary math if you used the rods without Miquon? What programs/resources have you used, and how have you made it work? Right now, I'm leaning toward using a published/formal curriculum (likely Singapore or MEP) and just using rods to introduce each new concept. Anything else seems like it would be extremely time-consuming on my part. I've found a number of resources for using Cuisenaire rods in upper elementary (I've included some early elementary ones to keep them all in one place), but haven't purchased any of the books yet. Education Unboxed Gattegno Textbooks & Gattegno Workbooks (I haven’t seen a US site selling the workbooks, or any samples of them) Mathematics Made Meaningful Using Cuisenaire Rods - A Photo/Text Guide Idea Book for Cuisenaire Rods (Primary) & Idea Book for Cuisenaire Rods (Intermediate) The Super Source Cuisenaire Rods Grades K-2, Grades 3-4, & Grades 5-6 Using Cuisenaire Rods: Addition and Subtraction, Multiplication and Division, Geometry and Measurement, Fractions and Decimals, Probability and Statistics, & Patterns and Algebra Addition and Subtraction with Cuisenaire Rods Everything’s Coming Up Fractions with Cuisenaire Rods Book Spatial Problem Solving with Cuisenaire Rods From Here to There with Cuisenaire Rods: Area, Perimeter and Volume
  7. I just finished my first year of homeschooling. I have a son, who will be in first grade this fall, and I also teach math to my nephew, who will be in fourth grade. I used mostly MEP with both kids, and my kindergartner did Miquon orange some too. I also used the Right Start games and a few of the abacus activities and used some Math Mammoth toward the end of the year with my nephew. MEP was our consistent, almost every day curriculum though. When I taught in public and private schools, I never used one curriculum exclusively and almost always pieced things together and made up my own things. I am thinking about piecing together their math curriculum this year, using a combination of all of the above for several reasons. I love MEP for so many reasons, but there are so many lessons that I feel like we will never finish unless we do one a day. My nephew really struggles with math, and it takes us forever to go through one MEP lesson. I would really like to shorten his math to 30-45 minutes a day because after that, it really becomes pointless with him. I would just pick and choose from MEP and skip things, but I feel like there is a reason for every single activity in MEP and that he will struggle with something later if we skip around too much. Also, since I also have a 4 year old and 2 year old, MEP was just becoming too teacher intensive. I was doing MEP 1 with my kindergartner, and that wasn't taking so much time, but I was working on MEP 2 with my third grade nephew, which was taking way too long. My son, who will be in first grade this year, really picks up on math quickly. I want to keep him enjoying math, and doing the same type of thing everyday is not going to achieve this for him. He and I both need variety! And he would be fine with only about 20 minutes of math a day. So this is what I am thinking about doing. I would like to make a list of what I want to accomplish with them in math for the year. Then, every week, I will decide what we will focus on that week and just use whatever resources I think will accomplish that best. For my nephew, I will probably use Math Mammoth as a spine and use some of the Right Start abacus activities (we have the abacus activities book) to introduce some of the concepts. Then, I will add in maybe one MEP sheet a week because I love the problem solving required in those. I will also use the Right Start games. I think this will be good for him because he struggles in math, and I need to be able to skip around because a curriculum that is below his grade level will contain some things that he already knows. For my son, the first grader, I will probably not use any particular spine but just a list of what I want him to accomplish, and use a mix of all of the resources I have. I will let him choose pages from Miquon to work on and follow his interests with that. I have also ordered Primary Grades Challenge Math to use with him some. Does anyone else do something similar to this? I am just starting to feel like once I start using a curriculum exclusively, for me it becomes more about finishing the curriculum than what I really want them to accomplish. I know this will be more work, but I think it will help to use Math Mammoth as a spine for my nephew. Any thoughts, opinions, or experiences with this are welcome! Thanks, Anna-Maria
  8. My DS (rising 2nd grader) was about to start SM 3A this fall when I'm recently beginning to have a change of heart. I was thinking of doing Math Mammoth 3A/Binstead (which honestly looks like he'll be able to cruise through) and maybe supplement with Miquon. I guess I'm just feeling like we don't need to rush, and we should maybe take a more relaxed approach to math this year. Again, my ds was doing very well with SM, but I'm not sure *I* am ready to do long division with him next year! Plus I'm needing a change from SM for other reasons, like the fact that using at least 3 (and more likely 5) texts for math was so difficult for me with a toddler and baby in the wings. Am I crazy? Should I just keep forging ahead with SM?
  9. Ok, so dd is about to start 3rd and Math is a real issue. We used MM the last 2 years and she hated it. Honestly, it made me a little crazy too, but it's what we had so we used it. She does not have any facts memorized. :( we were discussing plans for school together and the poor child almost cried thinking about math. She said all she does is sit with a work book and do problems. Yes, the pages overwhelm her despite my only assigning partial problems. I bought Miquon thinking my DS would enjoy it. Then I thought it might be beneficial to Dd too as long as I could keep my fear of being behind in check. I'm scared to death I am going to screw up math for her. She is a lot like me and I definitely fell through the cracks in school. So, my plan was to just just use Miquon with both. Now I'm wondering if maybe I should also use Singapore 3a with her. I don't know if I should give her some time with just miquon or add something else (singaore?) in right away. OR should I just use miquon for 3rd and move to Singapore next year. Althought I'm not sure how quickly she will move through Miquon and it may take her 2 years. ??? Anyone been where I am that can help me???
  10. I have everything planned out for next year with both kids, with the exception of math for ds5. I have all the Miquon materials. But ds5 does not want anything to do with the C-Rods. He is not interested in me showing him anything. He wants to figure it out on his own. That was actually why I was attracted to Miquon. I thought it would encourage him to do just that. But it does require a bit of showing and suggesting. If I ask him to pick a page to do out of the Miquon book, he always chooses one that he can do without the C-Rods. As an example, ds5 likes to ask me math questions, like "What is 12 + 20?" Usually I just answer him, but in this instance, I got out the base 10 blocks to try to show him place value. He politely sat there, but I knew he was just waiting until I was done. A couple days later, I was doing math with dd8, and he saw 4 checkers on the 8-square of her CSMP minicomputer and told me that was 4 x 8 and proceeded to use the number line to figure out the answer, which he did so correctly. My other issue is that dd8 is very high maintenance academically. She is an advanced learner, but a slow processor. She learns best by discussion but takes a lot of time to get through things. She requires a lot of my time, and I find it very hard to sit down with ds5 when he doesn't really want to learn from me, and already seems to know what he needs to know for his age. I think ds5 is pretty clearly beyond the K programs. He likes math. He is good at math. Do I even need to assign math for K? Should I stick it out with Miquon? I have also been considering Singapore, because ds5 is good at just getting things done, and it would give him something to do more independently. Does this seem like a sound idea? Any thoughts or insights would be greatly appreciated.
  11. I have somehow convinced myself that we need to do Miquon. MM was working really well for ds until we got to subtraction sentences. He simply cannot get the connection between addition and subtraction. I figured it just needed time. He recently turned 5, so I don't want to push him further than he can comprehend and turn him off of math or school in general. I bought a few books on math games and we have been really enjoying just "playing" math. In fact, because of this experience I've recently rethought a lot of what I had planned for next year, and have realized that I don't need or want to replicate school at home. Ds loves LoF (we're just about to start Edgewood), and also adores the Basher books -- his absolute favourite is Algebra. He wants to learn multiplication and fractions because of the Basher books and Fred. He recently completed the Dragonbox5+ app and thinks it is awesome. So he truly enjoys numbers and logic, just not necessarily in a "fill in this worksheet" way. I see that Miquon covers multiplication, division and fractions in first grade. I think he will find that exciting. Some questions: - It looks like Miquon appears to be more to do with puzzling things out rather than filling in worksheets. Is this correct? - Will Miquon, LoF and math games be sufficient for the first couple of years (until Beast Academy 3)? Or will we need to supplement with MM or something else? - What manipulatives do you recommend with Miquon or for math games? We have c-rods and 100-flats, an abacus, a bucket scale, fraction circles, 10-sided dice. - From reading past threads I see that I need to buy Annotations and should probably read First Grade Diary too. Should I get Notes to Teachers? - I am leaning towards Annotations and First Grade Diary as PDF so I can read them on my ipad, but the colour books as paperback. Good/bad idea? - Am I crazy for switching paths in this way, or does this make sense?
  12. I have a box of 155 wooden ones that dc use daily. We are about to start Miquon math also. My younger dc play with them frequently, simply being creative. Someone I know is selling a ton of wooden ones, like (800), for about 1/3 the price of buying them new. Is that a deal worth snatching up? If I could, I'd get just like 200-300, but it is an all or nothing deal.
  13. Hi, I started Rightstart math with my 4yo this fall, but it didn't really seem to click for either of us. We didn't get very far with it, but I think I will keep the math games book & cards to add some drill to the mix later. I really wanted it to work, sigh. Let the math curriculum merry-go-round begin :bored: I think my daughter might prefer more of a workbook approach. I am considering Singapore Earlybirds (Standards Edition), but I am wondering if I can do without the teacher's guide (about $100 for the year), or do the guides add a lot of help that I would miss? I am also considering playing with miquon as well. Would this be too much or too confusing to do both at the same time? Has anyone used both of these programs either together or separately? Is the a steep learning curve with Miquon for someone who loves math but only gets it after someone demonstrates how to do it?
  14. My almost 8 year old is a right-brained or VSL learner and has some color vision issues. He sees only the main colors, very little shades, and brown and green are often the same/grey. His reading is up to level now, but math is making very slow progress. He can understand the processes, negative numbers, place value, infinity, but he can not remember his addition facts. I've read this is typical. This is hard for me as I am a college math adjunct, and my son has dreams of building robots and thus needing math. We are using SM 1B. Slowly. Working some drill on math facts, but it doesn't help. Do I just keep going and try something different for facts? I tried RS Level A with him at age 5 because it doesn't use c-rods. Differentiating the colors on the rods is hard. Should I consider trying Level B now? Would MUS help? I have tried both with him. He was too young when I tried RS. MUS seemed boring and repetitive to me. I like the idea of SM, but I can do math. Ideally, a problem based math where he can use his strengths like AIMS investigations or Kitchen Table Math would be good, but I need something that will get done. Any ideas?
  15. If the problem is 2 x 3, does it really matter if you think of it as two threes or three twos? In the lab annotations (and in the workbooks) it is opposite from the way I think of it.
  16. I just got my Miquon materials and am trying to figure out how to get started. I see that a lot of the worksheets are designed to one activity and then come back to it at a higher level. So at first I thought I would keep the worksheets in the book. But then I noticed that many of the worksheets are designed to place the c-rods on, and that would be easier taken out of the book. I am not sure how I am going to keep track of the worksheets if I take them out. How do you folks do it?
  17. I just bought all the Miquon materials for my almost 5yo ds. He can already count and recognize numbers up to 100. He can do addition problems from the worksheets. He can do the subtraction problems if I translate them into a word problem. He asks about multiplication all the time but is not quite ready to do it himself. He has been asking about how big the numbers go on the number line and is frustrated that there is no concrete answer. While I am trying to wrap my brain around Miquon, I have been letting ds play with the c-rods and do whatever he wants with the worksheets. He is still learning to write, but I am finding that he already knows a lot in the orange book. I know I can jump in wherever we want, but I also see that he is going to need to be familiar with the c-rods for a lot of the activities, which he is not yet. So my first question is whether we should take some time to get familiar with the c-rods, or whether just jumping into the activities will be enough to get familiar with them? My next question is, How do you decide what to do next? I see that Miquon is largely child-led, but I know that my ds isn't familiar with a lot of the topics and will only be interested once I show it to him. Thanks!
  18. I am going to be starting Miquon with my almost 5yo. I have discovered that our plastic rods are insufficient for building, as they are not flat. So I am buying some wooden ones, and I just need to figure out how many I need. Rainbow Resource has a bucket of 155. Should I buy 2? Thanks!
  19. I am taking my dd10 out of public school, and find I have to do a lot of remedial math with her. She was in a second-language situation (we live abroad) and somehow she missed some significant things in math, though our country is strong in math (they use a program almost identical to Singapore math). That said, she can divide and multiply already, add long numbers, etc. But I think she's weak conceptually with math. This program looks like it is helping kids understand some deeper concepts about math, and this might help fill in some blanks for my daughter. I have read that kids either love Miquon or hate it. I'm thinking that if I 'start over' so to speak, but in a way like this, she won't feel like she's doing first grade all over, but learning things again using a different modality. Does anyone have any advice one way or the other as to whether or not you think this might help?
  20. I'm thinking about my curriculum order for this year. What do you think was the single best curriculum purchase you ever made and why? It can be for any grade/subject. I'm just interested in your opinions. Thanks!
  21. We are currently using RightStart B. I started supplementing Right Start with the SM workbook and the Miquon Red book this year because I felt like my DS needed extra practice that he was needing. I believe RightStart is a good program, the problem is that I really don't enjoy teaching it. My question is what would I be missing if I dropped it and just used SM and Miquon, both of which my children and I enjoy (and find challenging in their own ways)? One thing I do like about RightStart is the mental math games that they play at the beginning of each lesson. Do the SM HIGs have something like this? Thanks for any input!
  22. What do I need to order along with the Miquon orange workbook? I've read on some posts about a teaching diary, lab sheet annotations, a book called Knowing and Teaching Mathematics??? Also, which c-rods and how many (for 2-3 kids)?
  23. Are the Miquon Annotations necessary if using the Miquon books? Thanks!
  24. What's all the fuss about? It looks kind of... boring :leaving:
  25. How do you schedule your weeks? Do you do 2 days each of MM and MEP (alternating) and one day of Miquon? Or do you do a little Miquon each day on top of one of the other two? I don't plan on lining up any of the program contents... Do you think that will be ok? Or would it confuse the kids? Also, since MM and MEP are both complete programs, how long did it take to finish both? If you alternate days, did you change the pacing (1 MEP lesson per day, 1-2 pages of MM a day) in order to finish in a year? Lastly, how long does it take a student to go through all of the Miquon books? I read somewhere that it's roughly 2 books a year, but I've also read that some kids finish Miquon before starting another program (which suggests that they finish it faster?). I know Miquon is discovery math, and the pacing is really up to the child, but I just want to get an idea of how long others have taken to complete the program. Thanks for helping this newbie out!
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