Math U See, Solve for the unknown

[springmama]

If I stop pushing my daughter to learn to solve for the unknown in Beta and we continue with MUS, will I be sorry later? She's been trying to get this concept for a year now, since Alpha. She struggles with math and is embarrassed that her friends her age have all finished Gamma and she's stuck doing Beta. She wants to move forward.

 

I'm tired of this battle. She just can't understand it right now. I'm sure if I let it go, she'll get it later, but will I create more problems if I give her permission to skip those problems and then re-approach them later? She can do everything else but those problems.

 

Thoughts?

[Lori D.]

JMO, but yes: either skip the topic for now, or sidestep to a supplement entirely different from MUS and on a totally different math topic for awhile.

 

 

Our younger DS was VERY delayed in "getting" math -- almost 2 years behind up until about 5th grade, when it finally started clicking. In order to proceed, we just had to move on and from time to time come back to math facts, long division, and whatever other math topics were not "clicking".

 

Looks like your DD is age 8 -- she is still in her own learning curve with math, so, yes, I'd suggest taking a side step entirely from MUS for a few weeks or a month, and use some supplements to look at completely other math topics that come from a different perspective.

 

How about Miquon? It covers all the math topics up into 4th grade, and makes a great, inexpensive supplement. How about one of the "Discovering Math" booklets that uses a manipulative: Discovering Math with Pattern Blocks or Dominoes. Or a booklet focused on money or telling time. Play some fun math games that involved adding/subtracting or making change.

 

Sometimes just setting aside your "spine" math for a short while allows the problem topic area to "simmer" on the back burner in the child's mind, and when you come back to it in a few weeks or a month -- it suddenly starts clicking!

 

 

Finally, you may eventually want to look at Hands On Equations -- a VERY visual way of seeing basic abstract algebra topics (solving for unknown).

 

You can actually recreate at home the basic idea of Hands On Equation: the equal sign in an equation being the balance point and everything on the left side of the equal sign MUST equal/balance with everything on the right side of the equal sign -- then use MUS blocks on the left and right side of the balance scale (and equal sign) to visually SEE to solve for the unknown.

 

BEST of luck! Warmly, Lori D.

[kandty]

We had to skip them and try them again later. My 10 year old is just now doing those type of problems but it is clear he really doesn't understanding that concept completely. Solving for the unknown is algebra which kids just won't get until the logic stage, give or take. I wish it wasn't excepted so early in math programs!

[Sunshine State Sue]

We used MUS from K through Algebra. You may read my review here. I have a degree in math and ds is math-oriented. So, feel free to take my advice with a grain of salt. What works for me may not work for you.

 

I think solving for the unknown is one of the strengths of the MUS program. Here is a bit of my review:

While they are teaching addition, they have problems like 5+A=12. Because of problems like this, when it came time to do subtraction, my son already knew it...

While they are formally teaching multiplication, they have problems like 6xA=24. Because of problems like this, when it came time to do division, my son already knew it. In fact, he said 'This is the easiest thing I've ever learned'. Throughout Alpha through Zeta, they are solving for the unknown, which is preparing them for algebra.

 

We started in MUS before the Alpha, Beta, Gamma books came out. We switched half-way through Intermediate (I think) to Delta. So, I am a bit fuzzy on the focus of Beta - perhaps multiple digit addition/subtraction.

 

Are you using the blocks for the unknown problems? If you set up the correct number of blocks for each side, it ought to help your dd to SEE the answer. That is my only thought.

 

You may want to ask on the MUS yahoo group as well.

 

Good luck!

[springmama]

Thanks for the feedback. I'm still torn, lol.

 

We've built it, we've acted out stories. Nothing works. Nothing. Not watching the dvd, not talking it through. Not building, nothing.

 

I need to think on this for a bit. I agree that these types of problems are a benefit of MUS. But I also hate that she feels so badly about herself.

[robsiew]

Thanks for the feedback. I'm still torn, lol.

 

We've built it, we've acted out stories. Nothing works. Nothing. Not watching the dvd, not talking it through. Not building, nothing.

 

I need to think on this for a bit. I agree that these types of problems are a benefit of MUS. But I also hate that she feels so badly about herself.

 

So, say for instance you have this problem...

 

5+__=9

 

If she takes a 9 strip, then adds a 5 strip on top, she cannot fit a 4 strip in the missing spot? That's the level I'd go to in order to teach this.

 

Give her a problem. Set up the blocks if needed and have her just find the missing piece that fits. Keep doing this until she can build the problem with the blocks and solve it herself. This may take time... be prepared to be patient and consistent. Start with simple, small numbers and go from there. If I was teaching this, I'd start with a 2 block. I'd put a unit on top and ask "find the piece that is missing". Then I'd show her what it looks like written out so she realizes what she's solving. Let her fill in the missing number. I would then go to a 3 block, put a 1 or 2 block on and do the same thing.

 

Personally, I think this is a very important concept to learn. It's the basis for subtraction. If she can't do this, she's going to really struggle with subtraction.

 

You might also want to review the addition facts by making lists of the fact families. Have her find the matching facts, for example:

 

1+2=3

2+1=3

 

Put these two facts on separate flashcards. Put other facts on cards as well. Put them all down face up in front of her and have her match the facts that belong together. That way she's seeing how the numbers fit together.

 

Just a thought... I wouldn't forgo this skill necessarily, just find other ways to teach it, not being afraid to go back to very basic numbers until she has the concept. ;)

[jjins]

I would also do these types of problems at home or out and about. "we are having 12 people at the party, we have 5 chairs, how many more do we need?" Before she answers repeat the question using the terms "5+C=12"

 

Some children do very well with these types of questions.

[Lori D.]

We've built it, we've acted out stories. Nothing works. Nothing. Not watching the dvd, not talking it through. Not building, nothing.

 

 

Dear Kathy, I just want to encourage you. :grouphug:

 

And I do understand your feelings of frustration. We attempted -- and set aside -- long division 4 times: end of grade 3; start of grade 4; mid-grade 4; end of grade 4. It just did NOT click for DS until grade 5. And each time we attempted long division, I used a different resource for explaining, visualizing, etc. (And believe me, each time I panicked a little more that he wasn't going be able to jump the long division hurdle!) Honestly, in retrospect, there are just some math topics that a math struggler has to MATURE into -- and for our DS, grade 5 was the turning point.

 

Yes, he was behind. Yes, he had some catching up to do once he had turned that math corner and no longer stumbled over math. But the main thing is that he LEARNED those math skills -- in HIS timing, in the way HE was made.

 

 

My point: don't beat yourself up (or let your DD get discouraged!) by forcing yourselves to stay at this point until it clicks. Just about every student hits a wall in math at some point. Specific example: I read many posts from people on this board who have shared that their DC got stuck in MUS Epsilon along about lesson 22-23 (can't remember the specific topic) and just couldn't jump that hurdle -- and the family finally had to move on and come back to the problem area later on.

 

 

From our own experience, the BEST thing for our DS was to not only set aside the troublesome topic, but to sidestep into a completely different program for several weeks to a month. Sometimes, I think the students who bloom later in math get panicked that they are not "getting it" and feel they are "falling even farther behind" -- and that panic shuts down their brains. By moving off of the spine math and into a totally different program and a different math topic, you also bypass that panic reaction, and they can actually learn something -- it may not be what was on the schedule for that day or week or month -- but they ARE learning something, in their OWN timetable. :) Sometimes, we forget that the beauty of homeschooling is that we can tailor (or substitute!) the materials to fit OUR unique learners -- rather than trying to "keep up" with someone else's arbitrary schedule.

 

We also keep reassuring our DS that he was not "stupid" or "behind", but was developing his math skills in HIS own unique timing that was different from other people -- so it was pointless to try and compare himself. In other areas he was way advanced to his peers -- that, too was his unique timetable. And, unfortunately, kids WILL compare, so this was also a "life lesson" moment in which DS and I talked about:

 

1. seeing what it feels like to be on the receiving end of negative comparison, so don't do it to others.

 

2. and to also really consider where DO we get our sense of value: are we going to let other (fickle!) people dictate how we see ourselves -- or (for our family, as Christians) know that our worth is defined by knowing we are made in the image of God with specific unique purposes by Him.

 

 

 

BEST of luck as you determine what is best for your family in your math dilemma! Warmest regards, Lori D.