momto3innc Posted October 15, 2011 Share Posted October 15, 2011 This is kind of a silly question, but it's been bugging me. We're finishing 2A. How is the mental math designed to work? -Are you supposed to read the problem and have them answer without ever seeing the problem? -Or, can they look at the problem but answer orally? -What about when there is a grid (like an addition or multiplication table?) Do I just call them out and him answer each and every one down the line? Him look at them and tell me? Him fill them in? I hope that makes sense-just not getting the tables mental math-they seem more "worksheet" like and I feel like I'm missing something. Obviously what matters most is that he is getting the processes and progressing (which he is) but I've just wondering how these parts were designed to work and I hadn't seen the explanation in the HIG. Thanks!! Quote Link to comment Share on other sites More sharing options...
chepyl Posted October 15, 2011 Share Posted October 15, 2011 I don't know for sure....bit what I do is this: List of problems-I read, he was noticing the patterns in some, so I read them out of order to really check is memory skills. For 2 & 3 digit problems, I let him look if he needs to. For the grids, I point to a square and he must give the answer. Going down the rows is just repeating the pattern, my son learns the pattern rather than thinking of the problem. If I point, he cannot answer without thinking. I don't know if that is "right" but it works for us. Quote Link to comment Share on other sites More sharing options...
zoo_keeper Posted October 15, 2011 Share Posted October 15, 2011 DD6 is in 2A, and while she does the SM wb problems and practice workbooks problems on her own, she does the CWP and IP mainly out loud with me. Sometimes, for multi-step problems, we may jot down the answer from an intermediate step, but mostly everything is verbalized. Quote Link to comment Share on other sites More sharing options...
momto3innc Posted October 15, 2011 Author Share Posted October 15, 2011 Thanks for your answers. I suppose maybe there isn't a "right" way, just wondering what most did. I think I started wondering because when I used to just read the problems in the MM section without him seeing them, it was a LOT more challenging to him than be able to see them before he mentally solved them (which is what we do now). Quote Link to comment Share on other sites More sharing options...
Doodle Posted October 15, 2011 Share Posted October 15, 2011 I have been using the mental math problems for review. For example, right now we are in the fraction portion of the text. Doodle gets one mental math list per day that corresponds to a previous lesson in the book. Quote Link to comment Share on other sites More sharing options...
Embassy Posted October 15, 2011 Share Posted October 15, 2011 I let them see the mental math problems as they do them. IMO it is still mental math whether it is presented orally or visually or both. Quote Link to comment Share on other sites More sharing options...
zoo_keeper Posted October 16, 2011 Share Posted October 16, 2011 Oh, I misunderstood. Now I'm concluding that maybe there's a specific "mental math" section in the HIG, yes? We don't use the HIGs, but instead incorporate mental math by doing the supplementals orally. Quote Link to comment Share on other sites More sharing options...
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