Scoop & Sequence - Singapore & Miquon Math

[EngOZ]

We've been using level 1 of Singapore Math and supplementing with Miquon math which works really well for dd. However I'm not sure what is the right sequence to follow.

 

Some have pointed to the MIQUON YAHOO GROUP which has a helpful chart that rearranges Miquon to suit SM's scoop & sequence.

 

The other option is to alternate between both books.

 

Are there any other option. If you've tried any of the above suggestions, please let me know from your experience which is EASIEST & the most INTUITIVE to work with.

[Five More Minutes]

I tried lining them up, and it was messing with my head and, more importantly, messing with the Miquon style, which is all about discovery.

 

So I just didn't / don't try to line them up anymore. I ended up using Singapore 3 days a week, and we had Miquon Math labs on 1 day of the week where my dds could pick any page they wanted to work on next. I also read the First Grade Diary and Lab Annotations, and figured out ways to teach the Singapore concepts using those methods (which are quite similar to those presented in the SM HIG).

 

Occasionally I'll sense that one of my daughters needs more time with a topic, or needs to think about it in a different way than she's working with it in Singapore. At that point I'll flip through the Miquon workbook to find a page or two that will help her rethink the topic, and go through that. That has been happening less and less frequently, though.

[EngOZ]

I tried lining them up, and it was messing with my head and, more importantly, messing with the Miquon style, which is all about discovery.

 

So I just didn't / don't try to line them up anymore. I ended up using Singapore 3 days a week, and we had Miquon Math labs on 1 day of the week where my dds could pick any page they wanted to work on next. I also read the First Grade Diary and Lab Annotations, and figured out ways to teach the Singapore concepts using those methods (which are quite similar to those presented in the SM HIG).

 

 

 

I'm with you on the "messing up" and "discovery" part :)

 

When you have your "Miquon Math labs day where your dd could pick any page they wanted to work on next" do you mean that dd can pick from a related topic i.e. if you're doing additions in SM, then you would allow dd to pick an addition problem from Miquon?

[Five More Minutes]

I'm with you on the "messing up" and "discovery" part :)

 

When you have your "Miquon Math labs day where your dd could pick any page they wanted to work on next" do you mean that dd can pick from a related topic i.e. if you're doing additions in SM, then you would allow dd to pick an addition problem from Miquon?

 

 

Oh, I wasn't nearly that systematic! :-) I just looked at the Miquon workbooks and pulled out worksheets in topics that they had either been exposed to already, or were just about to be ready for and they might think was fun. If there was a topic in SM that I thought they needed more time with, then I would weight that folder heavily with that topic, hoping they'd choose one of those worksheets.

 

I found that by using the folder filled with sheets that they were ready to play with, they had some choice and ownership over their Miquon time and could really explore. If I handed them the workbooks as-is, their perfectionist, don't-leave-anything-undone selves would kick in and they would plod through it like any other workbook. Or if I insisted that they pick any page to work on, they'd get overwhelmed and would spend 30 minutes picking out a page. :001_smile:

 

It all sounds loosey-goosey, which is maybe why I used specific math lab days for the Miquon worksheets. During the rest of the week, I wove Miquon into our SM lessons in the way that we introduced and practiced topics.

 

ETA: I haven't used the Miquon Math labs for a few months now, as I've become more comfortable at just weaving Miquon methods into Singapore. But I have a dd who I think needs to let a couple of topics sit while she explores others, so I'll probably be starting them up again shortly. Hence my mixed use of past and present tense when I talk about Miquon worksheets.

[Mert]

Not 5 more minutes, but we do SM and Miquon the same way. I let ds open the book and pick what looks interesting to him. Now that we're in the higher books, I might sometimes pick a letter/catergory that we haven't tackled yet and say we won't be doing any F pages today. Otherwise, I let him do the choosing.

[Mert]

Oops... double post.

[EngOZ]

Oh, I wasn't nearly that systematic! :-) I just looked at the Miquon workbooks and pulled out worksheets in topics that they had either been exposed to already, or were just about to be ready for and they might think was fun. If there was a topic in SM that I thought they needed more time with, then I would weight that folder heavily with that topic, hoping they'd choose one of those worksheets.

 

I found that by using the folder filled with sheets that they were ready to play with, they had some choice and ownership over their Miquon time and could really explore. ...

 

Not 5 more minutes, but we do SM and Miquon the same way. I let ds open the book and pick what looks interesting to him. Now that we're in the higher books, I might sometimes pick a letter/catergory that we haven't tackled yet and say we won't be doing any F pages today. Otherwise, I let him do the choosing.

 

Interesting thank you both for sharing your approach. There are some interesting topics that I could easily pull up for a miquon math lab day and allow dd to work on something by herself.

[acsnmama]

I was the one who suggested the yahoo group!

 

We followed the chart loosely, and I prefer it that way, then I'm not introducing something in Miquon that he had not learned in SM. Considering SM is our main math course, I don't want him learning over here and over there and coming back to this or that later. However, there were some things in Miquon that wasn't introduced in SM, which I would let him do at his own free will. Otherwise I picked out a few pages within the topics we were learning according to the chart and it worked very well!

 

I'm not sure how it would mess with the discovery of the Miquon program. I found following a general idea of where it lines up was a means of enhancing SM! Granted, I didn't pull a little from this Miquon book, and that Miquon book, but Miquon has been fun, he enjoys the pages very much, and they did go along with SM very, very well!

[EngOZ]

I was the one who suggested the yahoo group!

 

We followed the chart loosely, and I prefer it that way, then I'm not introducing something in Miquon that he had not learned in SM. Considering SM is our main math course, I don't want him learning over here and over there and coming back to this or that later. However, there were some things in Miquon that wasn't introduced in SM, which I would let him do at his own free will. Otherwise I picked out a few pages within the topics we were learning according to the chart and it worked very well!

 

I'm not sure how it would mess with the discovery of the Miquon program. I found following a general idea of where it lines up was a means of enhancing SM! Granted, I didn't pull a little from this Miquon book, and that Miquon book, but Miquon has been fun, he enjoys the pages very much, and they did go along with SM very, very well!

 

I've used this approach of lining up SM and Miquon together when we were doing multiplications and it worked quite well! Thank you for the chart, it will take the guess work and let me know in advance when to jump to Miquon. The sequence helps us to move in and out of SM, which can be tedious at times by itself, and at other times, the concepts themselves in SM aren't quite clear to dd.