Sarah0000 Posted May 5, 2017 Share Posted May 5, 2017 My five year old just sat and did a bunch of problems in CWP 1. He completed Process Skills 1 yesterday but it wasn't as interesting to him. I AM glad I made him do it though because at first he did sometimes write the equation wrong. The math was correct but didn't reflect what he actually did to get the answer if that makes sense. Anyway, glad I listened to the advice here. Question: The math is still much below his level (he's working solidly in Singapore 3). Would you still make him write out bar models in CWP if he can solve the problem immediately in his head? I already have Process Skills 2 for when he's done with CWP 1 so he will get more modeling practice either way. So have him do, say half, with modeling for the application practice or wait until he actually needs help thinking through a problem, even if that's not until CWP 3? Quote Link to comment Share on other sites More sharing options...
SoCal_Bear Posted May 7, 2017 Share Posted May 7, 2017 (edited) I let my son slide on drawing out bar models at earlier levels. When he tells me that he doesn't know who to solve a problem, I always ask whether he made his bar model and usually that gets him over the bump. Proper labeling is a huge issue as well. I do wonder now whether or not his tendency to not want to show his work is due to me not being more insistent that he always do it or if it's just a normal problem that every kid goes through in wanting to shortcut their way through their math. When the problems get more complex, you simply have to show your work step by step or it becomes so easy to make silly errors.This is something we are working on (all the time it seems. Sometimes until I want to poke my eye out!) because the numbers are simply getting too large and the word problems have too many details without properly setting things up either with bar models or if moving on to algebriac expressions, writing out the knowns and variables. Edited May 7, 2017 by calbear Quote Link to comment Share on other sites More sharing options...
mathmarm Posted May 7, 2017 Share Posted May 7, 2017 Is he complaining about having to show his work for problems that he can do in his head? Quote Link to comment Share on other sites More sharing options...
Guest Posted May 7, 2017 Share Posted May 7, 2017 Ask him to explain his thinking, then teach him the concept of proof and how to show a solution. Quote Link to comment Share on other sites More sharing options...
Sarah0000 Posted May 10, 2017 Author Share Posted May 10, 2017 I've never asked him to show his work before. I've asked him how he got the answer but most of the time he'll give me a fanciful story rather than a math proof. I think I'll just let him continue on doing his own thing while it's so easy, and maybe alternate every few weeks between Process Skills and CWP rather than doing all of one book at a time, to keep the modeling skills fresh until he gets to a point where he actually needs them. Quote Link to comment Share on other sites More sharing options...
MrSmith Posted May 11, 2017 Share Posted May 11, 2017 It's better if you start earlier. A little at a time now, before CWP3/4 hits you like a ton of bricks. If you wait the problems will be much harder and he will not have the requisite technical skills to explain the work. Quote Link to comment Share on other sites More sharing options...
Sarah0000 Posted May 11, 2017 Author Share Posted May 11, 2017 Ok, I'll ask him to either make a bar model or write the equation, alternating between the two, about half the time. Maybe just one problem each time he does the book. Quote Link to comment Share on other sites More sharing options...
Recommended Posts
Join the conversation
You can post now and register later. If you have an account, sign in now to post with your account.