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Joined: Feb 2011
Posts: 5,181
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Reading came easily, math concepts came easily. Rote learning does not. I'll think some more about visual representations I think. I feel like she does better with abstract discussion than concrete materials. Like she needs to be told (probably with a visualization) how to think about these problems, not to spend endless time manipulating beads or some such. Then I would try the play with numbers approach and pattern concepts. You might like some of the ideas here: http://www.gifteddevelopment.com/Articles/instruction/i90.pdfMy DS just told me today that he realized adding even numbers always gets even numbers, adding odd numbers also get an even number, but adding an even and an odd yields an odd. He also likes the idea that adding the digits of a number with nine as a factor ends up with nine. And that you can move up the squares by adding the next odd number to the previous square: 1 + 3 = 4 4 + 5 = 9 9 + 7 = 16 I can't even imagine memorizing any addition past 10 when a process works fine. This. Fluency comes with practice and meaningful application-- or not at all-- for DD and I both. I cannot simply MEMORIZE anything just because I want to. Certainly not numbers. Not my driver's license, not a phone number, nada. I never pushed this on DD. She's completely fluent now, and has been for years-- but she definitely wasn't when she was 7-9yo. One helpful tip to add to the thoughts above-- Do PeeChee folders still have a times-table on the inside? That's a good way to "see" the times tables in a visual format. Another idea-- try using a 100's chart to actually visualize the PATTERN involved in addition and subtraction. Number lines are helpful to me, personally. This is actually a useful skill, by the way, when they get into functions and translations/inversions later on.
Schrödinger's cat walks into a bar. And doesn't.
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Joined: Feb 2011
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One idea for homeschooling (since you are doing so) is to use Math Games-- file folder games.... there's a book with reproducibles in it that has a BUNCH of basic math facts drills organized as simple board games. DD found those much more tolerable than any other kind of drill at this age. File Folder Games for MathYou could also play a regular board game with a pair of D-20's from a local gaming store. That way you could practice the subtraction facts that she doesn't know.
Schrödinger's cat walks into a bar. And doesn't.
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Zen Scanner I read that article you linked to a few years ago when researching about my elder DD, who fits the "visual spatial learner" description much more typically. And I used a similar article, but spelling related, with great great success for improving her spelling, but she'd already nearly mastered times tables with timez attack by the time I read this article so we stuck with what we were doing.
This quote from that article is my eldest to a t:
"The right hemisphere cannot process series of nonmeaningful symbols,"
She was my most mathematically advanced toddler - but took MONTHS, long after she was doing addition and subtraction past 10, to learn to recognise the digits 1-9. She just could NOT map the concept of a number to symbols at ALL. And reading, OMG reading... Just reliably having the alphabet took us nearly 3 years.
I think the reason I am puzzled by this issue with my 2nd DD is that she's not appreciably sequentially impaired, I don't think of her as a visual spatial learner. Certainly she's V/S gifted, but her Verbal IQ is equally high as her NV, I think of her as quite balanced. She learned to read easily (and phonetically), she learns spelling with ease (not one look and never forget, but easily and reliably and transfers it to her writing). This issue with math seems odd to me.
BUT that article is exactly what I had been thinking of using when it came to teaching her times tables, I have just been holding off because of this addition/subtraction fact issue. AND today it has hit me that I have been stupidly doing exactly what annoyed me about her school teachers - failing to give her a big enough picture. Possibly she NEEDS to sit and look at a number chart and see addition, subtraction, multiplication and division patterns all together to really start seeing the patterns and thus learn them. She's absolutely all about patterns, DH and I have described her as "highly pattern seeking" on more than one occasion.
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Joined: Dec 2012
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Puffin she has no trouble at all with things like 10-5, 50-5, 20-10, 50-20, 20+50+5, etc anything I could demonstrate with our coinage I am very confident that even if she was slow she would be accurate (though its hard to say if having the coins in hand would slow her down or speed her up, compared to being asked verbally I could time it, I think she'd be faster verbally). Her problem is NOT with the concept of addition or subtraction.
I am particulalry sure about the coins given her approach to 50-20 would be "thats 5-2, so 30". I think the problem is fundamentally that she's no doing it in her head using memory or patterns like that when regrouping is required, because regrouping requires that you know subtraction for 11-20 or are fast and reliable at working it out. And she's got neither. Like zen scanner said I wouldn't have thought you need to know above 10, but working with her ive realise I do just KNOW the bond between 5, 7 and 12, or 8,8 and 16, etc, I also use tricks around 1s, 5s 9s and 10s. She's not got any of that and I'm not sure why (or why it's hard).
I'm hoping zen scanner has hit on it with the last post. I need to read that link on a real computer.
Maybe I should try teaching times tables and all the patterns and tricks for learning them, Imaybe that's what she needs to get this. I didn't mean could she do it. I was just curious about the currency thing. Math mammoth etc do quite a bit on money and so did we when I was young and we had 1,2 and 5's but it seems pointless now. I hope you get a solution soon.
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Do you have 5s? We do. I have to say I never think to work with money with my kids because we use cash so rarely. Even if I send them into a shop alone, I will sometimes give them cash but often they'll take a credit card now that you can just wave the card at the machine for small purchases. Talk about lost skills!
How is shop rounding different for you? Our prices are now either in increments we actually have (5s or 10s), or are .99, which would round up by any method yes?
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Do you have 5s? We do. I have to say I never think to work with money with my kids because we use cash so rarely. Even if I send them into a shop alone, I will sometimes give them cash but often they'll take a credit card now that you can just wave the card at the machine for small purchases. Talk about lost skills! You've got that right! Ah, the education value of going to the sweet shop to buy candy on the walk to school at so many a penny etc. No wonder we never had trouble with simple arithmetic and even fractions were easy in those days LOL
Become what you are
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Joined: Apr 2011
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I haven't tried an abacus no. We might try the plastic money or an abacus if my current plan doesn't work. Which is to work on some number grid and number bond stuff. I really appreciate all the ideas.
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Joined: Jun 2011
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Cuisinaire rods or unit blocks can help
...reading is pleasure, not just something teachers make you do in school.~B. Cleary
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Joined: Feb 2013
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Do you have 5s? We do. I have to say I never think to work with money with my kids because we use cash so rarely. Even if I send them into a shop alone, I will sometimes give them cash but often they'll take a credit card now that you can just wave the card at the machine for small purchases. Talk about lost skills! You've got that right! Ah, the education value of going to the sweet shop to buy candy on the walk to school at so many a penny etc. No wonder we never had trouble with simple arithmetic and even fractions were easy in those days LOL Especially with the half p coin.
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