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Dawnie
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| Posted: Jan 23 2007 at 11:55pm | IP Logged
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We are working on addition with regrouping now and it takes my daughter a long time to work through each problem, as she is still relying very heavily on manipulatives to help her solve the problems. So she has to build the numbers, then add each place, regrouping if neccessary. If I require her to finish a whole workbook page, she often gets frustrated with how long it takes and I get frustrated, too, having to CONSTANTLY remind her to stay on task. If I only require her to work for 20 minutes on a page, her attitude is much better, but she will only get a few problems done in that amount of time.
My instinct is to just require her to work for a certain amount of time each day, rather than forcing her to sit there for an hour to finish the whole page (which is usually only 10-12 problems). It'll take us a lot longer to get through the material this way, but she'll have mastered what we cover, right? Slow and steady will get us done eventually??
I was wondering which strategy some of you use. Do you require a certain amount of work (i.e. 10 problems no matter how long it takes) or a that a certain amount of time be spent on the work (i.e. 20 min., as long as the child is working, not daydreaming, the entire time)?
Dawn
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Leonie
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| Posted: Jan 24 2007 at 12:45am | IP Logged
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I tend towards the short lessons idea - trains children to keep to task, very CM! And doesn't kill interest.
I also wonder if your dd has sufficient fluency in mntal maths? I often like to work more on building mental maths skills, re addition and subtraction, before concentrating on regrouping. Then, a child has formed a mental framework and, once regrouping is introduced with manipulatives, the child can learn to regroup mentally and not need the concrete aids. Much faster!
Just a thought..
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Leonie in Sydney
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Dawnie
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| Posted: Jan 24 2007 at 1:06pm | IP Logged
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Leonie,
We are working on memorizing math facts. Mary Beth almost has her addition facts memorized. I try to drill her on them everyday for about 5 min., but she is still counting on her fingers for a few of them. The funny thing is, she likes to use the manipulatives to add even those facts she knows well. I think that maybe she is still working on grasping the concept of regrouping, and maybe this is why it is taking her so long to get through a problem.
I think I will stay with requiring that she work for 20 min. on a math page instead of requiring that she finish the whole page (or even half of it!). I've been doing it this way for the last 2 days and our math lessons are gonig MUCH better. Less battling.  When she starts getting frustrated, I can just say, "You're doing a good job, just 10 more min. and you'll be done!" I think it helps her to see a light at the end of the tunnel.
Dawn
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ALmom
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| Posted: Jan 24 2007 at 2:51pm | IP Logged
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Dawnie:
My dd had just the difficulty you described. She is the kind of child that has to have deep understanding before moving on. I simply gave her short lessons - depneding on the age (my dd was upper elementary when we were doing this - at least 6th grade)we would divide into 2 20 minute math sessions. I simply let her use the manipulatives as long as possible - and then suddenly it clicked and from that point on she flew.
We were "way behind" in math according to what most were doing, but she is fine and working in Algebra now without significant trouble. Don't be afraid to follow your instincts. If she needs the manipulatives, it will help her really understand it in the long run. What happened is that my dd came up with standard short cut algorithm herself on her own.
Janet
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Leonie
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| Posted: Jan 24 2007 at 4:11pm | IP Logged
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Dawnie wrote:
When she starts getting frustrated, I can just say, "You're doing a good job, just 10 more min. and you'll be done!" I think it helps her to see a light at the end of the tunnel.
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Sounds great - CM was really onto something with short lessons - esp for some dc. 
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marihalojen
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| Posted: Jan 24 2007 at 4:16pm | IP Logged
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I've been implementing shorter lessons with Marianna but only with a great previous lesson.
 lesson = a full lesson the next day.  lesson = 30 minutes timed lesson
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4Real Forums : Living and Loving Numbers
Topic: math question
