Hi Brie,Brie wrote:So my 10 year old started with Singapore math and went through 3A. He was getting frustrated with it so we switched over to Teaching Textbooks and he has gone through 3, 4 and half of 5 so far. He always has done well with TT so I thought great, but he just took his CAT test and scored really low, an 18 So now I'm wondering if maybe I should switch back since it has been a while since he has done Singapore math or if you ladies might have some good advice. I did go through the questions and he should of known everything he missed, mostly longer multiplication problems and all the division ones He had forgotten what the division bar was though he knows how to do long division. Anyway, just looking for some directions. Thanks in advance
My first thought when students test poorly is that math facts may not be down pat. Part of standardized testing is based on speed, so the student with math facts mastered will be able to put more energy into concepts. Before switching math programs, I'd evaluate his mastery of math facts.
The next thing that helps with standardized testing in math is the ability to attack random problems in many areas, rather than just the types of problems that were recently laid out in the textbook. In my mind, there are two ways to prepare for this: (1) Teach kids to "think math" the way Singapore does, rather than just students copying what was recently taught. It's not too late to go back to Singapore, if you decide it's best -- I love the skills Singapore teaches. (2) Keep a variety of skills fresh by frequent reviews of past concepts -- not sure if TT elementary does that, but in most math programs it's easy enough to add in some review by spending a day every month or so re-doing past tests or something like that.
It's good you're noticing areas that need strengthening. No program can anticipate where each student needs extra work, so it's not unusual to have to add in some drill or review. My youngest has always been very strong in math, yet I kept up drill through 7th grade (a lot of his operations were done on fractions at that point); it just makes upper math easier.