Posted: Mon Mar 17, 2008 2:58 pm
Singapore is not too hard to teach! Let's hang in there. I'll take you step by step through this section. It takes me more time to type this and to read it, than it does to teach it out loud.
My 2nd dd had to be taught a little differently. So let’s think outside the box a bit together. Warning… you might need to print all of this and sit back for day.
It is about modeling and working with our children --- and that is the case no matter what math program you use at this age.
It is ok if your son does not master this technique while in this part of 1B. It is ok to “just teach the facts right now” and model the approach in a way that is very casual and almost as a special way to try it. My 2nd dd didn’t have it down pat early in 1B with 14-7 or 12-8. It was a building block as one way to think about it. It isn’t that this particular method is some magic thing that they have to learn. It is a building block to get ready to understand double digit subtraction with regrouping later one with bigger numbers. You are building concepts at this point, not just teaching a method. A lot of this will come back up a little later in 1B but in disguise. It will be ok. Trying to encourage you a bit to keep plugging away. My 2nd dd didn’t master the method, but by practicing the concept over and over, I think it really helped her to understand regrouping later on.
Suggestions for this section of 1B when it gets rough:
Let’s take a few steps back for some extra review time when our kids have trouble with this section.
Before starting any of the textbook or workbook in this section, start with some drill time in 3 key areas:
*I would make sure he knows the “subtraction number bonds with 10.” That would be 10-9, 10-8, 10-7 etc.. Drill those for a little bit before starting the lesson. He probably knows them by now. So this should be quick.
*Then, make sure you drill on Making the Teens when One Bond is 10: I simply mean that you say out loud things like
11 = 10+ 1 or 11-10 =1
12 = 10+2
Again that should be quick for your child.
*Then set up to work on drilling Teens minus single digit (i.e. things like 14-8). I think many children need to say and see the correct answer before trying them on their own. Just have him repeat it after you and then let him try on his own. This may be very new to your child.
In other words
Mom says “14 minus 8 equals 6” (preferably while holding up a flashcard or at least pointing to the problem on a white board)
Kid echos: 14 -8 = 6
Mom then says: “14 -8 equals ????” (while covering up answer on flashcard)
Kid hopefully says “6”
Do several of the teens this way.
Then very quickly call out the 10 number bonds one more time.
You may use whatever drill methods you like to use.
After you have done that, then work on the “mental math process” a bit. If blocks seem to be getting in his way, model it a bit but not expect him to do it on his own. It may be too much all at one time and it is perfectly ok to break it down for your child and model it several times over several days of instruction. Just as mom2woii said, your child is young and just may need more time.
and let me quote David on another post :
You see sometimes it is patience not frustration that wins the battle.
Please exercise caution from easily being discouraged when a child is not succeeding. Don't give up but press on in a gentle way.
All of a sudden one day out of the blue children finally get it.
I do this all the time with my very average 2nd child. I show her and we build and say it out loud together. Some children are not ready to handle the processing and flow chart just from verbal instruction. The extra steps are ok to do.
For our sample problem of 14-8
I would set out a segmented 10 block and 4 “ones”. Alternatively, I would also use raisins (or something other than segmented math blocks) in a pile of ten and pile of 4.
And I would say out loud to my child:
“I have 14 and I want to take away 8. hmmm 8 is bigger than 4, so that’s not super easy to do right now. So, I’ll take my 8 from the 10.”
(and then I would physically cover up 8 of the blocks or raisins or chocolate eggs. This will help the child to hear, see and follow the steps without having to process the flowchart of the steps)
Then I continue to say out loud
“That leaves 2 plus those 4. Ah ha! I took away 8 from 14 and I’m left with Six. 14 -8 = 6”
and I would even go the next step and have the flashcard showing for that.
Work lots of them like that with flashcards before going to the workbook. It is ok at this point to work with your next to your child as he does his problems.