Mommyto2 wrote:My ds 9 is currently going through Singapore 2A. He has been confidently going through the book so far. In fact he aced the beginning multiplication section and told me it was all too easy.
Then we did the introduction to division. He has no clue to be blunt. We went through the teacher's manual lesson and did the workbook together. He would have gotten almost all of them wrong even though he has almost mastered his multiplication. I explained division is the opposite of multiplication like subtraction is the opposite of addition. I brought out the blocks and we did each problem with manipulatives.
He just isn't getting the connection. This is where we were last year with addition when we just stopped and worked on it every day for a long time. I know this isn't the way Singapore works so I am not sure if I should stop for awhile or keep going. We are doing the 15 min a day drill and we have been doing division every Thursday. I have mostly just been working on the /2, /3 and /4. He can sometimes get these without help but a lot of times I just help him with the answers to try to input them in his brain instead of test him on something I know he doesn't know.
So, should I stop and work on division concept or keep going and hope it clicks sometime? Thanks for your input.
mom to ds 9 and dd 6
Just a couple of ideas to toss around based on how I tried to do this with my 9 year old who is slow to average.
I’d encourage you to call the MFW office and ask for ideas too. Sometimes it is easier to talk rather than type for some ideas. (In fact, I’d rather talk than type about this one, but I'll try my best.)
I had to adjust the language that I use to teach the concepts when teaching to my child who is now 9 years old. No matter how much I used manipulatives and drawings and all of that, I had to use very concrete language with this kid to help her with anything new. For a long time I was still using abstract language and just had manipulatives in front of us thinking it would click. I wasn't aware that I was teaching over her head, but I was. I had to use very concrete and simple words to help.
I would not start by saying to my child that division is the opposite of multiplication That is an abstract concept that has to develop later after you let them play around and physically “divide” object and get them use to the language of division. It is surprising how some kids just need a simple definition of what it means to divide.
I use simple language when using Singapore with my slow to average 9 year old learner. In fact, I had to define “divide” for her by calling it “sharing equally” and then saying in the same sentence “sharing equally means to divide, so we can use the fancy word "divide" too.”
Let me try to type some of what I do.
In a natural setting (setting snack table for example), I count out a number of crackers and say “I have 12 graham crackers here. Time for snack for us. How many are eating now? Ah, you, me and your 2 sisters. That’s four of us. Let’s divide (share equally, remember?) our 12 crackers so we each get the same/equal amount. Ready.” (then yes, we count off in groups of 4, 1 for you, 1 for me, 1 for big sis, 1 for little sis)
Wow, I have 3 pieces, and so do you, and sis and little sis.
It is at this point that I would just write out with the symbols
12 divided by 4 = 3
And then say while pointing to each number
“We took the whole group of 12 crackers
Shared them equally (or we can use a fancy word here divided them equally) among 4 of us. And we each received (got) 3 of them”
by the way, that method worked great for us when dealing with division with remainders too. But I'll save that for another time.
Then after a day or so later, I would say something simple like “hmm, what if I didn’t know how many crackers I had in the package? And I want to give 3 crackers to each of us. Well, I have to give 3 crackers to you, 3 crackers to me, 3 crackers to sis, and 3 crackers to big sis.
Hmmm. I gave 3 crackers 4 times, didn’t I?
3 times 4 gave us 12 crackers.
And now I would write it
3 x4 =12
And then I would point to same problem and say it backwards.
I would do that for each problem in the text and workbook too using the most simple and concrete language possible until not needed as much. Just my way of teaching a child who struggles with the language of math.
So, anyway, that’s why I’m suggesting making sure your son doesn’t skip the steps of learning the language of division problems before moving ahead to the abstract analogy of it being opposite to multiplication in the same way that addition and subtraction are opposites.