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TheOneyouwerewarnedabout · 41-45, MVIP
kids brains are like sponges.
OpalFlower · 31-35, F
@TheOneyouwerewarnedabout Right their brain are like sponges. So I am seeing that you are going for the teach different things on different days in my small group like Monday Bar graph, Tuesday What do you eat in the Morning, Day and Night, Wednesday adding, Thursday adding, Friday subtracting. Then next week on Monday is counting number sense while they also do lessons on the computer that might not be related to my small group during the day or week.
ElwoodBlues · M
I can remember when our kids were in elementary school, the teachers sent home a note that we had to practice the times tables with our kids up to 12X12, 10 minutes per day 5 days a week. So we did.
I'd say "give me the two times from one to twelve" and my kid would recite "2X1 = ... 2X2 = ..." up to 2X12, kind of like an ascending scale in music.
Then when they got good at those, we'd do downwards, "give me 7X12 and downwards.
And when they got good at those, I'd ask for it backwards: "what are the factors of 56? ... what are the factors of 54? ,,, what are the factors of 48?" etc. But only for ten minutes per day, and slowly raising the difficulty.
I'd say "give me the two times from one to twelve" and my kid would recite "2X1 = ... 2X2 = ..." up to 2X12, kind of like an ascending scale in music.
Then when they got good at those, we'd do downwards, "give me 7X12 and downwards.
And when they got good at those, I'd ask for it backwards: "what are the factors of 56? ... what are the factors of 54? ,,, what are the factors of 48?" etc. But only for ten minutes per day, and slowly raising the difficulty.
OpalFlower · 31-35, F
@ElwoodBlues Yes see with that the children are learning a main core which is multiplying first then when mastered or somewhat understood then onto factors. Where there is a flow....but what I am noticing in the classroom I am in especially on what the teacher wants me to do....there is no flow. Just jumping from counting numbers, bar graph, adding, fill in missing numbers, subtracting, writing down numbers
done on different days in one week.
Like if it was up to me...I would of focused on different graphs each day to compare. Like Monday Bar Graph: Favorite Fruit, Tuesday Pie Graph: Favorite Vegetables, Wednesday the children draw what they eat during the morning, day, and night...Thursday create a bar graph on how many students said they ate the same thing during the Morning, Day and Night and on Friday they can create their own pie graph showing which vegetable/fruit they would eat less of or more of on a plate. They would shade in how much they would eat with the same color as the fruit or how less they would eat. Like if they like bananas more then they can color the whole plate yellow or draw as many bananas as they like and count them and write the number down then shade in a small amount of what they would eat less of.
done on different days in one week.
Like if it was up to me...I would of focused on different graphs each day to compare. Like Monday Bar Graph: Favorite Fruit, Tuesday Pie Graph: Favorite Vegetables, Wednesday the children draw what they eat during the morning, day, and night...Thursday create a bar graph on how many students said they ate the same thing during the Morning, Day and Night and on Friday they can create their own pie graph showing which vegetable/fruit they would eat less of or more of on a plate. They would shade in how much they would eat with the same color as the fruit or how less they would eat. Like if they like bananas more then they can color the whole plate yellow or draw as many bananas as they like and count them and write the number down then shade in a small amount of what they would eat less of.
Spoiledbrat · F
I had a teacher play flash cards with me for math. I picked it up really fast. And it was fun. @ElwoodBlues
smileylovesgaming · 31-35, F
OpalFlower · 31-35, F
@smileylovesgaming Right...Like if it was up to me...I would of focused on different graphs each day focusing on differents to compare. Like Monday Bar Graph: Favorite Fruit, Tuesday Pie Graph: Favorite Vegetables, Wednesday the children draw what they eat during the morning, day, and night...Thursday create a bar graph on how many students said they ate the same thing during the Morning, Day and Night and on Friday they can create their own pie graph showing which vegetable/fruit they would eat less of or more of on a plate. They would shade in how much they would eat with the same color as the fruit. Like if they like bananas more then they can color the whole plate yellow or draw as many bananas as they like and count them and write the number down.
If I had a whole week of multiplication tables at that age, I'd have probably cried the whole week!!!
I hated maths as it was - but my weakest point was always multiplication tables.
I like the idea of a mix of topics so that you aren't spending too long on one child's weakest aspect in the subject.
I hated maths as it was - but my weakest point was always multiplication tables.
I like the idea of a mix of topics so that you aren't spending too long on one child's weakest aspect in the subject.
OpalFlower · 31-35, F
@HootyTheNightOwl
With multiplication....games could be used not just paper and pencil. Like have the students be in groups sorting with actual objects, kahoot, multiplication scavenger hunt where if the students get the answer right they can go onto the next clue.
Like if it was up to me...I would of focused on different graphs each day to compare. Like Monday Bar Graph: Favorite Fruit, Tuesday Pie Graph: Favorite Vegetables, Wednesday the children draw what they eat during the morning, day, and night...Thursday create a bar graph on how many students said they ate the same thing during the Morning, Day and Night and on Friday they can create their own pie graph showing which vegetable/fruit they would eat less of or more of on a plate. They would shade in how much they would eat with the same color as the fruit or how less they would eat. Like if they like bananas more then they can color the whole plate yellow or draw as many bananas as they like and count them and write the number down then shade in a small amount of what they would eat less of.
With multiplication....games could be used not just paper and pencil. Like have the students be in groups sorting with actual objects, kahoot, multiplication scavenger hunt where if the students get the answer right they can go onto the next clue.
Like if it was up to me...I would of focused on different graphs each day to compare. Like Monday Bar Graph: Favorite Fruit, Tuesday Pie Graph: Favorite Vegetables, Wednesday the children draw what they eat during the morning, day, and night...Thursday create a bar graph on how many students said they ate the same thing during the Morning, Day and Night and on Friday they can create their own pie graph showing which vegetable/fruit they would eat less of or more of on a plate. They would shade in how much they would eat with the same color as the fruit or how less they would eat. Like if they like bananas more then they can color the whole plate yellow or draw as many bananas as they like and count them and write the number down then shade in a small amount of what they would eat less of.
checkoutanytime · M
Todays schooling is trash, my daughter is called upon by a chosen name, that is not her own. I should be allowed to sue the school system for the manipulation they have created.
BeefySenpie · M
It’s normal to teach different strands within a week such as number and algebra, and measurement and geometry
Spoiledbrat · F
You work under a teacher. I would just go with the flow.
Whats the school's policy?