Nov 222017

Addition Help

A story about 9 wanting to be 10 (addition help).  There is more in this lesson, but this short story is a great way to connect the left and right sides of the brain to learn a new fact.  She goes on to talk about 8 “itching to be 10”, and so on.  What a great way to present this method of adding.  My non-apraxic brain automatically sees this, but I was never sure how to frame it in a way that George would get it.

I am not sure how the school has been teaching this, as they never told me, but I do know that the method they were using was not working for him.  Once he understood Touch Point and Adding On, he had trouble learning any of the other methods.  Memorizing doubles has not taken place, so that will be another area I will look for help with.

The video above also gives a visual representation I can use, in a physical form to add in sensory input, to find the answer to a math problem.

Here are the math facts set to music.


Jun 172016

child sitting in corner

Charlotte Mason encourages math using everyday situations. Our home school math curriculum encourages mental math. I sometimes struggle to find examples the kids actually care about.

Today, the kids found their own examples while having a consequence.

Here is how it all went down:

I am tired of them telling me their rooms were picked up and ready for inspection when they really were not ready for me to do so.

Expectations were set before hand, reminders were even given for areas I knew they often forget to address. (George even has a list posted on his wall for things to check. It is not hard.)

I explained to them that it was a waste of my time to check out a room they knew was not ready for me to check. I would then have to call them back, listen to their whining, and delay me moving on to my next job while they did what they were supposed to have done the first time. Therefore, if they called me for inspection before it was actually completed they would owe me wasted time of their own – 1 minute for each item you did not do. (make bed, pick up clothes, turn off radio, etc.)


They both had to sit for several minutes while I picked up my room. AND it was for the things I had specifically reminded them to address.

Here is where the math appeared.

Jack: George, I have to sit for 7 minutes, while you have 6 minutes. That means I have 1 minute more than you.

…a few minutes later…

Jack: If it has been 4 minutes that means … George you have two more minutes and I have 3 more.

And here I was worried about him knowing his math facts. He seems to have it down when it involves something personally relevant. 🙂