January 2014 Review - Mom's a Proud Mom!

Ok - I admit it - Today's post is about things I'm proud of my children about - plain and simple...

Back Row -  Delta, Foxtrot, Echo.  Front Row - Golf  - See our new eReader!

As you know if you read my blog, our family is very active in Scouting.  A part of that involves doing fundraising.  This Fall we participated in selling Scout Popcorn - which we did as a family.  We were fortunate to have sold enough popcorn, not only to help fund our scouting program, but to be entered into some draws for awards.  Christmas Eve I received a phone call that Foxtrot had won a Kobo eReader - which is working out nicely for our little homeschool.  I was proud of all the hard work they had done, and happy that they got a little 'extra' out of it.

Then in January Echo was baptized.  It is so hard to think that another child is already 8!  I was quite proud that she had decided she wanted to be baptized.

Echo's Baptism Day

I had another proud moment one day when we were doing math.  Echo is working on Fractions, and as such is using the Fraction chart/puzzle.  Well, Golf was right there like white on rice....  and boy, she is good at puzzles... she was finding the right fractions and putting them in the right spots for Echo.  I suspect Golf will enjoy math... every school day she asks to do a "practice sheet" (for her, just drawing on the white board) - and to sing "Yellow is the sun"....    I was also proud with the patience Echo was showing on letting Golf do the puzzle with her.

Echo and Golf

And then this month with just a little 'poking' Delta finished up the requirements for a few more Awards in Cubs.  There are 10 Awards (when you include the World Conservation Award and Religion in Life Award) - and now Delta has earned all 10.  He earned his 6 star award last year (which has a plaque to recognize this accomplishment) - but each of the Cub Awards require a star, generally a few badges from that activity area, and a few more requirements.   There are a few more badges that Delta will probably earn (there are a couple he doesn't have planned for the pack to earn together yet) - but he is now eyeing the scout program.  He will officially move up to scouts in a couple of months - probably April - and can attend some of their meetings now as well.  

Delta in his Cub Uniform - all Awards

 This last month has been very busy - and a few things have been difficult - but it has been a month with my kids doing things that would make any mother proud!

RightStart and our family!

Right Start Manipulatives

We are starting our 3rd year of using the RightStart Math program, and I thought I'd take a moment to share about our experiences with it so far.

I guess I should start by saying we are using Edition 1.  This is because - well - that was all that was available when we started!  I have liked the looks of the sample pages of Edition 2, and I do sort-of wish I could switch - but it doesn't make sense.  First Edition 2 isn't ready for the levels Delta and Echo are using - and at this point there is no way to switch editions past the start of Level B.  I would think at some point RightStart will need to create Edition 2 Transition lessons for people moving from a totally different program - but that is in the future.   And as we own the lessons for Edition 1, it wouldn't make sense to pay for Edition 2 lessons for the younger students.  Besides, edition 1 has been working well for us.

All that said - let's move on.  I think it makes sense to do this by level.

Level A
I have completed this level last year with Foxtrot.  (Delta and Echo moved from the MEP math program, and never did Level A.)

In Edition 1, Level A is designed so that each lesson is to be broken up between 2 days.  There is generally a couple of different topics.  However Foxtrot seemed to generally want to do the entire lesson. We didn't do it every day - and even so we completed this level before the end of the year, and started Level B.  Even though Foxtrot knows the regular way to deal with numbers > 10, she didn't object to the 5-ten way of describing numbers.  She seems to have a good grasp of numbers and basic addition.   We were able to skip about 15 of the lessons in Level B (the ones marked with an '*' in the Table of Contents), and even so, level B seemed to start out like a review.  [The change from Level A to Level B in the 2nd Edition seems to be handled so much better - in the sample it looks like the teacher/parent evaluates the student's skills from Level A to determine where to start in Level B.]

Foxtrot making 100 with tiles.  Golf playing with tiles.

Level B
I completed Level B with Delta and Echo 2 years ago, and am up to Lesson 40 with Foxtrot.   Delta and Echo have been taught together, as when we changed math programs, they were evaluated to start at the same level.

Delta and Echo finished Level B in a year with no great difficulties that I remember.  We didn't do the practice sheets - and it didn't seem to be a problem then.... but I think that ended up being a problem later in Level C.  Foxtrot is doing the practice sheets.   With doing Level B together, besides having 2 abacuses, I found it important to have 2 sets of base-10 cards (which we were lucky to have - we were even more lucky as we had been given one set that was older, so one set was printed with blue - and the other set was printed with black.)  I think you would also want 2 sets of place value cards.  We only had 1 set, and so I printed a paper-set for the other child (We alternated who had the real set and who had paper.)  The RightStart set was a LOT easier to work with!

I really like how things worked with RightStart.  Addition was taught with various strategies to help the child think about what everything means.  I think my kids have a pretty good concept of place-value up to the thousands.  I find that although the topics do switch every so often - that the topics do support each other.  For instance, (and I don't remember if this was level A or level B), that numbers up to 10 are worked with, focusing on grouping with 5's... and then the topic switches to money - learning pennies, nickels, and dimes - and all the work there reinforces working with numbers in groups of 5's and 10's.   In level B there is addition up to 4 digit of numbers - and then things move into calendars.  But one exercise I remember has the child adding up all the number of days in each month to determine the number of days in a year.  So this not only reinforced the information they learned about calendars, but also gave a problem that involved large numbers and a reason to add.   I also found the topic often switches right when my kids seem to need a break on the current topic.  I find it great how it works out.

In the 1st edition there is a "wall" around lesson 68 where students often find things suddenly a lot more difficult.  It is common to take time here to review and play games.  I do think Delta and Echo had a bit of "fun" at that point, but I don't remember a significant problem.  There is a post on the Yahoo group with some suggestions on how to break down the skills taught at about lesson 68 to reduce the wall.  I will see if they are needed when Foxtrot (and eventually Golf) get there.

Level C
I worked on Level C with Delta and Echo last year... up to about lesson 100ish.  We are continuing with the level this year.

It had seemed as last year progressed that we might be able to finish Level C in a year.  From being on the RightStart Yahoo group, I knew that it was very common for Level C to take from 1.5 years to 2 years to complete.  Well, it varies.   Some people take longer in Level B.  Some take longer in Level D.  But it seems quite common for Levels B, C, & D to take 4 years total... with the extra time being spent in some level or another.  (Note that Edition 2 now has an extra level - levels A-F instead of levels A-E as preparation for the Geometry program dubbed Level G).  As time went on - it became obvious that we would NOT complete level C in a year after all.  We hit another 'wall' at about lesson 90 with the subtraction.  Actually, Delta and Echo seemed to struggle right when the 4 digit subtraction was introduced, and things didn't improve.  We took a break to practice, and struggled through a few more lessons when I figured it was time to just take a break for a while and focus on games and practice sheets......

Because yes - we didn't do practice sheets all throughout.  And honestly we didn't play enough games.  And when we hit the "wall" - it suddenly seemed like everything they ever learned about math was leaking out of their head.  Suddenly they couldn't seem to get simple addition questions right!  And I think that not doing the daily practice sheet was a part of the problem.

So during the summer, we went back to basics.  I used the "Acitvities for the AlAbacus" book (which we already owned) to review addition strategies - and I used Level B, then Level C practice sheets to review and practice.  We also played math games many days - starting at the start of the Addition section (and start of the Number Sense section for Foxtrot) and working our way forward.  The idea was to do Addition during July and Subtraction during August - but we didn't do much in August due to my health.

So, this year we just started up where we left off in Level C - right where multiplication is really starting to take off.  I already knew that Level D reviews subtraction, so I figured that we would just keep working on, and not worrying too much about the subtraction.  I did quickly review the 4 digit subtraction with and without an abacus as each lesson has 1 problem with that for practice.  It seemed to come easier.  We just did lesson 110 today, which has a simple-subtraction fact practice...  Delta got all 50 right!  Echo got 47 right... 1 question she added, and 1 question she multiplied, and 1 she just got wrong.  So the issues with subtraction seem to have disappeared!

It looks like Combinations of items, and Area calculations are coming up - to the kids it looks like a change in topic... to me I see that it is going into different reasons to use multiplication.

Level D (and E)
I do already own the Level D teacher's manual (we don't have the worksheets yet) and it looks interesting.  It looks like there will be a lot of review - but I think it is to really cement the concepts learned in Level C.  I am not sure if there are daily practice sheets or not - if not, we will continue to use the ones from Level C for quite some time.  I am looking forward to the kids moving forward.  I expect we will start Level D about 1/2 the way through this year, and have it continue to next year.

Golf and math
I haven't started Golf in RightStart yet.  She is still only 3.  She does enjoy singing "Yellow is the Sun".

Multiple Kids in RightStart
Because RightStart math does require the parent to TEACH each lesson - it can be a bit teacher intensive when you have multiple kids.  I am lucky in one way that Delta and Echo are at the same point in math.  If at some point that isn't working for either one, I will separate them - but at this time it is working.  Because Level C does have 2 versions of each review lesson, I select a different one for each of them.  (When they were struggling and we did some practice and then did the review again - I just had them do whichever they had not yet done.  I dated them so we knew which was the 2nd attempt.)

One piece of advice that I've used (but not always) to limit the time I, as a teacher,  spend on math is to use a timer and a set amount of time for math.  For level C I use 30 minutes.  For level B - I use either 20 or 30 minutes (depending on the ability of my student to focus for that time.)  For level A I would use from 10-20 minutes based on student ability.

So - I set the timer as we start the lesson.  If the timer goes off and there is more than a minute or so left in the lesson - we pack it up for the day and continue where we left off the next day.  OR... if we finish the lesson and there is more than a minute or so left on the timer - we play a game or two to fill the time.     This, of course, is easier if you aren't in the mindset of having to finish a level each year....

Oh - and the practice sheets aren't done during "warm-up" time as suggested in the manual.... I have the kids do them on their own at a different time.

I think it is VERY important to use a timer in Level C on the review lessons....  and then do the suggested games if there is time left over.  And if there isn't any time left over, well - probably the next lesson should be a game day so they get more practice in to help speed them up!

I am trying to do a games day each Friday...  (Friday tends to be a bit different in each subject.)  But - it seems like something has happened most Friday's so far this year...

And my opinion after 2 whole years?  WE LOVE RIGHTSTART!

The many uses of Anki!

Quite a while ago, I posted that I was using a free flashcard program for things like Scriptures and other memory work.  However, it has become a lot more useful as time goes on - and I expect I'll find more uses for it as time goes one.

First off, what is ANKI?  Anki is a Spaced Repetition System flashcard program.  When you are first learning or memorizing something, you need to review it often for it to be remembered.  But as time goes on, you don't need to review as often to continue to remember it.  An SRS program uses the feedback you provide it for each 'card" on how easily you remembered it (or if you forgot it) to determine when you should review it again.  Things you remembered easily won't be reviewed for a longer time.  Things you forgot will be reviewed very soon.  This way you can spend the most time with the cards that need the most review.  It is a much more efficient way to learn and memorize basic information.  (There can be some drawbacks to that... but overall it is working well.)

One thing that is nice that was recently added is the ability to have more than one "profile" for Anki on the computer.  This is very important for us, as I'm using it for each of us.

So - what are we using it for?

Well, first off - we are using it for our Scripture Memory.  I have a list of scriptures we are working on.  The ones we aren't working on yet are "suspended" so they don't get presented.  Once the "new" scripture is learned (and Anki does tell you how many cards are "new", so as we generally only work on one) - I then unsuspend the next one.  Meanwhile, each day, we are given a few to review.  Along the same lines, we use it for other similar things to memorize.  Scouting promises, poetry, etc.

The next possibility - which we AREN'T doing yet - is also fairly obvious.  And that is to learn vocabulary for a foreign language.  This is fairly obvious, as that was what Anki was developed for.  The Lifeprint ASL course does have some sentence flashcards which I will probably add to ANKI.

Next thing we use it for is our All About Spelling.  This is a natural use, as AAS uses flashcards.  By using ANKI, I don't have to drag out the cards, and I don't have to try to keep track of the words for multiple kids (or have several sets of cards.)  I don't have to decide myself if a card is mastered or not.  I've entered all the cards in, and suspend them until we have done the learning portion of the lesson.  I've also entered the extra words (into a separate card "deck") so that we can study these too.  Although we are using pretty much the basic settings for review (and this works quite well for my students) - it might be too much review for some....  the settings can be adjusted.

The Dancing Bears program I'm using to work on improving reading also had some flashcards (similar ones to the phongrams for AAS).  So we have a deck for those.

And then Math is another great place to use it.  A simple use would be to setup the basic operations to memorize.  RightStart Math doesn't recommend rote memorization of the operations through flashcards, so I haven't put them in.  What I've done, however, is enter in the Practice Sheets.  I let ANKI tell me which Practice Sheet should be done by the student. We generally only do 1 a day, and when all the ones we are working on are mastered, I unsuspend a few more.  Basically, if they get any wrong on the practice sheet, it is marked as "Again" (that is, not correct.)  If they seemed to struggle with it, I mark it as "Hard".  If they didn't seem to struggle, but took a while to do it, it is marked as "Good".  If they do it fairly quickly, then it is marked as "Easy".

Something I have just added in very recently is the RightStart Math Games.  I'm going to try out letting ANKI figure out our Math Games.  I'm hoping to do a lot of math games this summer, and hopefully this will give us a good suggestion on the best way to use our game time.

Finally, there is one other thing I've used Anki before in the past.  However, it was an earlier version, and required a plug-in and a lot of tweaking.  I haven't really tried it in the new version yet, as I didn't get it quite how I want it.  I feel that Anki could be used very well for this with a LOT of tweaking with the settings.  And that is for our Suzuki music practice.  In theory, if I could find the right settings, I could have it help us decide which songs to practice each day - so that we focus on the songs that NEED more practice, and just do occasional reviews on the other songs.  But with anything close to the default settings, the songs would quickly move to hardly being practiced at all.  Because the goal with the music practice isn't to memorize the song, but to play it well.  And that takes more practice.

So far, I've been very happy with our use of ANKI.  My kids aren't using it on their own - I use it to tell me what to work on with them.  (So for instance, with the AAS cards, it shows me the word for them to spell.  Yes, in theory, I could have put an audio file on the "side 1" with me saying the word, and then them typing the word in - then check against the answer - but I just use it like the AAS program would have me use the physical cards.

One minor problem I have found is when you add things into ANKI to review that is already well known.  It takes ANKI a bit of time of reviewing things with you before it knows that you know it.  Yes, answering "Easy" moves the time to review further in the future... but you will still be reviewing the card more often than you need for a while.  In theory you can adjust the card manually, but I haven't played with that.  It can be a bit of a problem though when you start using ANKI for a subject partway through a course/program.  So, for instance, starting using ANKI for AAS 10 lessons in....  expect to spend some time reviewing for a bit!  It is minor, but can be a bit annoying.

A couple of more pieces of advice.... Don't go crazy and start reviewing large numbers of new cards all at once.  This is common for people to do once they discover this program, and can cause a large number of review cards due all at once.  A similar problem will occur after a long break.  (We see it a bit after a weekend.... and I'm a bit worried about after summer!)  AND - If you do find that you have a large number of reviews due (say after the summer) - the advice is to decide on a length of time to work on it, set a timer, and stop at that point for the day. Don't reset the deck - that would put you in a worse position!

RightStart Math Organization

The question comes up over and over - how do you store all the manipulatives you get with RightStart?   After discussing my method on the RightStart Yahoo Group, I decided that pictures would demonstrate my method much easier than mere words.

Note that I store the math balance and drawing tools/drawing board separately, so I haven't shown them here.  The math balance is on top of our "homeschool shelf", and the drawing board and tools are stored in their bag on a shelf.  I'm hoping to improve the storage of the drawing board and tools.  There is a "mini-math balance" for sale at a few homeschool suppliers that is a lot smaller.  It would probably fit in my box - but we already have the bigger one.

So here are the manipulatives I'm storing.  I think I have everything for the levels, except possibly a couple of things for Level D and E....

Right Start Manipulatives

And I store them in a simple File Box with a handle.  The Box goes at the bottom of our homeschool shelf.  We used to stack the books on top, but the covers were coming off - so I've recently taken a 1/2 size file box and store the books and workbooks in it, in hanging folders.   I like to have all the manipulatives together, as I have 4 children - 3 currently doing math, within 2 different levels.  I just want to be able to grab the box and have whatever I need, instead of trying to figure out beforehand what will be needed.

As you can see above - the file box I have has a pencil case area.  The Calculator goes in here, as well as extra pencils, erasers, a die, and any loose parts found on the floor (a tile here, a tally stick there)....

Inside the box, at the back, I store the Appendixes for A and B (in a folder), and the geoboards.  They don't get used often, but can be grabbed easily.

Next I store the bag of 3d-shapes.  These are hardly ever used (in edition 1), so they got assigned the bottom.

Then all the smaller pieces are in plastic pencil case boxes I got from the dollar store.  

Box 1 has the wooden 1 inch cubes and the plastic Centimeter cubes.

Box 2 is the main one that gets used the most.  It has the Tanigrams, the Tally Sticks, the Base 10 cards (we have 2 sets), and the Place Value Cards.  Each are in their own ziplock bag (mostly the snack size.)

Box 3 is the abacus tiles, so they don't get squished or wrecked.

These boxes get placed beside the shapes, in front of the geoboards.  The one is sideways because my file box isn't large enough for all 3 to go in front of the geoboards.

Now the tiles are placed on top of the shapes.  They don't fit in one of the cases, so they are in a large freezer ziplock.  These get used a LOT, so I keep them easy to grab.

Next go a ziplock with the reflector and geoboard elastics, and the clock.  They just sit on top, and get moved to one side or the other to get at the other things.  The folding meter stick fits in the front of the box

Throw the 2 abacuses on top, and it is ready to close.

Then there are the cards - I keep them separate, so we can choose to play a game easily.  (Note my kids also have smaller homemade abacuses they keep in their own homeschool boxes.  They prefer the "real" ones, but if we play a game, they can use the homemade ones.)

For this, we use a little box that we have owned for probably about 15 years - it looks like a little briefcase.  I have each deck type in a ziplock bag, and the multiplication cards in the envelopes.  It is a bit of a tight fit, but it works.   I've been tempted to buy card holders for each deck - the dollar store has some for card collections - but I figure the chances of them fitting the cards nicely, and the boxes fitting in my holder.... well, lets just say I haven't bothered to spend the $1 each....

And this is the main items stacked up - not including the books.  I use a little white board, and it stays outside the math box as we use it for other subjects.

I hope this helps!

RightStart Math fun

Building 100 out of tiles

We have been working with RightStart math for over a year now with Delta and Echo.  They have definitely been enjoying it, and are partway through level C.   Foxtrot and Golf also want to do math, so this school year I started Echo in Level A.  We are taking our time, and letting her enjoy it - there is no pressure at all.  She enjoys the hands on math, and is doing quite well.  When it is Foxtrot's math time, Golf usually pulls up a chair and joins right in.  Of course, Golf is generally just playing around with the manipulatives.  She likes tiles and tally sticks the best...  but also enjoys playing with an abacus.

There sure are a lot of tiles in 100!

Sewing!

Well, we have had a couple of weeks of school so far, and although getting back into routine has had its bumps, things seem to be progressing.

Delta started cubs last week, and we have gotten him a uniform.  Scouts Canada has changed uniforms this year, so he has a brand new cub shirt.  (In case you are wondering, he will do cubs with our church unit, but he will also do Timber Wolves with BPSA).

Delta Sewing on his Badge

So today I taught Delta how to sew on his own badges.  This will meet some of a badge requirement (I'll need to teach him how to sew on a button....) but most importantly it will teach him the important skill of basic sewing.  He was thrilled to be doing the sewing, and the fact that it was a real project, not just some made-up sewing thing done to teach skills, probably made it even more so.

Badge Sewn On

In school, we are enjoying Right Start Math so far.  We have started Level B, which is very easy for them.  We are doing about 2 lessons a day, and Delta and Echo are doing it together.  Foxtrot often sits in to do math, but after the first lesson or so, it was over her head (which I expected.)  I hope to get Level A for her soon, so she can do math at her speed when she wants.  

Here is Foxtrot singing "Yellow is the Sun"

We are also enjoying reading "Boy of the Pyramids".  Yes, we ended up doing Ancients again.

Now if I can just get my habits going better, so that I can help the children with theirs!

Looking at Rightstart

I have been looking at Rightstart Math over the last couple of weeks, and I do like what I see. Honestly, I had looked at it about 3 years ago, and really liked it then, but couldn't get over the price. So at that time I looked for other options and found MEP.

I do think that MEP is a wonderful program. I like how it gets kids thinking. I have liked how it approached things. I feel it does as good of a job as most math programs for teaching concepts - better than many, and the price was definitely right.

BUT.... over the last few months, Delta has gone from loving math to hating it. He has been struggling, and I have struggled with helping him using MEP. Although I can see what MEP is doing, he doesn't understand why they have him doing various things. And recently I've seen Echo starting to not enjoy math so much.

So, when a conversation about various math programs came up on the Discussion forum on Simply Charlotte Mason, I started looking at what might work better. And I'm sure it comes down to the way Rightstart does math.

Rightstart approaches most math differently than "traditional" math programs. And.... it does a lot of math the way I naturally do it. It uses manipulatives (mainly their special abacus) to learn how to visualize math. And they use games to practice. Sounds like fun to me!

So, to try things out a bit, I made 3 abaci (abacuses... there is debate of the proper plural...). I don't know how long the homemade ones will last, but they work for now... I took larger popsicle/craft sticks for the frame, pony beads for the beads, and bamboo skewers for the rods. I used binder clips to hold everything closed while the glue dried.

We have also tried a card game that is mentioned on the website (just using playing cards) and the kids enjoyed it, and got some practice using the abacus.

So now the only problem.... how to aquire the program?

MEP Notes and Errata

I am writing this to make notes of any errata in the MEP program, and to clear any confusion. This page will be updated as items are found.


(Some of these were found by people on the mep yahoo group)


General

• A textbook is mentioned - but is not really necessary. You can do the program without buying it.
• When you print any pages out with measurement questions - make sure that you have Adobe set to NOT stretch/scale to fit the page, or your measurements will be wrong when you measure the items. I set it this way in general - I lose the page numbers and have to handwrite them in - but it saves the problem. (This problem is caused by the pdf's being made for the standard European A4 paper, which is a little longer than the American standard letter sized paper.)
• Don't worry about converting the pounds and pence questions, just mention that they use different money, but it works the same as dollars and cents.
• If you are from the states - don't convert all the measurements from metric. Metric is base 10, and very easy. It helps with the concepts of place value in earlier years, and is used in most of the world, and in science. If day-to-day life isn't giving enough american measurement practice, buy a cheap unit from the store on measurements to work on that one item.

One other area that can cause confusion is the numbers within a > or <> where the 1 is little and inside the > sign means ONE more than. If there was a 2 there, it would mean TWO more than. Same with the <> ? the only right answer is 4, whereas 5 > ? has answers of 4,3,2,1,0 (,.....)

Reception Year

• Lesson 2, Activity 2. Question asks "How many cars did you not color in?" Answer is shown as 2. Answer should be 1.
• Lesson 39, Activity 2. Question asks "How many animals are there altogether?" Answer is shown as 8. Answer should be 9
• Lesson 41, Activity 2. Question asks "What is beside the scarf?" Answer is shown as Umbrella and Pine-tree. Answer should be Umbrella and Flower
• Lesson 43, Activity 2 (Game 7) - Game is impossible to win as printed. As you can move up and down only with even numbers, you need an ODD number of rows (as you don't count the row you start on....) But there are an even number of rows in the grid, so you can never get to the winning row. ALSO, my kids found this game too frustrating, as they would roll a number that to move they had to move away from their goal... So we quit this game early.
• Lesson 48, Activity 1 - Very last line in the activity - in the Explanation - Says Three and two and five make nine altogether... the five should be four.
• Lesson 53, Activity 1 - There are 4 triangles, and 5 circles. Partway through it asks "Which are thee more of, triangles or circles?" (Circles) "How many more?" - Two more circles than triangles. Obviously should be ONE more circle than triangles.

Year 1

• Some of the early practice pages have questions that are never mentioned in the lesson - ?
• Posters - they were misnumbered - but might be fixed on the website?
• Note that occasionally you do some practice pages further in the book than you are - these seem to be some writing practice pages.
• Note that on occasion the student can choose which question out of a few to do.... let them!
• Lesson 25 Q2. - This is not a typo, this question introduces the concept of negative numbers. Get out the number line with negative numbers and have a go with your child. It is fine if they don't "get it" - but many children do, and it is a nice intro.
• Lesson 34 Activity 5 - Lesson plan says to Take 12 from 3. Should be take 1 from 3.
• Lesson 73 Activity 1 - On the lesson plan, it says to write on the BB: 9-3=7.... this is obviously wrong...
• Lesson 73 Activity 2 - Says the question is "Each plate had 8 pears on it" but the question book says "Each plate has 9 pears on it" - should be 9.
• Lesson 93, Activity 2 - Says to use calendar from lesson 91 to figure out answers - but questions show year 1999, and calendar on pg 91 is from 2001. Change the 1999's to 2001 to match.
• Lesson 100 Q3 - Note that you can change the operation sign too, not just the numbers!
• Lesson 126 Activity 3 - Minor one... title is Pictures of 14, and says to look at the pictures of 14.... should be 15.
• Lesson 139 Activity 1 - Count down by 4's. Says 17, 13, 8, 5, 1. Should be 17, 13, 9, 5, 1

Year 2

• Lesson 174 Q5 - We think the answer should be 1 apple = 36 bananas not 9 as in the LP.

Year 3

• Lesson 10 Activity 7a - (extra activities) - The last numbers in the table are 8 with a 6 under it. Either change the 8 to a 2, or just clear out the 8 and let the student work out that it is a 2. (8 is definitely wrong!)
• Lesson 54 Activity 4 - Says 89 divided by 0 = 0. Answer should be undefined.

Year 6

• Lesson 2 Activity 1 - 177 is not a prime number. Should be 277.

Year 8

• Unit 1, Lesson 5, Critical Path Analysis, Problem #4 - Float time for B might be 17, not 7. Float time for G might be 27, not 20. This is unconfirmed.

Is MEP Math CM? - Also, Kindergarten Math

On some of my Charlotte Mason message boards, whenever the MEP math program is mentioned, there are always some posts saying the MEP (Mathematics Enhancement Program) is not in the CM style of doing math. The main criticism seems to be that it is not a Mastery program.

So - is the MEP math program consistant with a Charlotte Mason education?

First it should be noted that Charlotte Mason did not put a great emphasis on math. She agreed that it was necessary and useful, but should not have a great importance put on it. Of course, a lot has changed in the last 100+ years, I think Science and Math has a greater importance than it did in the late 1800's!

So, what were Charlotte Mason's recommendations? Here is my understanding (at least for the early years).

1. Short Lessons (with attention)


2. No cramming (slow progress with math rules)


3. Teach concrete before abstract (ie, use manipulatives, or real life)


4. allow counters as much as they want


5. make a multiplication table before using one


6. use actual items (use money to learn money. Weigh and measure to learn weights and measurements)


7. put concepts on the board (or paper) to allow visual memory. (ie, write 2x4=8 instead of just reciting it)


8. Master a concept before proceeding. (I haven't found where this is said - but it seems to be mentioned on the message boards...)

So - how does MEP fit?

1. Short lessons. Although MEP (in Year 1) is designed for a 45 minute classroom class, I find that doing it 1 on 1 with my son takes us about 15 to 30 minutes... usually about 20. On top of it, each lesson is broken down into 4 to 8 different activities (including a streach and sing counting songs in the middle), each of which is different enough to keep my son's attention. On the occasional day that he has had enough before the whole lesson is done? Well, we just leave the rest for the next day. (That has happened maybe 3 times this year...)


2. No cramming - With MEP, you don't need to recite math facts - at least we haven't had any need. So far the facts have been being learned slowly, with the introduction of each number. Delta has learned many, and uses manipulatives as needed still. There certainly are not pages of "sums" to do...


3. Teach concrete before abstract - I think MEP does this well, using pictures, word problems, counters, dominoes, and other manipulatives you might have to help understand what you are doing before doing it straight with the numbers. (Note that you don't HAVE to buy expensive manipulatives. A set of dominoes is nice, although there is often a picture of dominoes when used.... and you can use anything for counters.


4. Allow counters when needed. - MEP has so far emphasised (even in the test) to allow counters.


5. Make a multiplication table before using one. - Well, we aren't that far in MEP yet, so not sure if it would do that - but if it doesn't specifically have you do that, before working with multiplication - take a week or so to make one! (ie, use several counters to figure out the various problems, then write the answer on the table.


6. Use actual items (money, measurements, etc.) Well, so far the money problems we have done in MEP have involved pense - we use pennies. We aren't up to doing measurements yet either - but I know that soon we will be measuring length - doing actual measuring.


7. Put concepts on the board for visual memory - MEP often tells you to write on the board the equation after discussing a word problem or other puzzle.


8. Mastery - talked about below.

Well, I guess MEP is a spiral program. I know that I read a post somewhere about how it isn't the same as most spiral programs, but is different. Unfortunately, I can not find that post as I would have liked to reference it.

That said, MEP is fairly spiral, in that not every student in a class is expected to understand every principle before the class moves on. It does Addition and Subtraction at the same time (and later Multiplication and Division at the same time), instead of focusing on Addition until it is totally mastered before starting subtraction. And it will throw in an advanced concept at times, just to give the student an idea of the existance (ie, negative numbers) then leaves it later.

I don't know - all that makes sense to me. And it seems to me that MEP does have the student work at basic concepts until they are likely mastered. For instance, a number is introduced (say the number 5) at the beginning of year 1. They learn different ways it can be represented (sticks, tally marks, roman numerals, and of course a 5) They practice writing a 5. They do basic addition and subtraction problems using pictures that use the number 5. There are problems that include up to number 5, as well as review numbers 1-4. There are word problems that work with number 5 (or others done), logic puzzles. This goes on for about a week or so, with a few other things thrown in for variety - then they move to the number 6. I don't feel that there is a lot of jumping around, even though there is variety, and cool concepts.

So, to me, MEP seems like a mixture of Mastery and Spiral - somewhere in between.

In any case. I feel that MEP follows CM recomendations in SO many ways. Add in that it is FREE (except your paper and ink), and that most kids seem to love it - it seems like a great choice to me.

RECEPTION

Oh - and the Reception (Kindergarten) Year lessons have been being added to the website. As Echo was always wanting to do math with Delta, we started her on the lessons. They are very similar, but move slower than the Year 1 book - and is dealing with the concepts through pictures. They are not using the actual abstract numbers - like 1, 2, 3.

So, for instance, there will be a picture (usually of a family - used throughout) that the child will describe. They will count various things in the picture, and do basic math in a real-life situation. For instance, there will be a picture of the family setting up for a birthday party - and you have your child count the plates (5) and the cups (3) - and you ask how many more cups they need to get out so there will be enough. The numbers have been slowly increasing... we are working with the number 6 right now.

Concepts we have seen so far (we are on lesson 23) include more/less; horizontal/vertical; very simple addition/subtraction (usually by 1 or 2); First, second, third, etc; Right/Left / Above/Below / Next/Before / etc; colours (child is asked to colour something a certain colour); basic writing skills (copy over a line in the picture); and probably some I have forgotten.

Note that the pictures (that come with the program) are all in color - so this course will cost a bit more to print off - but it seems very worth it!

ADDITION: Check out this http://ohpeacefulday.blogspot.com/2010/04/are-mep-and-cm-compatible.html for more on MEP and CM

MEP 101

There is a good entry on this Blog ("A peaceful day") on how to start with MEP, which is the math program used at Maple Hill.

Math Plan

My overall plan involves using the MEP (Mathematics Enhancement Program) for the first years of math, and "Life of Fred" for the later years. This is my goal, however math is a subject that needs to be catered to the needs of the student. On my Math Overview page, I list some free and inexpensive alternatives, enhancement activities, and basics on figuring out where to start if your student is not a year 1 student. For the later years, you may wish to change the order of topics if needed for other subjects (for instance, you may need Trig earlier for physics.)



Year 0


I do not advocate specific instruction on math for children in Year 0 (preschool ages) except for day to day life and regular play. However, many math concepts can be introduced lightly in life. Simple counting of real life objects. (With young children of age 2 or 3, start with the concept of 1, 2, and more than 2 - with real things. Don't proceed to higher numbers until this is sure.) The older child can do estimation of numbers with you using small items like seads. Other things I have done...

• provide puzzles of the right difficulty.
• Lego's and other building blocks provide math skills and engineering skills (just let them play)
• mosaic boards / peg boards.... light brites. (adds practice with fine motor skills too)
• Practice "Left" and "Right" through games
• Maze workbooks are fun
• The occasional Dot-to-Dot can be fun (but can be overdone too)
• Opportunities to play with playing cards
• • matching numbers
  • sort by colour
  • sort by number
  • sort by suit
  • sort numerically by suit
  • War - introduces Greater than and Less than
  
  
• Opportunities to play board games with adult/older kids (counting squares, dice numbers)
• Dominoes - matching, adding....

Children should get opportunities to do Year 0 activities throughout later years...

Year K

• MEP Reception Year

Year 1

• MEP Year 1
• Challenges Stage 1,2

Year 2

• MEP Year 2
• Challenges Stage 2,3

Year 3

• MEP Year 3
• Challenges Stage 2,3

Year 4

• MEP Year 4
• Challenges Stage 2,3

Year 5

• MEP Year 5a
• Life of Fred - Fractions
• Challenges Stage 3,4

Year 6

• MEP Year5b
• Life of Fred - Decimals and Percents
• Challenges Stage 3,4

Year 7

• MEP Year6a
• Life of Fred - Beginning Algebra (1st half)
• Challenges Stage 3,4

Year 8

• MEP Year6b
• Life of Fred - Beginning Algebra (2nd half)
• Challenges Stage 3,4

Year 9 - 12

Select appropriate "Life of Fred" books to match the goals of the student, and to match Graduation requirements where you live. If your student is going into a math intensive field, they should plan to do ALL of these.

• Life of Fred - Geometry
• Life of Fred - Advanced Algebra
• Life of Fred - Trigonometry
• Life of Fred - Statistics
• Life of Fred - Calculus
• Challenges Stage 5

Math

Math is a subject that many parents dispair of teaching. Those that are good at math can have problems if their children don't find it easy - not knowing how to explain in a manner that makes sense to the child. Those that are not good at math, or are even math-phobic find it even more daunting.

However, math can be fun! We are fortunate that there are resources out there that can teach you and your children math; not just a step-by-step "trust me, this is how you do it" type of methods, but actually how to think about math, why an answer is the answer, different correct ways to get the answer, and how it works in real life.

In the early years, it is important for your child to work with real items - preferably items that the child likes, like lego's, sea shells, buttons, or little cars. Domino's and playing cards can add fun to math.

Overview, Years 1-6

At Maple Hill Academy, we use the free Mathmatics Enhancement Program (MEP) course at http://www.cimt.plymouth.ac.uk/projects/mepres/primary/default.htm

You will need to email them to get the password for some of the pdf pages, (this is to protect the information from the UK students who are doing this program in the schools....) - however, they are very happy to help homeschoolers.

The MEP course is very CM friendly. Although the lessons may be a little long for a while, as you get used to the program, most families can do the lessons in 15 to 20 minutes a day. If you are a family that takes longer, just set a timer. Also, there is a variety of types of activities.

You need to download the Lesson Plans, the Practice Book, and extras like the Copy Masters, Number Cards, etc. It is tempting to just give the child the practice book, and just do that. Don't give in to temptation! The lessons have a lot of fun activities that lay a foundation for later work.

If you are not starting Maple Hill in Year 1, you may need to evaluate in which year of MEP to start your child. The course is challenging, and requires children to think about math in a different way than most math courses. I recommend starting a child in an earlier year (working quickly through it if the child is able) instead of starting at a point where you may need to move them back if the work proves too challenging. In general, I would say that if you are starting Maple Hill Years 1, 2, or 3 - start in MEP at Year 1. Maple Hill Years 4 or 5, start in MEP Year 2 or 3. Don't worry, MEP year 6 is fine for pre-algebra courses. (See below if your child is starting Maple Hill Year 6 or above.)

Overview, Years 5-12

Starting in year 5, Maple Hill Academy starts to switch to the Life of Fred Books. However, as an alternative there is a couple of programs from the makers of MEP, that are well worth looking at. They are here as an alternative, as they are free, and very well done.

MEP years 7-9 http://www.cimt.plymouth.ac.uk/projects/mep/default.htm are a very good program... however it was developed for students that have NOT done the MEP years 1-6. Year 7 is reportedly easier than MEP 4 or 5. Start here if you are starting Maple Hill Academy in year 6 - 9, and have not done the earlier MEP courses.

GCSE is High School Level courses. http://www.cimt.plymouth.ac.uk/projects/mep/default.htm I have not researched them deeply, but they are supposed to be good.

The Life of Fred Books will be used at Maple Hills Academy in years 5-12. http://www.stanleyschmidt.com/FredGauss/index2.html

Practice Math Facts for Free

It is possible to practice math for free - and have fun doing it! And this is a great use for decks of cards that are missing some cards..... turn them into "Math Decks"

The details are at http://letsplaymath.wordpress.com/2006/12/29/the-game-that-is-worth-1000-worksheets/ - but here is a summary.

Remember the game of War? (If not, check the link...) - turn it into fun practice! (Remove the face cards or use J as 11, Q as 12, K as 13 if you want your children to know facts including those numbers.... but start with them removed. an Ace is a 1 (and is therefore low....))

Concept:

• > and < - play the basic game... greatest wins
• addition - show 2 cards and add.... greatest wins
• adv. addition - show 3 cards, or 4 cards and add....
• subtraction - show 2 cards, subtract smaller from larger
• multiplication - show 2 cards and multiply
• adv. multiplication - show 3 or 4 cards and multiply
• fractions - show 2 cards... smallest is on top for the fraction.
• improper fractions - show 2 cards... largest is on top for the fraction
• Integer addition - Red cards are Negative, Black cards are Positive. Add the 2 cards
• Integer subtraction - Red cards are Negative, Black cards are Positive. Subtract the 2nd card from the 1st card
• Integer Multiplication - Red cards are Neg. Black cards are Pos. Multiply the 2 cards
• Wild - show 3 cards... player does whatever math they want with the 3 cards.
• Integer Wild - Red cards Neg. Black cards Pos. Otherwise same as Wild

Another fun game is "Krypto". You can buy Krypto cards at a teacher supply store - but from my memory of the game, you should be able to play with playing cards from 1-9. Maybe add a couple of jokers to be a zero. You deal out 5 cards to each person (they can't look until everyone is ready), then place face up a single card that is the answer. Everyone lifts up their cards, then figures out math to use all their cards, and come up with the answer. When you think you have an answer, you yell out Krypto! - then you have to explain how you get the answer. You can add, subtract, multiply, divide, and even add exponents for advanced kids. (You can play with just add and subtract, but there may be combinations that don't have an answer.)

Example - I get cards 3, 8, 2, 1, 4 and the answer is 6. I come up with 4 - 3 - 1 + 8 - 2 = 6.

My sister and I would play, and would pretty much pick up the cards and yell Krypto immediately as we played it so often.

Math Resources

Math Courses

http://www.cimt.plymouth.ac.uk/projects/mep/default.htm - MEP math course - free! - The main math course of Maple Hill Academy

http://ceure.buffalostate.edu/~csmp/CSMP%20Program/Primary%20Disk/Start.html - another free math program - I have not researched this course, but have listed it as a possible alternative.

http://www.stanleyschmidt.com/FredGauss/index2.html - Life of Fred Books - a set of books that teach math concepts in a story format. Starts at fractions. - Probably will be used at Maple Hill Academy starting around year 7.

Math Enrichment Activities

http://nrich.maths.org/public/ - Monthly fun math puzzles and challenges - part of Maple Hill Academy

http://www.cimt.plymouth.ac.uk/resources/codes/default.htm - Free Codes and Ciphers course!

http://www.cimt.plymouth.ac.uk/resources/ - Links to uses for real life math, puzzles, etc.

Living Math Book Resources

http://www.livingmath.net/ - source of info on "Living" Math books

http://www.k-state.edu/smartbooks/gradeindex.html - "Living" Math Books