We got information about the math curriculum for third grade.

[conuly]

They are expected to start learning their times tables. Evangeline is already doing two by one multiplication. Right now they're working on estimation and writing out the number in words. I'm trying to think back, and I seem to recall Ana doing 3B after leaving third grade already and finding that everything in it was stuff she hadn't done yet.

Ana's class is working on estimating and place value into the millions. At home she's doing multiplication of fractions and division of a fraction by a whole number.

I don't know if I'm more bragging or complaining, but either way, mathwise? This year is gonna suck. It already does. I'm breaking my usual rule and doing most of it for them because, seriously, there is no need for five worksheets, ten problems each, on estimating even if she was doing that.

Comments

[crystalpyramid]

The teacher doesn't actually grade five worksheets, ten problems each, do they? That's always what limits me in assigning homework.

[conuly]

I don't believe she does more than check that it is completed and maybe spotcheck a few. I would never expect more unless the class size was really tiny.

In the article I posted a few days ago about the homework burden I pointed out that it is insanity to believe that any teacher, anywhere, is actually grading all that homework, especially in middle and high school where one teacher might have hundreds of students. People argued with me, but they're absolutely delusional.

Edit: that's a weeks worth of homework, btw.

[siderea]

Oh, dear. Doing the hw for them is kind, but doesn't solve the fundamental problem -- that the poor kids are being assigned material way behind their present zone of proximal development. Why is their math class so below their ability? More importantly, can this get fixed?

Has Ana been introduced to variables yet?

[conuly]

It might be my fault.

Ana wasn't doing very well in math, because she panicked at the thought of new things. She learns fast enough, but the new things were keeping her from learning in class.

So I went online, picked a curriculum (Singapore Math) and went with it, first to catch up where she was slow, then to get her just a teeny bit ahead so she wouldn't panic in class.

I underestimated how much slower math class takes when the emphasis is on figuring it out on their own first.

In her case, though, it should speed up a little soon as they move past review.

Anyway, once I was working with Ana, Eva wanted some math too, and why hold her back? I don't expect any speeding up for her this year, but fourth grade, if it is like Ana's fourth grade year, should be better.

[conuly]

At any rate, parent teacher night is coming up. Depending on the vibe, we may at least bring up what Evangeline is actually doing at home.

[jillianfish.livejournal.com]

Hey, I had a quick question- not about math but about phonetics. My boyfriends son is in pre-k and his teacher just sent home an assessment. He got above average in math, oral, and reading but scored below expectations on phonetical learning. Their worksheet said things like sounding out a word when it's broken into parts, or recognizing a word when the root is taken away. Their example- "what is football without ball?" My boyfriend is freaking out because he has no idea how to work on this with him and the teacher was singularly unhelpful. I have no idea how to go about looking up exercises for this sort of thing. Any ideas? Also, if he's "exceeding expectations" in reading, should we really be concerned that he's not as strong phonetically?

[conuly]

That's a type of assessment I haven't heard of before. If I had to guess, though, I'd say a. he will grow into it in time and there is no use panicking but b. it won't do any harm to practice that skill like a game. It IS a game. So play games to reinforce that skill. Just thinking right off the top of my head, you can do

I'm thinking of a word.

This is basically I spy without the spy, so you might start off with "I'm thinking of a word that starts with a buh" (or ends with an at, or whatever). He guesses ball, you say good guess, but no, you're thinking of a word that starts with buh and you eat it, he guesses bagel and you say no, it starts with a buh, you eat it, and it's blue, which should lead him to blueberry.

I'm going on a trip

Same as the usual, but instead of going in abc order (I'm bringing an apple, a book, a cat, and, uh, a diamond necklace) everything starts with the same sound. You're going for sounds, not letters, so a few rounds might get you a cat, a kangaroo, a coat, and a cookie. (But not a civilian, because it makes the soft sound.)

Beginning or end?

You give him a short word like mop or cat, and ask him where a sound can be found, at the beginning or end. When he gets good, add in the middle as well.

For the specific skill they asked for, you might try chunking compound words and trying to be the last one to come up with a compound including a certain chunk. So if you start with football, you say "I took away the foot, and got ball. I want another word... Maybe basketball? What else has ball in it?" (There aren't many I can think of with ball.) Alternatively, what I'm used to teachers checking for is rhyming. You give him cat, he says mat, you try to be the last one with a rhyme. Except you cheat a little so he wins more often than not.

[jillianfish.livejournal.com]

Gotcha. So we'll focus more on sounds in words, as opposed to the words themselves. And the way sounds create words. Thanks for the ideas! I'll also try and calm him down, I don't think this is quite the crisis he imagines it is.

[conuly]

Almost certainly not.