Tjsmom, can. not. believe. you're still skiing! Tomorrow's May 1st, for crying out loud! Enjoy! Great report!
Got in my run. Woot.
We only need 3 more inches of measurable snow and we break the all-time snowiest winter for Duluth. Since like 1880. And did I mention that the first two weeks of January we had borrowed a friends' bike trainer because we had so little snow?
Speaking of biking: dh and I went biking yesterday. I'm so wiped today. It was super fun, and I refused to let myself get frustrated when I tried to draft, was pedaling as fast as I could and he still repeatedly slipped away. I think he needs to come down to my level.I think he will. But in the meantime it is a feat to declare that I will.not.be frustrated/feel bad when I can't keep up.
My second, then third grader had Mad Math Minute worksheets.
The point is to do as many problems as quickly as you can -- you get 1 minute.
At first she didn't finish the sheet.
But it was daily. And it helped. A lot.
However, like anything else, I'd guess it depends on your kid.
If she finger counts, I take it to mean she's solid with the concept of addition, right?
How is she with the concept of multiplication? Does she know when to use it and understand how it represents objects?
Assuming she's solid on both, here's what worked for DD the summer before 4th. For her, it was a need to get to the point where she could do the written, timed tests at school, so everything was written. If the writing part of it isn't the barrier, then I'd do whatever seems to be least stressful for her.
We made two goals, (1) to work at it and to show effort towards achieving faster math facts, and (2) to get to a speed goal (100 multiplication up to 12x12 in 5 minutes)
To achieve (1), we agreed that she'd attempt a page of multiplication facts for 5 minutes every single day for the month of August. If she met (1) even if she didn't meet (2), she'd get a reward (I don't remember what it was, but it was sizable)
To achieve (2) we would keep track of how she did daily, and plot it on a graph by her desk. We drew a horizontal red line across the graph at 100 showing the goal. If she achieved (2), then she'd get a different reward (I don't remember what it was, but it was a lot smaller than the (1) reward).
The graph was key for us as it showed her very clearly her improvement toward the goal. We noted a few patterns in her learning (a huge dip one day almost always predicted a big leap the next), which helped us frame a lot of subsequent discussions about her learning when she'd get frustrated. This approach really worked out well for us because it showed her that the effort was what was most key, and small amounts of effort daily was quite effective. We'd also set the bar really low for the second goal, which means she'd met it in a matter of days. She quickly then set herself a second goal (150) which she also blew past. The 168 problems in 5 minutes page is still on our fridge almost 2 years later.
Our district is seeing a lot of stress in kids on xtramath. Mine haven't been subjected to it, so I'm not sure.
I have come to prefer "how many can you do in X time" approaches in stead of "do all of these in X time" approaches like Mad Minute. The child will necessarily fail each time until she/he finally gets fast enough. We liked the almost daily success with our way of "beat last week's record."
Would like to add in that my dd gets all the concepts, and is hung up on a few mult facts. I have game or two loaded on the iPad, and I also photocopied a 0x0 through 12x12 table, and dd fills that in. Because she gets concepts and is into learning how to do things in math, the incentive for her (right now) is that it's a lot easier to do 2-digit multiplication when you have the facts memorized--less likely to forget what you carried, etc. We will continue at least the games, if not add in worksheets, over summer.
My ds seemed to take forever to learn them. Totally my fault and due to where I was in my life when he was in grades 1-3. But he has picked it all up and amazes me daily with how he learns in his Geometry & Algebra course.
RR: ran longer yesterday morning. It was pretty good. I am running for longer stretches, and I can definitely go farther, faster than when this all started. I have a long way to go, but some fitness stayed around. I'm on my way. And I'm registered, which saved me like $15.
But followed by a long and stressful school day, since I told ds he was not going on today's field trip unless he finished his science project (which meant only finishing up final touches on the report, pasting up the presentation board, and videotaping himself presenting). This was complicated by Wednesday being our marathon Arabic lesson day (kids each do an hour; I do 2). Anyway, it all got done and lucky me, today I get to go to Dubai. On the bright side, my plan is to sign my kids into the things and then slink off to read a book on my Kindle and drink a lot of coffee. Not a perfect day, but it is what I will take. And tomorrow is weekend, when we will make up the Thursday off. Poor kids.
Yup, we've got one too. Good writer, bad speller etc. We've used xtramath but what has really helped has been when dh sits down and does drills with dd. However, dd just showed me a game my dad had on his ipad that seemed like a fun drill, math vs. zombies.
Gaye - I'm sorry about your Grandma.
We had a day here too. I realized on Tuesday that my all-time favorite cat, who has been ailing, had stopped purring. We'd both taken a nice long nap together after my boxing class and when I got up he stayed in bed but no purring and I just knew that it was time. So yesterday dh and I took him in. The girls have been very sad but trying to be brave. We'll have a funeral tomorrow because dd1 wants to do something significant.
I'm sorry to be so absent recently, I'm just trying to find the new groove now that I can go back to a normal schedule.
Love to all my Dingoes!
Gaye, I am really sorry to hear about your grandma. And glad you are safe.
And Plady, also your kitty.
Shanti, thinking of you, mama.
On the math facts...I guess what surprised me was that I figured since ds was so slow to memorize the math facts (especially multiplication), I was really afraid they would hinder his acquisition of new abilities in math--like, get in the way of his attaining new concepts as he stumbled over basic facts. Luckily, this did not turn out to be the case. Maybe it took him longer to do the work until he got the memorization, though. Anyway, big sigh of relief as the rote part caught up with the concepts. Hoping for dd to get to the same place this summer.
This is the ridiculous child-marketing scheme my daughter participated in today. Yes, I am a little ashamed. I could not bring myself to go in (crowds of not just children, but a very special brand of mostly Emirati schoolchildren, 900 or so of them...I knew I would probably end up deported).
RR: Out for a run tomorrow morning.