let child work ahead in math?

[wonderfilled]

My son (who turned 7 in Sept.) is always wanting to work ahead in his math. He is in Singapore 1B. I have been holding him back all year, because I looked ahead and thought maybe he just wasn't ready for some of the concepts and I wanted to delay getting to them. Now though, looking ahead, until the end of 1B I can see that he can easily do it all. I asked him some of the most difficult problems out loud and he had no problem. He is very good with doing math in his head.

I have been also having him do an Abeka 1st grade math book on the side to give him extra work, but he doesn't nearly like it as much as Singapore. I just happened to have the Abeka book around from last year when I started him on math and quit half-way through because it seemed overwhelming for him. He was beginning to hate math and get the idea he was not good at it. I knew that wasn't true and I think he just needed a bit more time to mature and, also, possibly there were just too many concepts introduced at one time for him. This year, he loves Singapore, and I think he would finish the Singapore book in no time if I let him. Some days he works ahead a few pages and when I tell him he has to not do it for a few days, he can hardly wait to start it again. So I am wondering if I should let him go as his own pace, or hold him back and give him time to get his math facts down. I am also wondering what I would do if he did finish his Singapore math.

Which brings me to another question: Is he supposed to be mastering the multiplication facts that are introduced? He has no problem figuring them out in his head. But I am wondering if I be doing any drill with him.

Thanks.

[netpea]

I didn't let my first son work ahead in math and I found that to be a mistake. He started tuning out because he wanted more challenge, eventually I started letting him work ahead at his own pace. I let my second child work ahead from the beginning until she needed to slow down. That's the beauty of homeschooling, you get to set the pace according to what your child needs.

I didn't do any extra math drill. eventually after figuring out the same math fact over and over through the problems, they will memorize them without doing any extra drill. However, if they got stumped on something like say "what is 6x7?", I would have them say the table till they found the answer, 6x1=6, 6x2=12, etc...

[countrymom]

We have always been off in math. If you finish 1B you can just go ahead and go into 2A. I have worked with my son's pace and slowed down when we needed to slow down, stay on pace most of the time (because we are at the right level for him), and let him work ahead when it is easy and he is flying through it. We are 2/3 through 2A and I have not drilled or used flash cards at all. He is learning the facts by doing the problems. We are into multiplication now and I debated what I would do. However, the 2nd day we were working on it I saw him almost immediately write the answer to 6 x 4. I knew he didn't know it and asked him how he got the answer so fast. He said, "Because 6 + 6 is 12 and 12 + 12 is 24." I decided I am not going to replace that kind of thinking and reasoning with rote memory.

[wonderfilled]

Thanks for the replies. I know my son would be thrilled to just drop Abeka and work at his own pace in Singapore. I am just worried that he wouldn't memorize his math facts if he goes too quickly.

I have noticed though that he is memorizing them or his tricks to figure them out. He is doing multiplication in 1B now and he usually gets the answers quite quickly without counting the pictures. When I ask him how, he usually has some way of figuring it in his head, like you said countrymom.

[my3sons]

It sounds like your ds is doing so well in math - hooray! I agree that it makes sense to drop the extra Abeka and let him work ahead in Singapore. I still think it is very important to do the teaching part alongside him though, as new methods are taught in Singapore all of the time, and they are so helpful to know. You may want to set the timer and devote "x" amount of time to math alternating between teaching the textbook, letting him do his workbook, teaching the next textbook lesson, and letting him do his workbook until the timer rings. I'd say 30 minutes would be a good amount of time for his age. We've found it is the steady progression of textbook/workbook interaction over time that naturally teaches the multiplication facts. I think if you fast forwarded too much through these lessons, dc may not get their facts down as well. We're now doing Singapore 6A, and I am thankful for all of the time we spent together in the earlier years. They help me know how to help him because though I've always enjoyed math, I didn't learn math this way. So, the teaching time was as helpful for me as it was for him. Hope that makes sense as you decide how to proceed! I'm so glad your ds loves Singapore, and what a blessing he has a natural gift for it - good "problems" to have indeed!

In Christ,
Julie

[Carrie]

wonderfilled,

It is good to know that after 1A/1B and 2A/2B, the pace at which concepts are introduced and the level of abstract thinking required to complete the lessons raises significantly. So, while it is alright to have your child work ahead (as long as you're sure to do the hands-on lessons too), I would be careful not to rush ahead too fast (or you may find your child in over his head later).

Keep in mind that in Singapore kiddos begin 1A at age 7.

Blessings,
Carrie

[wonderfilled]

I really appreciate your responses, because some of those reasons you mentioned (not getting math facts down and getting too fast to harder more abstract thinking) have been what are holding me back. I have to admit while I was debating I let him do six lessons last week in one day, but I will go back and make sure we do all of the hands on activity.

Would you recommend the Intensive Practice books if he wants more to do or do you think that is just adding in unnecessary work?

I agree with you, Julie, I am enjoying learning to do more mental math and learning different ways to solve problems. I was always good in math but not at all good with mental math. My husband can do math in his head in circles around me, but I am learning. I saw the Singapore way of using bars to solve story problems and I could not believe it was that easy. I had to check and double check to make sure it actually worked. I would always have to set up an algebraic equation for anything that got at all complicated.