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Hi,
I have some questions about Singapore Math as my children get a little older. Right now we are using Carrie's math activities and I think they are FANTASTIC! We really enjoy them at our house. However, I am concerned about whether or not I will be able to keep teaching Singapore well after we finish the hands-on activities in the Bigger manual. I am wondering if anyone has experience to share concerning the transition to using the textbooks? Do the lessons still require teacher presentation or is it possible that the children might be able to do their work more independently as they get older? Has anyone had trouble explaining concepts to their children without the aid of Carrie's hands-on activities? I am trying to pick a math program and stick with it as I don't want to do a lot of switching. I guess I just want to feel confident that we will be okay with Singapore as the children get older. (I don't see myself as particularly strong in math either so that is factor too.) Thanks so much for any advice or experience you can share!
LaChelle

My oldest ds is finishing 4B right now. I too loved the hands-on math in LHFHG, Beyond, Bigger for EB through 2B. It was plain fun, and did an awesome job of helping my dc understand math well from the start. I did not have difficulty with my ds switching to textbook beginning with 3A. The textbook part is the teacher part, and the way the HOD guides plan out the schedule using the CM short lesson concept, it is not hard to do. I follow HOD's suggestions for using a markerboard for parts of the textbook. I also let my ds write right in the textbook. They are inexpensive, and though not meant to be consumable, I like not copying problems (this is totally a personal preference though - 99% of the people don't write in the textbook so they can reuse them ). The workbooks are consumable, and that is considered the student's independent work.

I think if dc have started with Singapore, they will continue to do well with it as they move up through the books. If they have done the hands-on HOD plans through the years, the switch to the textbook is pretty easy. I have found it important just to teach the textbook as it is, rather than trying to give some other tips about how to solve problems. Singapore always starts with the "why" before the "how", and then the "how" just becomes more mental. Fact memorization takes longer with Singapore. My oldest ds didn't really know his addition and subtraction facts until 2A/2B, and his multiplication and division facts until the end of 3B. Singapore is very strong on mental math, is considered a year advanced, and usually results in dc being very mentally strong in math. It is not strong on early fact memorization. However, this is easy to add through the form of flashcards or the many other fact memorization things out there. For us, I added flashcards in the summers only for my oldest. For my middle ds, I haven't even done that (started but didn't stick with it). Both are doing well.

I wouldn't worry about the transition to textbook/workbook. If you get going and are wanting more instruction, the Home Instructor's Guides are available. HOD begins carrying them for 5A. I haven't used them yet and have been happy with how it's going. For what it's worth, I think dc have a much easier time switching from Singapore to another math program, than they do switching from another math program to Singapore. Most dc end up scoring quite a bit lower on the Singapore placement test when coming from another math program, usually due to the mental math and multiple step math problems common to Singapore. But then, that's what makes Singapore a stand-out math program! HTH!

In Christ,
Julie

Julie,

Thank you for your detailed explanation of things. That is helpful! My daughter is doing well with the activities, so I'm tempted to just keep going and trust that the upper levels will be fine too. I should probably just trust that the fact memorization will turn out fine too, but I will admit that's hard for me probably because in PS I remember drilling math facts over and over.

Thanks again for all of the info!

LaChelle

dlrickett wrote:Julie,

Thank you for your detailed explanation of things. That is helpful! My daughter is doing well with the activities, so I'm tempted to just keep going and trust that the upper levels will be fine too. I should probably just trust that the fact memorization will turn out fine too, but I will admit that's hard for me probably because in PS I remember drilling math facts over and over.

Thanks again for all of the info!

LaChelle

I just wanted to jump in here on the "math fact drill" thought. My ds6 (almost 7) did CLE Math 1 last year. If ever there was a math fact drill program, CLE is it! Flash cards, DAILY...speed drills, DAILY, and really long lessons. After a year of that, my ds still does not know his math facts. What CLE made him was frustrated. He truly HATED math. Please trust me when I say that math drills are no more effective than anything else when it comes to learning math. I never learned math facts in gradeschool, but I came to know them the more I used them in life. Your dd will too! (and so will my son!)