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Hi,

I know I've seen "threads" about this before, and I think I may have asked a similar question a week or so ago, so I apologize if this is redundant, but we're stuck and I'm not sure what to do. My son is doing Beyond, and we've gotten to the part where he is given pages of different math problems, adding and subtracting numbers up to 20. He just sits there with a blank stare and has no idea what to do. When I give him counters he doesn't know quite what to do with them unless I give him a lot of guidance, to the point where I feel like I'm having to do each problem with/for him. We've been working on the same page for two days, so we're both feeling frustrated. I'm not sure what to do. Should I start the unit over and reteach it all?

Thanks so much in advance--I'm so thankful for this board!
Amy

Would you mind posting what pages you're stuck on? I can look back in my son's workbooks and see what we did.

Sure Sara, they're pages 110-111, and I know he will have a hard time with 112. He was able to do the previous pages well, so I know he understands the concepts when there are pictures to show him how what to do, and I know he would be able to do them if I wrote out a number line.

Thanks!
Amy

Oh okay, I remember also feeling unsure about what to do like you, and I think I pretty much did the same thing as you are doing... I would give my ds counters to work out those problems. So for example, on page 110 and the problem 17-9, I would give him 17 counters (or have hom count out 17 counters himself) and then I would have him take away 9 and count the remainder. It sounds like that's pretty much what you're doing? I'm pretty sure we did that for every single problem and those lessons seemed extra long to me. I also had to really work my son and give a lot of guidance, but I didn't worry about that too much. How did your son do on pages 106-107? Did the pictures make it easier for hom?

Sorry I don't have a lot of advice. Maybe someone else here did it differently (easier)?

I would show him how to use the counters, then do it on the number line. then have him do the next problem the same way work it out with counters than use the number line. Even if you need to put the counters on the number line as you count them out a first, since he understands the number line may this will help him make the leap..

Thanks Ladies!

I think I may have misunderstood what we were supposed to do. I assumed it was a sort of "review" that he was supposed to be able to figure out how to do on his own. I see now that maybe the exercise is given to teach him how to use counters? Sara--yes, he does just fine with the pictures. Tansy, thanks for the suggestions. I think that is what we'll work on this coming week since its short with Thanksgiving and all.

Have a great weekend!
Amy

I just wanted to mention that if my ds doesn't seem to remember how to go about doing something he's done previously in math, I just redo whatever hands-on lesson HOD had planned to teach that concept. Redoing just a few of the hands-on lessons is usually enough to jog my ds's memory and get him moving along again. HTH!

In Christ,
Julie