Can we talk HOD lesson vs Singapore textbook

[Mumkins]

It's really freaking me out to not use a textbook! The activities seem so simple and quick. I'm use to 1/2 hour drag on lessons. Do you find the lessons enough? Did you find when the activities stop from Bigger to Preparing and go to textbook that it was a diffiuclt transistion? For those that have the textbooks and HOD manual, are the activites similar to what they ask you to do in the text?

[Jen in Va]

I was thinking of transitioning to the Home Instructors Guide then, instead of the textbook/teacher's manual (still trying to get a hang for what SM calls their different texts/manuals.) I may even make a change from the US edition to the new Standards edition at that time because there are a few things covered in the SE that are not in the US edition--negative numbers come to mind as one example. I looked at the comparison page of scope and sequence on the Singapore site and saw that most of the differences between the two editions don't happen until 3a/3b and higher, so that year may be a good point to make the change of edition, at least for us.

[Kathleen]

I've not used the textbooks for the lower SM levels. But here's my experience so far. We switched to Singapore from Saxon this past year (started with 2A and 2B). We also were spending A LOT of time on math. I've found this year that the short sweet lessons in Singapore have done more to help my son think mathematically than the hours we spent on math in the previous 3 years. We used the activities (which are 2-3 times a week in Bigger) to go along with the workbook. We're now into 3A and are using the textbook and workbook as scheduled by HOD. The lessons at this level use pictorial examples in the textbook (nothing hands-on). My son continues to do great with it and we're so pleased to have found a math program that does an excellent job of teaching him to think and solve problems without throwing our school day out of balance by spending too big a chunk of time on math!

I guess I'm not sure how hands-on the Singapore text is at the lower levels. I think by following the HOD lessons with SM, you'll be bringing the lessons to life with plenty of hands-on solving the problems. This is only in the 1st 3 years and then the transition is made to learning from the pictures in the textbook.

Kathleen

[Mom2Monkeys]

The hands-on lessons are incredibly simple and VERY EFFECTIVE! They really are plenty! You'll be amazed I am getting ready to start 3A and got the Home Instructor's Guide on the way in case I need some more hand-holding for hands on activities if they become needed at any time. HOD's method's work though, so you can trust them in all areas!

[Mumkins]

I guess the problem is we aren't a hands on math family. We don't use manipulatives a lot and it just seems like a lot to go through to teach a lesson. I peaked ahead and seen a lesson using tin foil to make fire-flys or something. Not really our style. Maybe later though when we slow down. Were just finding where we're at. DS started 1A Friday night, for fun, and is on exercise 15. He does math workbooks for fun. I basically tell him what to do and he gets it no problem. He's only 5, but math seems to be his thing. I'm going through quickly with DD too as I bought her 1B. I'd like her to be on 2B, if not 3A by fall. I' plan n slowing down for each lesson that is a new consept.

[netpea]

my son was always one math program ahead of Carrie's books so he didn't do any math activities, we just used the textbook and workbook and he did fine. My daughter is younger so she gets to do Carrie's activities. I think they are wonderful and they really do teach the math.

[my3sons]

Mumkins - We did all of the HOD hands-on math and this year have switched to 3A/3B using the textbook only for teacher instruction. I think the HOD hands-on math laid an excellent foundation for being able to do 3A/3B in this manner. Hands-on math at the early ages helps dc show they understand the "why" behind the "how" of what they are doing mathematically. This seems like a small detail, but it's really quite important. This mental math that goes on behind the scenes becomes more and more important as math becomes more and more difficult. When I taught ps, dc who were tested for the gifted program in the area of math could qualify if they could take objects and show how to explain the problem mathematically with them (in a hands-on way). At the older ages, they needed to be able to provide this same type of explanation, only both verbally and with hands-on objects. Children who could just whip through stand alone problems (i.e. computation, one-step solutions, etc.), but could not show the thinking behind 1, 2, and 3 step word problems (in the way explained above) never qualified. This hands-on aspect of HOD lays the foundation for the mental math at the older levels in Singapore very solidly, so keep with it, Mumkins! You'll be so glad you did!!! Both of our dc are kiting through math and really enjoying it on top of it - which is always a good thing! I know your dc will too.

In Christ,
Julie

[Carrie]

Mumkins,

I was not a hands-on math lover either, so I can understand where you're coming from. In my public school teaching days, we were required to do hands-on activities, and I always thought they were a lot of twaddle (busywork). However, I will say that with Singapore it is imperitive to either use the hands-on lessons from the HOD guide (which replace the textbook lessons) or to go over the Textbook lesson with your child instead.

The foundation in how to think mathematically and how to do it the Singapore way is being laid in those early years and will not be in place if your child is working through the workbook on his/her own. So, you're going to need to do either the hands-on or the textbook in order for your child to grasp what he/she is doing in the long haul.

Blessings,
Carrie

[Mumkins]

Thanks ladies. i'll try some of the activites tomorrow.