ZOMBIE THREAD ALERT: This thread hasn't been posted on for a while.
Nothing special.(62 Posts)
My 4yo daughter seems to have grasped the fact that half of ten is five. And she seems to have grasped the fact that twice ten is twenty. And now appears to be chucking facts around like this means I have five, mum has five, dad has five and the baby has five. I'm fairly sure this is coincidence and is just because we've talked about fives and tens before. But I'm also pretty sure that I didn't chuck around mental arithmetic like it was confetti when I was four. I'd like to encourage her to do this but it's spontaneous. And I can't quite see how one extends spontaneity. Can one? Or does one just let it be?
DD is exactly the same!! I suspect because she can count on her fingers!!
The thing is that the teachers are there to ask advice from (if they are approachable). I had a meeting on Friday as DD had done some of her older brothers literacy homework (she wanted to and had a screaming hissy fit on the floor when I said no at first).
They have given me loads of ideas on how to stretch her reading even more.
I would assume that if DD were strong in numeracy (which she isn't) they would be able to give the same advice.
I have no problem with the teacher teaching. I don't know what she's teaching. But I don't have a problem with it. (A while back I hated wordless books and Sam's Pot with a vengeance.) I'm not sure how I feel about yellow books. But as long as they're non decodable I don't mind them.
So far it seems as if my daughter is doing a computerised maths course. I did find out at one point which one it is. But I've forgotten. I think it has a monkey called Swing and a crocodile called Snap. But I'm not sure how much conceptual maths they are being taught. My daughter isn't silly. If you explain something to her then of course she understands it.
>> If you explain something to her then of course she understands it.
She's doing better than you, then, lands!
Ain't it the truth. But then everybody knows; you can't tell parents anything.
Seriously, it sounds like your little girl is doing very well with maths. You don't need to worry about whether she's doing 'conceptual maths' (I'm not sure I know what this is, in the context of Reception). IMO, all you need to worry about is that she is developing a genuine concept of number and how numbers behave when you put them together. I suggested you give her a big pile of dried beans at the start of this thread and it was a serious suggestion. If you want to support her maths explorations then give her a reasonably large (thirty or fifty) number of identical small objects and let her play with them. If you want to, you can ask her a question now and again (can you sort them into tens, fives, twos, threes etc - how many groups? Can you sort 11 beans into two equal groups? Can you sort ten or eight beans into two equal groups? Four groups? etc etc). Change the quantity of beans, do it all again. I actually prefer raisins for this as they are a ready made reward but beans or bits of Lego would work perfectly well. And most importantly, let her do what she likes with the beans or raisins as well as suggesting things she might like to try. It's all good. My daughter sat in a restaurant last night and counted to 1000 in tens, fives, twos and fours (I can't imagine anything duller, but she loved it). I suggested she try threes and she was indignant as she knew I was 'tricking' her. She had a great time. The only input I had was the threes suggestion and she knew it was a joke.
We do things vaguely similar on a much, much smaller scale. But I'll give it a go and see what happens, haberd. Thanks.
I know some people have got a stalking worry about thread to thread, and I don't like to get personal, haberd, but I just want to say that your helping the mum the other day to get the child recognising letters is one of the best things I've seen anywhere. I'm no great follower of fanmail. But if my child was struggling with basic literacy I honestly don't know what I'd do.
Well, just let her get on with it. You can't 'teach' her the concept of numbers and how they behave at this age in any meaningful way - you can only give her the opportunity to find out for herself. This will be VASTLY more useful to her than any amount of you trying to teach her place value or anything else. Sorting beans into groups may well be a bit advanced for her at this age but she would probably like sorting them into beans she likes and beans that aren't so pleasing. She could then count both groups if she wanted to. That would be just as valuable. Just let her play with the beans or whatever. Given how brilliantly scientific children are, she will no doubt discover something of interest to her (and that's all that matters).
Really, it was nothing. The child did all the hard work.
So far I've really only wanted to teach her the names of the techniques and the symbols involved. So that when she came to learning about them in class she wouldn't find it complicated. I've made no attempt to teach her numerical concepts beyond the names of the numbers themselves, halving ten and counting.
I think she's perfectly capable of learning about place value. (She's probably perfectly capable of learning about lots of things.) But I don't think it's so much a case of what she can learn about as it is a case of what she can use.
Also, if you really want to get your child over the hurdle of adding up numbers that make more than ten, you can do the same thing as the child with the letters. Make a really LOOOOONG number line from 1 to 20 with each number taking up as much space as one of her feet, at least. Tell her she has to stand on 9 and get her to count and step one at a time to get to 12. Or 8 and 2 or whatever. Start with the ones she might know, 5 and 1, 3 and 2 etc. Build it up slowly. When she gets the hang of it, see if she can jump straight there instead of stepping. But only if she actually likes it. There is no point in making her do it if it isn't any fun for her.
The names of the techniques are, as maths people would say, trivial. They don't matter. Nor does place value as a concept. It is more important for her to enjoy it and to work out what it really means in her own head.
Oh, and let her count up from 1. It's really important, I promise.
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