How can I help my dd please?age 8 falling behind with maths because she's not reading questions properly and checking her workings(14 Posts)
She does this at home when doing homework too , when she writes out a question she doesn't check what she's written, so she writes out the question wrong
So of course she gets the wrong answer
We try marking sure she does it at a good time sat am straight after breakfast when she's at her best
We try n make she has no distractions
We tell her to sit up straight properly at the table
As sometimes she's all slouchy
It's frustrating as she's not doing as well as she can
I think a part of it is laziness and sloppiness
And I'm looking or ideas on how to help her
She really needs to work on reading questions properly
And checking hr workings
So how can we help her with this please
You are not alone. My ds is exactly the same.
He really struggled to show working out in the first place, and now got ok with it, but still doesn't read question properly sometimes, and write down wrong workings and get answer wrong.
I told him to read it properly million times, but it doesn't seem to sink in.
I spoke to teacher as well, but no cure for it.
I think he needs to realize himself that it is very important process, otherwise, even I tell him over and over, it doesn't change anything.
Hope someone comes along with good advice.
DS was like this because he does it in his head. Try bribery - make up some 'penny pop quiz' sheets, just simple sums. They win 1p for correct answer, 2p if working out are shown.
It's habit - once they start doing exams it will be drilled into them.
Try different sorts of paper?
Worksheets with box for working out
Disclaimer, I'm not a teacher just think it might be worth a try.
It might be helpful to make it fun by teaching her to check using the RUCSAC memory method. Each letter stands for something they need to remember each time they complete a question. Eg:
Underline key info
Choose the right operation (+,-,X,divide)
Solve the problem
Check your answer
So they go through these steps each time they solve a question.
DD used to do this. She would often assume part of the answer or sentence and just go completely wrong. Having to sit for the 11+ helped us work through these with her, identifying where she mis-read and how to pick out the key questions.
For us the breakthrough came in her writing and making up (sometimes quite hilarious) some of these 'maths word problems' and making them more and more complex. She had to explain them to us and then it all clicked. She passed all three local grammar tests with flying colours.
I don't think it is laziness its how dd's brain works. Some people are good with details and others less so. She isn't falling behind as such because she understands how to do it. As things get harder the odd silly mistake will be less noticeable and she will gradually learn the importance of the detail in relation to getting marks.
It's really common for children who can correctly complete straightforward calculations,presented as a mathematical sentence, to struggle when faced with "word problems".
She needs to learn how to identify what the question is asking and what type of calculation (+,-,/, X) needed and if there are more than one step to solving the problem.
Finding the key information is the first step (RUCSAC is used in some schools) and often it's a case of providing lots of experience.
The RUCSAC method is decent but I wonder whether there may be more to this. How recently have you had her eyes tested? If she has any difficulties with eye sight or tracking, it'd make her less likely to focus and concentrate due to the strain of having to do so. Coloured paper and overlays can help with this too - although you'd need to see someone who could guide you as to which colour she finds most helpful. There is a pack that you can buy and I'm happy to advise you on how to eliminate those that are least helpful.
Certainly, teaching her to be methodical amd underline the 'key words' in the question would be helpful. Then knowing what to 'do' with these is important. For comprehension questions, she should be encouraged to begin to answer the question by using the key words in answer form, before using evidence from the text to complete the answer. For example, "How do we know that Sophie is tired?' ->'We know that Sophie us tired because...' (BEFORE she refers to the already twice-read text to locate and paraphrase the evidence).
RUCSAC for maths: ourladysbishopeton.files.wordpress.com/2011/10/rucsac.ppt
This is a decent enough explanation. It's easy to google. I'd encourage use of an approximated/ estimated answer before she commences with the calculation as well as use of reverse operations to check.
Thanks so much for your advice
Do you think I should get her to do extra work over the school holidays or is that a bit harsh ?
I will also book her in for. A sight test as I never thought of that
She had a tablet for Xmas so I'm going to put squebbles on it
Is there anything else you would reccomend
Thanks very much indeed for taking the time to help me, help her
Happy new year to you all
I think it's just a question of maturity. At that age children like to get things done and go on to the next question. It's the same when they are asked to read through written work to check; even when reading out loud children tend to read what they think they have written rather than what they have put down.
Perhaps go to an optician speculators ing in coloured lenses/ overlays. Go on recommendation only. Whereabouts do you live? If nearby, I could recommend a couple
Homework over the holidays, if set with motivating and unusual rewards (treats not usually given), is a lovely idea. I find that once warmed up, most children are less tired and more receptive to doing a moderate amount of work (30-60 minutes per day) during school holidays. Two I shirt sessions are preferable to one long one if preferred by the child. A good gauge is to notice and stop before a child becomes disinterested / their motivation wanes. Be positive. Encourage vs criticise. Empathise (eg "Oh I would've missed that too!" "That's a tricky one... We'll have to look out fir questions like that in future!"). Try not to let any frustration or disappointment show. Harder than it sounds. Praise to the hilt and relate positively to a concentrated effort. It's not easy for some children to break through the confidence barrier sometimes.
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