we used the number line and had our kids draw lines bouncing from number to number when needed to make it, making marks and stuff helps touching the numbers and such, it puts a thought pattern in our brains... Looking at your dds set up I was lost , but I asked my ds who does it in his head and gets it right what the answer would be. He got it right of course. IS she reversing numbers at all?
She generally does not reverse numbers. That's not really an issue. I did notice something today though, when we were doing distributive property. It was a problem something like this: 3(4 + x) = 10 When she used the distributive property, she came out with 7 + 3x. I think she did something similar in two problems. She saw 3 and 4 and thought 7 rather than 12. I'm thinking that's because she's trying to do it quickly. What do you all think this means?
This reminds me that we haven't actually bounced the numbers in a while. At this point I'd figure she knows what going 7 spaces to the left means. But maybe the physicality of bouncing them would help. Thanks
Is it possibel that MUS is not in the Rainbow Resource catalog? I don't see it in the index. Would it be listed under a different name?
ok that should have been two links lol hope it helps, mathusee.com I think is one and then I gave you a link to ebay for tons of them
Rainbow can't carry certain curriculums because of the publishers not granting permission. Or something. MUS is one, Abeka is another.
Have you tried Khan Academy? It is visual, color, YouTube-ish teaching of math, from 1st grade through quantum mechanics. We have used it for parts where the girls were stuck ( like with exponentials).
Testing for LD isn't about a label, it's about learning how your child is 'different' so you can approach teaching her differently. If your child had cancer-would it matter what type of cancer she had or where it was? Of course it would-because you fight different types different ways. Knowing what you are up against helps you plan how to attack it. Same with learning disabilities. Have you tried notebooking? I've heard many parents with struggling learners say notebooking was their answer. For math - my only suggestion is-try letting her work the problem. Then if she gets it wrong-give her the answer and see if she can work it backwards and see if something clicks. (It sounds jumbled-but that's the only way I was able to learn higher math-but I have Dyscalculia...)
This worked well for my daughter. My dh drew the number line vertically and at zero, a wavy waterline. Then when they'd do a problem, dd could see if it's above the water or below the water.
