SS in MD
03-21-2008, 12:25 AM
Thanks for your thoughts on RS levels A & B.
Do you have a website address for the worksheet generator you mentioned?
Also, did your dc use RS for all levels? (I noticed you were using BJU Math) or did you switch in between? I've heard some people hit a wall in RS in Level B, have you heard this or had the same issue? I just wonder if RS would be too conceptual for her, I wonder if she just need to visually see the number line or numbers to help her add... It's hard to predict what curriculum will work for her unless I try it!! She has some LDs and possibly auditory processing delay. She just has problems in cognitive thinking (like when she's counting by 2's, I put 17 beans on the table that are grouped by 2, she'll continue to count the last one as 2 even though there is only 1 in the group. Another example the problem in MUS might be " ? + 1 = 9" and I'll ask her give me an answer without the blocks and she'll say "10" or something that can't be possibly right. But with the MUS blocks she'll answer correctly. That worries me because It shows she really doesn't understand the problem or number relationships. So, I wonder if I may come across the same dilemma with RS since it doesn't explicitly use numbers (like a number line) but relys on the abacus... does this make sense?
Sorry for my ramblings... this has just been on my mind a lot... I really want to find something that works for dd and stick with it...
Thanks again for your continued help! and responses!
Do you have a website address for the worksheet generator you mentioned?
Also, did your dc use RS for all levels? (I noticed you were using BJU Math) or did you switch in between? I've heard some people hit a wall in RS in Level B, have you heard this or had the same issue? I just wonder if RS would be too conceptual for her, I wonder if she just need to visually see the number line or numbers to help her add... It's hard to predict what curriculum will work for her unless I try it!! She has some LDs and possibly auditory processing delay. She just has problems in cognitive thinking (like when she's counting by 2's, I put 17 beans on the table that are grouped by 2, she'll continue to count the last one as 2 even though there is only 1 in the group. Another example the problem in MUS might be " ? + 1 = 9" and I'll ask her give me an answer without the blocks and she'll say "10" or something that can't be possibly right. But with the MUS blocks she'll answer correctly. That worries me because It shows she really doesn't understand the problem or number relationships. So, I wonder if I may come across the same dilemma with RS since it doesn't explicitly use numbers (like a number line) but relys on the abacus... does this make sense?
Sorry for my ramblings... this has just been on my mind a lot... I really want to find something that works for dd and stick with it...
Thanks again for your continued help! and responses!