Math for 6th grade AS boy

I use a very simple multisensory approach with lots of (meaningful) repetition. It may help and can’t hurt. If you want my math outlines email me at [email protected] (tell me whether you want the reading as well, or not).
I also use very old-fashioned books that have tons of meaningful practice and which approach every problem from a number of different angles. If these would help, I can do photocpopies at cost plus mail.

OCN is not really math program (as least not a complete one) but more of a way of looking at math that is very helpful, I’d say pretty much ideal for a AS kid (in most cases). I think the program MathUSee would be another good possibility (and rather more complete). www.mathusee.com

Either is pretty inexpensive (if you don’t get the OCN box). Both are pretty user friendly, though MathUSee much more so. Most kids need mroe practice than that offered by MUS. You can always add more problems.

—des

Victoria and Des,

Thanks for your responses. I talked to my niece yesterday, who gave me more information. Her ds is in fifth, not sixth, and is in a ps. She plans on sending him to a small Catholic school next year because the size of the ps middle schools would overwhelm him. Also, the ps has just agreed to pull him out for one-on-one math during the regular math period because his anxiety in the latter has become close to unbearable. My niece told me she was having lunch with the math pull out teacher later this week to talk about his math program. (I find all this accommodation and chumminess pretty amazing.)

In any case, she told me that the math teacher has been pushing for “Math Facts the Fun Way” because she has never had a failure with it. However, in talking to my niece, I think it sounds like his math problems are more fundamental than what MFTFW was meant to address. For example, she says that to add 10 + 12, he’ll take twelve and then count up using his fingers. I don’t think that in his case MFTFW would be any more successful than Kumon.

I will suggest Math U See as a possibility in addition to OCN. Des, do you know of any write-ups on the web (not from the companies) of these two programs that she could print out to show the teacher to get her to consider them? (If the teacher is flexible, cost would not be an issue—my niece would be more than willing to pay for any materials.) Victoria, I will also see if she is willing to email you for your materials.

Thanks for your suggestions.

I have yet to see it on any website other than a short explanation. I think the website itself has a more complete explanation. Admittedly it would be one sided but they are very helpful.There is also a MUS group on yahoo. YOu might ask over there. Just go to yahoo (You’d have to join if you aren’t already— that is free but can be annoying.) And do a websearch for it. I don’t know how active they are right now, but this is mostly very enthusiastic parents (homeschoolers).

Here are a group of reviews from parents (mostly):
http://homeschoolreviews.com/reviews/mus.html

(I was somewhat amused that some users wanted a more colorful book with more graphics. It isn’t a criticism I would make. The blocks are colorful enough. I think the biggest criticism is that many children just need more practice, but this is simple enough to do. They have practice books but they aren’t particularly needed in my opinion, unless you just can’t think of problems.)

—des

I mistrust Math Facts the Fun Way. For those of us with slippery memories and a preference for logic, the cute stories and games ad finger stuff just add another layer of incomprehensibility, making the whole affair more difficult, not less. I also worry about anyone who has never had a failure.

Thanks for the replies Des and Victoria—I’ll pass this on to my niece. She instinctively had the same reaction to MFTFW that Victoria has reflected in her considered opinion. The teacher has not had an AS child before so perhaps my niece could diplomatically express a view that it may not work for him since MFTFW relies on humor that would be harder for him to catch than a non-AS child and get her to spend time on a more effective program.

I think Michelle was meaning that the Math the Fun way only be used for drill practice, which I think is all it is intended for. I personally can’t comment. I think it’s possible that an AS kid might miss a story line or jokes, depending… I can’t really comment otherwise as I haven’t seen it.

MUS can be fun, but it is solid. It uses manipulatives to teach and make math visual and concrete, even up to and including trig (should he get that far). I think some fo the folks who are trying to do “standards” in public schools don’t like it as it doesn’t cover many of them— good thing too as some of them should not be covered. :-)

—des

I use tricks and they have been successful for me.

Although Math The Fun Way does have cute stories, I have had success with this as a tool to memorize math facts for multiplication. Right now I have a 5th grade Asperger’s boy who is now doing great in general ed math after going through Math U See and Math the Fun Way last year in my room. He doesn’t always get humor or generalize well but the Math The Fun Way can be very effective for many kids.

First of all, you don’t begin with MTFW. You use it after the student understands the concept of multiplication. Once a student understands, he must memorize the facts (in my opinion) in order to do other math in the future. ( like long division, if not memorized, the whole process is nearly impossible with paper pencil without losing place) Some kids need a way to file the math facts in their long term memory. The stories are told and the students visualize the math fact. This program creates a spot to enter the fact to retrieve it later. They remember the facts long term, not just for a few short weeks.

(If the student doesn’t have a problem with memorizing things there is no need for the extra layer but many, many LD kiddos have these issues)

So, for example, the kid learns that 6 x 6 = 36 with a story about twin sixes who are thirsty, thus thirsty sixes sounds like the numeral 36.

I read the story and have them color a page with this picture while listening to a song with the characters. I have him practice the fact with the clue. Then I fold the flash card and remove the clue. Soon, the kid can visualize the clue. Very soon afterward with most kids, the kid can memorize the fact within 2 seconds and often pass the timed test.

Yes, it is a trick, but some kids need a way to file the fact in their brain so they can access it instead of having just a bunch of mumble jumbled numbers in random order stuck in their brains. LD kids need a way to organize. SOmetimes the weirder the better.

My students have a solid understanding of the process but need a way to aid in memorization. I use Math the Fun Way and love it. It is quick and I can move on to my other state standards.

Not all kids are the same. My AS boy had no trouble at all getting his facts down with this program. This year he goes to his general ed class to get the 5th grade lesson. After instruction, he comes to my room where I help him with the assignment. Every other day I go into his general ed room and help him and others to get through the lesson. He is functioning very well and is getting passing grades.

Over the years I have tried many different programs. I use Math U See, Math the Fun Way, and this year I’m using the Intervention Kits that go with our new math series. I use tons of manipulatives from over the years.

I do believe that tricks can help. Sometimes our kids need ways to remember. They can’t process tons of information for easy retrieval without some help. This year I’m using some strategies like Math The Fun Way in collaboration classrooms with reading. I’ve never had so many compliments. Just the other day the 4th grade teacher commented on how all her scores are higher than ever for all her kids. She said she is gong to compare them other classes. We are making manipulative books for many of the state standards in reading. I have one mnemonic visual clue for each thing. For example, this week when we learn hyperbole we are making a page with the word Hyperbole with cut up rubber from rubber bands. On one big rubber band I will have the word TRUTH written with a sharpie. This is the clue to remember that a hyperbole stretches the truth. We made a class mini book that we will glue to the page with student examples of Hyperboles. So, when we review that concept, I will use the clue rubber band with TRUTH. This jogs their memory and they learn the definition which is on our state standards. This has been very effective in my room. I have tricks for bricks. I have a huge bulletin board with a red brick with each state standard. On it I have a mnemonic trick to bridge to the kids long term memory. The trick is not the only thing, it is in addition to a thorough lesson (s) on a concept. I hope this makes sense. My point is, for me it seems to be working.

Michelle AZ

<<I think some fo the folks who are trying to do “standards” in public schools don’t like it as it doesn’t cover many of them— good thing too as some of them should not be covered. :-)>>

—des[/quote]

I would love to use MUS or Singapore Math with my Special Ed. kids, but there’s no way I could do it. I go into the classroom as a Special Ed. Facilitator/Co-teacher. We have 17 Special Ed. students and 10 general ed. students. We had to trade general ed. kids for the Special Ed. kids from two other 5th grade classrooms in order for me to be able to serve these kids 4 days a week!

We work on the STANDARDS! That is all that matters! And even though my colleague and I slow down the pace as much as we dare, it’s still lightening fast! My head is spinning! Even though I’m supposed to be there to provide accommodations and modifications, where’s the time???? By the time I try to help all my SPED students, we’re on the next topic already! Spiraling seems to be the key word in the district. No matter if they don’t get it this time. It will come around again. However, those of us on this forum know, that with many of our Special Ed. kids, we’d have to start from Square One each time it is introduced.

Marilyn