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difficult child may need to pay more attention in math
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<blockquote data-quote="Marguerite" data-source="post: 241825" data-attributes="member: 1991"><p>Cooking is a great way to teach maths. If you have enough cups, put them side by side. Do you have kitchen scales that self-tare? You can tare the scales after adding each quarter cup, so he can see that the quarter cups each weigh the same. Then you weigh it all again, together, and he should see that the three-quarters cup of flour weighs three times as much as a quarter cup.</p><p></p><p>Did you ever study child psychology? I had to do it as part of my teacher training (eons ago) and remember the Piaget assessments of conservation of mass, conservation of volume etc. These are stages children are supposed to go through at certain ages, and by 12 he should be well into the formal operations stage, where conservation of mass and volume have been long-established in his mind. But it sounds to me like he hasn't consolidated this yet. So maybe helping him visualise it through cooking lessons, taking a bit longer to actually demonstrate it for him, could help.</p><p></p><p>Another trick is to take an orange or an apple and cut it into fractions. For more advanced maths (algebra) do one of each. You cut them into halves and quarters and put them in front of him, then play around with them, removing a piece or putting back a piece and asking him how much of the orange he has in front of him. For algenbra, you have to demi==onstrate that half an apple does not equal half an orange, because it is something different. But it is OK to say, "I have half an apple and half an orange" and not to then take it further and say, "I have a whole piece of fruit," because you haven't got a whole piece; you have four pieces (each a quarter) but the best you could do is make half an orange and half an apple. Two halves don't always make a whole, when each half is of something different. But that's algebra, he migtn't be ready for this.</p><p></p><p>And of course, you can enjoy eating the fruit as you go, to make a game out of it.</p><p></p><p>Another way to do it is to take a recipe for two people and double it to make it for four people. However, you don't double the cooking time!</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 241825, member: 1991"] Cooking is a great way to teach maths. If you have enough cups, put them side by side. Do you have kitchen scales that self-tare? You can tare the scales after adding each quarter cup, so he can see that the quarter cups each weigh the same. Then you weigh it all again, together, and he should see that the three-quarters cup of flour weighs three times as much as a quarter cup. Did you ever study child psychology? I had to do it as part of my teacher training (eons ago) and remember the Piaget assessments of conservation of mass, conservation of volume etc. These are stages children are supposed to go through at certain ages, and by 12 he should be well into the formal operations stage, where conservation of mass and volume have been long-established in his mind. But it sounds to me like he hasn't consolidated this yet. So maybe helping him visualise it through cooking lessons, taking a bit longer to actually demonstrate it for him, could help. Another trick is to take an orange or an apple and cut it into fractions. For more advanced maths (algebra) do one of each. You cut them into halves and quarters and put them in front of him, then play around with them, removing a piece or putting back a piece and asking him how much of the orange he has in front of him. For algenbra, you have to demi==onstrate that half an apple does not equal half an orange, because it is something different. But it is OK to say, "I have half an apple and half an orange" and not to then take it further and say, "I have a whole piece of fruit," because you haven't got a whole piece; you have four pieces (each a quarter) but the best you could do is make half an orange and half an apple. Two halves don't always make a whole, when each half is of something different. But that's algebra, he migtn't be ready for this. And of course, you can enjoy eating the fruit as you go, to make a game out of it. Another way to do it is to take a recipe for two people and double it to make it for four people. However, you don't double the cooking time! Marg [/QUOTE]
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