# Tag Archives: Pearson

## Questions about an enVisionMATH worksheet (part 2)

Here’s another question about the same enVisionMATH worksheet we first met yesterday. Take a look at this section, and think about the mental processes you’d use to answer each of these problems:

Got it? Now, let me zoom out a little and show you a part of the worksheet you didn’t see before:

If you’re late to the party and don’t know what’s meant by “near doubles” and the arithmetic rules that enVisionMATH attaches to near doubles, read this post first. Questions:

• Now that you know that these are supposed to be exercises about near doubles, does that change the mental processes you selected earlier for working the problems?
• Should it?

Filed under Early education, Education, enVisionMATH, Math, Teaching

## Questions about an enVisionMATH worksheet (part 1)

The 6-year old had Fall Break last week, so no homework and no enVisionMATH-blogging for me. Tonight, however, she brought home a new worksheet for her weekly homework, and a couple of things caught my eye. I thought I’d throw those out there to you all, along with a question or two, as a two-part blog post.

For the first post, take a look at this (click to enlarge):

Questions:

• In your own words, preferably those that a smart 6-year old could understand, what is the basic principle that this page is trying to get across?
• What technique does this worksheet want kids to use when doing the Algebra problems?
• What’s your opinion about the principle/technique you think the worksheet is trying to communciate? Reasonable? Natural? Likely to be useful, or used frequently later on?

Filed under Early education, Education, enVisionMATH, Math, Teaching

## More enVisionMATH: Adding “near doubles”

The last post about enVisionMATH and how I, as a math person and dad, go about trying to make sense of what my 6-year old brings home from first grade seems to have struck a chord among parents. The comments have been outstanding and there seems to be a real need for this kind of conversation. So I have a few more such posts coming up soon, starting with this one.

The 6-year old brought this home on Monday. Click to enlarge:

It’s about adding “near doubles”, like 3 + 4 or 2 + 3. In case you can’t read the top part or can’t enlarge the photo, here are the steps — yes, there are steps, and that’s kind of the point of this post — for adding near doubles:

1. “You can use a double to add a near double.” It gives: 4 + 5 and shows four blue balls and five green balls.
2. “First double the 4”. It shows 4 + 4 = 8, and the four blue balls, and four of the green balls with the extra green ball sort of falling to the ground.
3. Then it says: “4 + 5 is 4 + 4 and 1 more.” At this point you really have to look at the worksheet itself, because it’s hard to put into words what is going on:

And from there, in the fourth frame, one of the girls in the earlier frame concludes that 4 + 5 must be 9 because 8 and 1 more is 9.

The Guided Practice section has the kids doing four near-double sums. Clearly, the way the worksheet wants kids to learn how to do this is not simply to add 2 + 3, but (1) to recognize that 3 is 2 plus 1 more, (2) add 2 + 2, and (3) then add 1 to the result of 2 + 2:

There’s a thing at the bottom asking kids to explain the process and then a bunch of near-double sums to practice — presumably kids are supposed to use the method described above, but there’s nothing forcing them to do so — and some “algebra” questions with blanks in the place of variables.