A few weeks ago Rachel rushed off the school bus absolutely beaming.
"Something exciting happened at school today!" she gushed.
"What?" I asked.
"I made the hundred club!" she managed to squeak out. "And I'm the only one in it! I'm the first one! I did it! I have got to tell Dad!"
Being the member of such an elite club is no easy feat—and, no, this isn't some club she invented to inflate her ego. The "hundred club" is a classroom club invented by Rachel's teacher. To get in said club you have to write the numbers one through one hundred in order after finishing up your worksheet at the math table during "centres."
I watched this in action when I helped out in her class a while back. That day the kids had each been given a little container of tiddlywinks that they had to count out and then draw on their paper. Rachel finished the task quickly and easily and then got to work on the back of her paper—that day she wrote all the way up to fifty (following a hundred chart). But she was bound and determined to get all the way to one hundred and was so proud when she did it.
We've been working on counting by tens at home, which had Rachel confused for a while due to a little speech quirk of hers. I'd call it a disorder but she's only five; I have a hard time saying that five years olds have speech disorders unless it's rather severe (like the case of my cousins' children who suffer from apraxia) because five year olds are simply five years old—they're still babies! We're required to send in an extra change of clothes to school, including underwear, because kids are still wetting their pants. If you suck your thumb, wet your pants, and can't say your own name correctly you're on the caboose of babyhood, the cusp of childhood. That's a completely different thing from having a speech disorder.
Be that as it may, we've been working on correcting Rachel's quirks, specifically when it comes to numbers. As I said, we've been working on skip counting by tens to one hundred. Last week we turned on the macarena and I taught the girls the dance while we counted by tens. It took Rachel about thirty seconds to understand the concept of skip counting to one hundred (we're still working on the dance part). The problem, though, is that she says thirty and forty completely the same and this confuses her.
"Ten, twenty, forty, fifty..." she'll say. Or, "Ten, twenty, forty, forty, forty, fifty..."
"Something exciting happened at school today!" she gushed.
"What?" I asked.
"I made the hundred club!" she managed to squeak out. "And I'm the only one in it! I'm the first one! I did it! I have got to tell Dad!"
Being the member of such an elite club is no easy feat—and, no, this isn't some club she invented to inflate her ego. The "hundred club" is a classroom club invented by Rachel's teacher. To get in said club you have to write the numbers one through one hundred in order after finishing up your worksheet at the math table during "centres."
I watched this in action when I helped out in her class a while back. That day the kids had each been given a little container of tiddlywinks that they had to count out and then draw on their paper. Rachel finished the task quickly and easily and then got to work on the back of her paper—that day she wrote all the way up to fifty (following a hundred chart). But she was bound and determined to get all the way to one hundred and was so proud when she did it.
We've been working on counting by tens at home, which had Rachel confused for a while due to a little speech quirk of hers. I'd call it a disorder but she's only five; I have a hard time saying that five years olds have speech disorders unless it's rather severe (like the case of my cousins' children who suffer from apraxia) because five year olds are simply five years old—they're still babies! We're required to send in an extra change of clothes to school, including underwear, because kids are still wetting their pants. If you suck your thumb, wet your pants, and can't say your own name correctly you're on the caboose of babyhood, the cusp of childhood. That's a completely different thing from having a speech disorder.
Be that as it may, we've been working on correcting Rachel's quirks, specifically when it comes to numbers. As I said, we've been working on skip counting by tens to one hundred. Last week we turned on the macarena and I taught the girls the dance while we counted by tens. It took Rachel about thirty seconds to understand the concept of skip counting to one hundred (we're still working on the dance part). The problem, though, is that she says thirty and forty completely the same and this confuses her.
"Ten, twenty, forty, fifty..." she'll say. Or, "Ten, twenty, forty, forty, forty, fifty..."