I hate math.
I always have, and I always will.
I can do math...when I want to, that is.
And trust me, it comes in very handy when I am at IEP Meetings!
One whip of the calculator and service minutes change really quickly!
But I see that my daughter is actually struggling with math.
She doesn't hate it.
She actually enjoys it!
And now that the school is working on math with a program that the state of Illinois has standards on, it is coming much easier for her!
Peeps, meet TOUCH MATH!
Every student learns more effectively when taught according to his or her learning preference. Some are primarily visual, some are auditory, and others are tactile-kinesthetic.
Touch Math has uniquely addressed individual learning styles since this is a multi-sensory approach first became part of math. Touch Math contains dots and circles.
What Touch Math does:
*Involves visual, auditory, and tactile experiences.
*Reinforces number values.
*Eliminates guessing and reduces errors dramatically.
Touch Math is a different way for children to look at and think of the numbers, zero through nine, in order for them to learn the value of the number at the same time that they learn what it looks like. Used widely at schools to help students in kindergarten and first grade, as well as students who have learning disabilities such as autism, using Touch Math numbers gives children a visual aide to help them to learn addition and subtraction and to eventually be able to do it in their heads without counting on their fingers
The numeral one is touched at the top while counting, "one."
The numeral two is touched at the beginning and the end of the numeral while counting, "one, two."
The numeral three is touched at the beginning, middle and end of the numeral while counting, "one,two,three."
The numeral four touched and counted from top to bottom on the down strokes while counting, "one, two, three, four."
The numeral five is touched and counted in the order, "one, two, three, four,five." The fourth touchpoint may be referred to as the "belly button" to help students remember it.
The numeral six starts the use of dots with circles. Six is touched and counted from top to bottom, "one-two, three-four, five-six."
The numeral seven is touched and counted from top to bottom, "one-two, three-four, five-six," then come back up and count "seven." The single touch point on the seven is referred to as the nose. Tell students, "Come back up and punch the seven in the nose."
The numeral eight is touched and counted from left to right, "one-two, three-four, five-six, seven-eight." Tell students that the eight looks like a robot. They will count his head first, then his body.
The numeral nine is touched and counted from top to bottom, "one-two, three-four, five-six," followed by the single dots, "seven, eight, nine." Tell students that the nine has a face-eyes and nose.
I really wish I had this in elementary school.