Doman Math Schedule with equatons

[jaluitgirl]

I have created a 32 week outline with equations of the Doman Math Program. (I got the basic template/idea from DomanMom). It is still an ongoing work in progress.  I would love to share with you - and to get your input so I can update and improve the schedule.  Since I would like to be able to continue to edit the document I am not going to attach it here but would like you to access it through Google Docs.  Please contact me if you notice any errors or have any suggestions.
Kristina

Here is the link: 

https://docs.google.com/fileview?id=0B64onpbVZLdxYTY0NTEzM2UtN2E0ZC00OWVjLTg5OTctZjJhZGE4MjQwZjA3&hl=en

[Kat25]

Kristina,
wow, it looks good, and very detailed. I am in a similar situation, I started the math dots with my son when he was three months. He is now four and a half months. But I haven't been diligent about retiring the cards as we are only up to 35. I feel the same way as you about the problem solving**.

Week1 and Week26 look very similar. I am assuming Week1 is "Introduction to quantity" or "Introduction to dots". I like the way that (while you are introducing new numbers) you are only using the retired numbers in equations. That gets around a big issue I have had with trying to keep my cards organised.

How are you finding the schedule with a baby so young? I have been going slowly to as to not overload him, but now I am not so sure. With the exception of the problem solving, do you plan to follow the full schedule?

Regards,
Kat

** Although ... the other night I was going through some equations with Liam (my four month old son). Normally he is happy, but on one he started to get upset. My husband (who had been half-listening to the 'lesson') called out to tell me the equation was wrong (my mental arithmetic is horrible). So ... did I somehow think that the numbers were wrong and hesitate, and then Liam picked up on that hesitation? Or ... did he notice himself that it was wrong?

[DrPrimo]

thank you kristina!!! 
i have been looking for this for months!!! but didn't realize it was a brillkid mom who put this together!  i only have pages 11, 12 and 16.  i am so happy to have this.
i'm wondering how you are going to flash algebra?  i've been doing dots (not consistently) since my daughter was 7 mo. and  now she is 15 mo.  we've been doing LM to learn numbers (b/c i'm too lazy to make the numeral cards... but guess i'm going to have to!)  i'm also using LM to do the 4 and 5 step equations and mixed equations.  but we're going to run out of those by fall.
you will be surprised how fast it goes after you introduce quantity.  especially if you don't flash as often as has been talked about on this forum.  what is next?  have you thought about it?
please let me know and thanks again.  karma to you!!
the doc

[jaluitgirl]

Hi Kat,

Week1 and Week26 look very similar. I am assuming Week1 is "Introduction to quantity" or "Introduction to dots". I like the way that (while you are introducing new numbers) you are only using the retired numbers in equations. That gets around a big issue I have had with trying to keep my cards organised.

Yes, thank you I'll insert a title before the dots in week one - because yes, week 26 is when I would start to introduce numerals.

How are you finding the schedule with a baby so young? I have been going slowly to as to not overload him, but now I am not so sure. With the exception of the problem solving, do you plan to follow the full schedule?

Yes... and once I got organized I found that I had a lot more time with my little one to actually do the sessions.  I make sure my cards are organized the night before and standing upright in sets next to the diapering areas.  I also have the printout for the week of my schedule hanging on the wall so I can refer to it.  I then do a session at the end of every diapering session unless my daughter is acting cranky, tired or hungry.  The only thing I changed was that I sometimes do 10 quantity cards 3 times instead of 2 sets of 5 - but only if my daughter seems alert and enjoying it.  Now it seems that sometimes she is acting fussy and like she wants a diaper change and as soon as I lay her down on the changing table she starts smiling and laughing and is happy to do a set even though she is dry.  I think she loves the personal attention because it is totally mommy time - as other places I get distracted by her toddler brother who is very demanding.

** Although ... the other night I was going through some equations with Liam (my four month old son). Normally he is happy, but on one he started to get upset. My husband (who had been half-listening to the 'lesson') called out to tell me the equation was wrong (my mental arithmetic is horrible). So ... did I somehow think that the numbers were wrong and hesitate, and then Liam picked up on that hesitation? Or ... did he notice himself that it was wrong?

Let's give Liam the credit here!   You can't be sure but I can see my daughter is figuring things out.  When I changed over from addition to subtraction and then 2 weeks later subtraction to multiplication - her eyebrows furrowed and she frowned the first day or two like she was thinking.  Then it was like a lightbulb came on and she started smiling.  I've hesisitated before too because my fingers didn't grasp the card well or they got out of order.  She always just laid there waiting politely.  The only time she gets upset is when she doesn't want to do a set for whatever reason but now adays she seems to like them more and more.  For the past week I have noticed she is trying to "talk" and either tries to talk after each card which I think is her trying to echo me - or sometimes she does it sooner than me on the answer card - so I think that she might be trying to say the answer - instead of just babbling like an outsider might think.  So I always praise her and say, "Oh that's right dear the answer IS 77!"

You know the first few weeks I was organizing all this I actually dreamed the dot cards.  So if my brain is processing them than I know hers is too since that is what babies do - process tons of info.  

It is so exciting!!!

[DrPrimo]

i have one question:  how do you suggest flashing the algebra portion?  make X and Y cards with = cards?  not sure exactly how to go about it.
suggestions?
the doc

[jaluitgirl]

i have one question:  how do you suggest flashing the algebra portion?  make X and Y cards with = cards?  not sure exactly how to go about it.
suggestions?
the doc

That's what Doman recommended in his book.  Make a "Y" card.  And then say out the problem 12xy=60 y=5, example, "Twelve times Y equals sixty.  Y is five."

[jaluitgirl]

  what is next?  have you thought about it?
please let me know and thanks again.  karma to you!!
the doc

Hi Doc,

Actually it was DomanMom on her website that created the first set of equations.  When I downloaded hers she had up through the first week of multiplication.  But I didn’t simply copy hers but modeled mine after hers because as I was going through I saw that some of the equations were repeated.  So I went through each of my cards and checked off when I used an equation so I wouldn’t use it twice.  But the credit is due to DomanMom for getting me started.   

Having said that – when I get to equations with numerals – well,  for now I recopied what I did in the previous weeks - but I do intend to go back and redo it so that I have new equations.  I just wanted to get this started and now I’m working on my reading sets schedule BECAUSE we are going to be done with quantity today and so now I will drop down to 3 sets of equations each day and so now I can add more reading sets.  Right?  (up until now I have focused on the math program - I couldn't manage 6 sets of math plus 5 sets of reading 3 times a day)

Other possible topics after equations and numbers are introduced:
(I teach 2nd and 3rd grade math and this summer I am tutoring 5th grade math – I got these topics from the State GLEs. – my theory is that for babies and toddlers I just want to show each topic quickly but not in depth or with any expectations on the child – my main goal is to introduce the topics and the vocabulary of math – showing it’s meaning whenever possible.  If my child can actually do the math as they get older that will be wonderful – but mainly I want them to be exposed and ready for it.  So much of teaching math, believe or not, is not only how to do it but vocabulary.  When you look over the topics below see how many you remember – I bet you remember them but have forgotten the terms to describe them.)

Place value of whole numbers and decimals (standard, expanded and written forms)
Round numbers
Estimation
Money – add and subtract and make change
Time – digital and analog and time elapsed, use a schedule and use a calendar
Graphing – analyze, mean, median and mode, make different types of graphs and tables
Probability
Geometry – lines, angles, circles, polygons, triangles, quadrilaterals, congruence and symmetry
Measurement – customary and metric, length, capacity, weight, and mass
Perimeter, area, and volume, circumference,
Fractions – compare and order, mixed numbers, adding fractions, subtracting fractions, (with fractions and with whole numbers) divisibility, multiples, least common multiples, prime and composite numbers, exponents, prime factors, equivalent fractions, simplest form, multiply and divide fractions with fractions and whole numbers
Decimals – compare and order, add and subtract, multiply and divide (with whole  numbers and decimals)
Algebra – order of operations, integers
Ratio
Percent and how they relate to fractions and decimals

And use lots and lots of word problems either read to them or eventually have them be able to read the word problems.    Also I want to link math to reading, science, and real world problems whenever possible.

I think by age 3 you could start to use the Shiller Math program or possibly Dr. Jones Geniuses.  I have the Shiller Math program but haven’t reviewed Dr. Jones yet.

Any other ideas anyone?

[waterdreamer]

Thank-you for sharing!
As for older children we are doing Math U See for my almost 5 year old. We started with Primer, but I wish we had started this last year. This is suppose to be a kindergarten program(he's not suppose to start kindergarten till the fall) and he is already 1/3 the program in 1 month. It is well done, the kids work with little lego blocks (Units, tens, hundreds) and see the math while they do it. I was thinking today its kind of like hands on dots for older kids. I just kick myself for not introducing is sooner to him.
I plan on saving your schedule and using it for any other children I might have
Thanks and karma to you

[Kat25]

Also I want to link math to reading, science, and real world problems whenever possible.
...
Any other ideas anyone?

One idea I remember as a child, probably more aimed at 6-10 year olds than babies was something my parents got me to do. Whenever we went on a car trip (one of significant length) it was my job to figure out when we'd arrive.

So... read the road signs to get the distance to the destination.... estimate the speed (on the highway this is possible) ... use the distance and speed to figure out how long it will take. Add that to the current time to figure out when we'll arrive.
Then ... after half an hour or so ... do it again and if necessary adjust the estimated speed.

I realise now that it was a clever way for my parents to turn the dreaded "Are we there yet?" around. They would ask me how long we had to go.

[heath]

This is wonderful.  Thank you so much for putting it together.  Karma to you.

[rugrat]

Jaluitgirl,

Thank you for sharing this with us... it's amazing that you found the time to put this together.  I've just downloaded your file which I will modify slightly and hope to use it in a couple of weeks, at the moment I am just gathering all the materials for it.

[jaluitgirl]

I just wanted to share something neat that happened today with the math program.  My daughter is going to be 5 months old this week and we are working on division right now.  One of the equations was 24 divided by 8 equals 3.  My DD is always very responsive and interested and looks at the cards - but when I said 24 divided by 8 equals - she would only stare at my T-shirt.  So I said it again and tried to get her to look at the 3 card -she glanced at it but continued to stare at my t-shirt as if to say "No mommy the answer is on your T-shirt."  So I looked down and noticed my T-shirt has a bunch of flowers on it - so I started to count them.  There are 32 flowers on my T-shirt. I had to use my fingers but then realized that 24 + 8 is 32.  So despite that we are working on division and it's only been 2 days - I thought that was really cool and it didn't seem like coincidence the way she was intently staring at my T-shirt.  Yes, 24 + 8 is 32 - you are right my dear!  :-)

[Sarah108]

That's ABSOLUTELY the best story I have heard!!! What a beautiful demonstration of the success of right brain education, and even more importantly the dedication with which you have taught your daughter. Karma to you!

[rugrat]

Jaluitgirl,

That's so wonderful to hear, I am glad it's working out for you.
It made me so excited while reading your last post that I can't wait to start my son on Doman math.  But my Glenn Doman book only arrived yesterday, I'll have to read that first and try to understand the method fully before embarking on it... one step at a time I guess!

[DrPrimo]

[/quote]
Place value of whole numbers and decimals (standard, expanded and written forms)
Round numbers
Estimation
Money – add and subtract and make change
Time – digital and analog and time elapsed, use a schedule and use a calendar
Graphing – analyze, mean, median and mode, make different types of graphs and tables
Probability
Geometry – lines, angles, circles, polygons, triangles, quadrilaterals, congruence and symmetry
Measurement – customary and metric, length, capacity, weight, and mass
Perimeter, area, and volume, circumference,
Fractions – compare and order, mixed numbers, adding fractions, subtracting fractions, (with fractions and with whole numbers) divisibility, multiples, least common multiples, prime and composite numbers, exponents, prime factors, equivalent fractions, simplest form, multiply and divide fractions with fractions and whole numbers
Decimals – compare and order, add and subtract, multiply and divide (with whole  numbers and decimals)
Algebra – order of operations, integers
Ratio
Percent and how they relate to fractions and decimal
[/quote]

jaluitgirl:
thanks for this!  really appreciate it!  i was wondering how you would go about flashing what you listed?  any ideas?  i'm going to start with the cartesian plane, as suggested by doman/evan thomas institute, in july/august, but was hoping you might have an idea how to introduce these ideas to a child under 2?
thanks again for all your great suggestions!
the doc

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