Level 1 - For elementary school age children

Level 2 - Middle school students

Level 3 - High School students

The Math Lesson

If you are familiar with The Reading Lesson, you know our methodological approach to teaching young children. While there are many ways to teach reading, there is only one approach that works with math. This is the step-by-step, building blocks approach.

VERBAL, MENTAL AND WRITTEN ARITHMETIC

Most children do not like to do on paper repetitive math problems but see verbal problems as a game and a challenge. We remove writing math problems to free child's mind to more important tasks - learning and cementing fundamental mathematical skills. Our goal is to help your children develop math fluency leading to immediate improvements in their school work.

We will help you to train your child to do math in her head and develop techniques for mathematical accuracy and efficiency. Verbal math is not for verbal expression's sake; the exercises are created to train students to use fundamentals in arithmetic so skillfully that their written work will be done easier, quicker, and more accurate. Oral efficiency should be "carried over" into written work. We aim to develop automaticity in basic mathematical skills. As with reading, once fluent in basic skills, the child can move on to complex, conceptual mathematical thinking.

THE PURPOSE OF VERBAL MATH

This course is not intended to replace the regular schoolwork but serves as a supplement. In many textbooks the oral exercises serve as introduction to a new concept. In this book verbal exercises serve to reinforce and automatise familiar concepts, with a view to developing mastery, skill, and facility.

The verbal lessons contain the type of abstract problems that we all need to solve. We strive to free children from dependency on using their fingers, pencils and paper, or calculators for routine mathematical computations. The exercises provide training in purely mental computations so that each child may acquire a reasonable degree of accuracy and speed (that is, proportioned to his or her native ability) in the arithmetic of her daily needs and in the arithmetic that is necessary to progress in mathematical study.

Just as in reading, children need to develop a basic reading vocabulary for fluency, these problems can be seen as the basic mathematical vocabulary that your child needs to progress further.

SOME GUIDELINES

1. Short periods of practice are better in developing skill than longer periods. It is impossible to make a hard-and-fast rule regarding the length of the lesson, but it should be long enough to allow each child to get some training.
2. Most children can easily do 30 to 40 problems a day. Repeat each lesson until the child gets nearly all problems correct.
3. Accuracy is more important than speed. Ability to answer quickly and accurately simple exercises problems in the beginning of each lesson quickly means mastery.
4. If progress stalls, go back and repeat the previous lessons and wait for a couple of days or a week before proceeeding further.

Level 1 - Elementary school sample
K-1 Verbal Math -
This level is suitable for children in Kindergarten and first grade.
We will be adding more of these soon.
$9.95
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Level 2 - Middle school
Middle level math with fractions and word problems
$9.95

Level 3 - High School
Algebra word problems

Teaching your child to read - Be sure to check out The Reading Lesson - the best reading program in the World! None better.

Teach your child the sounds of letters - online.