R&S 3 Question

[MBentley]

We went through R&S 2, and I lazily didn't do the picture pieces at the back of the book with the bees and the triplets- although looking back, I imagine that might have enhanced the year.

Looking ahead to R&S 3, there aren't pictures of bees/flowers for the triplets. Instead, R&S 3 has some sea creatures for the multiplication/division tables. I am looking at these sea creatures that it wants me to make colorful, and trying to figure out how the multiplication table ties into the little creature. Can someone clarify? Did I just miss something obvious? I don't see an example. The front of the book shows 12 of these little creatures in a row, but without numbers to demonstrate how the finished creature with it's math problem should look. I'm just a bit confused here.

[Michael]

We went through R&S 2, and I lazily didn't do the picture pieces at the back of the book with the bees and the triplets- although looking back, I imagine that might have enhanced the year.

Looking ahead to R&S 3, there aren't pictures of bees/flowers for the triplets. Instead, R&S 3 has some sea creatures for the multiplication/division tables. I am looking at these sea creatures that it wants me to make colorful, and trying to figure out how the multiplication table ties into the little creature. Can someone clarify? Did I just miss something obvious? I don't see an example. The front of the book shows 12 of these little creatures in a row, but without numbers to demonstrate how the finished creature with it's math problem should look. I'm just a bit confused here.

Good evening Melissa,

Instructions and an example are on on p. 12 of the Teacher's Manual.

HTH!

[MBentley]

Michael

I looked at page 12. Mine shows the generic snails , but no number placement. It's just a line of 12 snails, black and white, no numbers. Was there a revision to this edition?

[Michelle T]

By Rod & Staff level 3 the assumption is addition and subtraction facts are mastered and you’re just working on speed. So triplet charts aren’t needed. For multiplication the foundational work of skip counting has been practiced every year and students are ready to memorize the tables after the interactive lessons. There aren’t any cute charts or manipulatives that we use at HLS. The explanation for how to use the sea creature stuff should be either in those front pages of the Teacher Guide or in the appendix of said guide. If I was still at the office I’d check! But it is in that guide somewhere! If someone else doesn’t clarify before tomorrow I’ll look it up!

[Michael]

Michael

I looked at page 12. Mine shows the generic snails , but no number placement. It's just a line of 12 snails, black and white, no numbers. Was there a revision to this edition?

The table of facts goes "high enough on the wall that you can add strip after strip of sea creatures" (p. 12). Each strip will be added below that fact chart in the indicated lesson. (The direction to put the strip below is given in said lessons. See, for example, the "Before Class" directions for Lesson 41 on p. 96 or for Lesson 43 on p. 100.)

Does that help?

[howiecram]

Check this post! Scroll down, check out the post from ljallen44! https://forum.memoriapress.com/forum...th-visual-aids

[MBentley]

howiecram Thank you so much

I must be on decaf. But I still don't get it. I'm looking at that pdf. What do these rows and rows of animals show? I get the tables above the animals and that changes. But then, there is this line of animals that is supposed to build like some sort of growing animal procession. What am I looking at? What do the animals (without numbers) show? I know this must be ridiculously obvious. I am just not seeing it.

[KF2000]

Melissa,
Curious to hear an answer on this, as I looked in my TM and I don’t get it either. FWIW, we did not use any visual like that. We used the chart on p.13 to recite the facts as they were learning them and for regular practice until it was second nature - but I did not make any visual aid. I just keep a tab stuck to that page and we do it as part of our daily drill time.

AMDG,
Sarah

[Katie]

howiecram Thank you so much

I must be on decaf. But I still don't get it. I'm looking at that pdf. What do these rows and rows of animals show? I get the tables above the animals and that changes. But then, there is this line of animals that is supposed to build like some sort of growing animal procession. What am I looking at? What do the animals (without numbers) show? I know this must be ridiculously obvious. I am just not seeing it.

I am on full strength coffee and don't get it. I made all the visuals for 3 but that one. It just looks like a cartoon zoo to me. Not sure how it is supposed to help with multiplication.

[Michelle T]

So I studied the TM this morning and lesson 41 is where multiplication is first introduced. If you read the script of how to introduce the facts using the wave rolling in, the sea creatures make sense in theory. However looking at how they want you to do the chart with a single row of snails doesn't make as much sense except they are cute sea creatures. It seems they want a different creature for each table and maybe this is to aid in memorization somehow by connecting the creature to the set of facts? I will just reiterate that at HLS we don't use any charts in 3rd grade. The blossom charts though listed in the front of the 3rd grade book, aren't used because mastery of those facts was expected in 2nd. Should your students still need those, use them, they are wonderful. Multiplication charts and the sea creatures aren't used. By this level visual aids are not typically needed.

[MBentley]

Michelle T

Thank you so much for that. I literally checked my coffee to ensure it wasn't decaf.

I'm not going to get into them then. The visual aid/ creature connection isn't connecting for me. I did read the part about the wave, and I was sure it was gong to tell me to "do" something to enhance these sea creatures to tie them into the multiplication table being studied (a la blossom chart style). If that doesn't exist, I'm going to leave it alone. Thank you so much for clarifying. I was stumped.

[Michelle T]

Since we don't use them at HLS I was stumped as well and had to look it up only to remain unsure of the actual benefits. Rest assured your coffee is fine.

[howiecram]

It is just an array. I personally think all the animals should be the same, but that is the concept. An array is a visual aid to the actual multiplication. If you count the animals under each fact, you get the answer.

[MBentley]

" If you count the animals under each fact, you get the answer."

AHA!!!!! Now I get it.

[Fireweed Prep]

Thank you for asking this question! I am relieved to hear the wall aquarium is not necessary as I do not have the wall space nor the arts and crafts inclination to construct it!