REVIEW POST: Primary Grade Challenge Math - Zaccaro

(UPDATE 10/28/14: We have added Upper Elementary Challenge Math to our repertoire and couldn't be happier :) See the associated Montessori Trail post.)


Legoboy has another New Love:

Challenge Math by Zaccaro

We are starting with this one - covering grades 1-4 for "gifted children".

I ended up purchasing the entire of books in this series for several reasons:

1. looking for a good set of word problems to review earlier concepts
2. Montessori math and geometry do not align with any other available curriculum (I group the Montessori-inspired curricula options somewhere in the middle)
3. Something just didn't sit right with me concerning the other options. They are useful; I will not say don't use them (especially if they are working great for you! Keep going with what works!) - but there was a mis-match for our family, my principles and my understanding of Montessori. 
4. This set of books (there are several in the series) are designed for gifted children - children of younger ages who have particular gifts that correspond with typically older children. 
5. I wanted to review them for the sake of other families looking for a resource to fill a similar need. 
6. This series also includes some of those allegedly missing concepts, perfectly tying them into the included album pages (associating money with decimal fractions, converting into percents, etc. (NOTE: Please do not flame me in comments regarding missing concepts - I've covered this topic before, I am not saying Montessori is wrong, and I'm not saying the concepts aren't there - I am fully trained, I know where the concepts are and where they fit in. Comments of a flaming nature will be removed. I'm done with flaming when I speak peacefully. Thank you for speaking respectfully.)

Word Problems: 

     A few people have shared a few solutions to the dearth of word problems - and the lack of time to create their own (and my lack of time to create my own!) for each and every concept. Especially in a sporadic co-op/tutoring, mostly homeschooled by himself situation, there just aren't classmates around to pull up the caliber - and I am one person unable to cover everything (stop laughing!). ;) 

Montessori Mathematics and Geometry Studies: 

     Montessori math and geometry use hands-on materials to bring the children to the point of abstraction. In some areas, it seems that the children hold on to the materials longer than their public school counterparts, but once they release the materials, they are almost always ahead in conceptual understanding. Where we have children not able to apply the concepts, we have a situation where the adult likely didn't assure the child was working with appropriately challenging work and likely didn't ensure there were appropriate real life word problems and experiences available. 

Not sitting right: 

     What is about the other options that didn't sit right? I think because they are geared towards public school curriculum, several of the options have already been re-written to correspond to Common Core (the dumbing down of our country's children), and I just don't want to participate. 

     In addition, I really wanted something that more closely resembled Montessori. Life of Fred is a great complement to Montessori elementary mathematics but there are few word problems. 

     I think this is my main thing - I don't want to dig into 4th grade books to find word problems to give to a 1st grader, just to find math skills that fit.  

Young Age - Older Work: 

     Isn't that the mis-match of Montessori to other expectations again? 

Perhaps my reason are the same thing over and over - with different words: I wanted something that better corresponds what we are doing as compared to constantly tweaking, reading, adjusting, pulling "7th grade" materials for a 2nd grader who isn't "special" in that way, but simply has been given the tools to go deep with his understanding.... I was (and am!) tired of tweaking already!!!!

What we are using: 

     Legoboy is 1st year upper elementary, or 4th year elementary - and I would NOT say he is gifted in this way. However, he has received the keys provided through Montessori throughout his life. As a "4th grader", we started with the primary level book to review past concepts - kind of catch up in the word problem category. We did great for 1st-3rd grade, but I'm done tweaking (have I said that yet!?) and I have to be done looking too. 

Legoboy loves it! He is actually working out the math in his head or on paper as needed, then he challenges me with it. Even with Life of Fred, I have to "encourage" him to record any work, or answer out loud. He just wants to read the story (although he can do the math in the books). 

How it is set up: 

Each chapter contains some background/how-to-solve information on a particular topic - most is review for Legoboy, some is new or said in a new way. Then there are 4 pages of problems - 1-2 page(s) for each "level". The chapters can be done in any order, but easier concepts are towards the beginning. Chapters can cover a variety of topics but are generally somewhat grouped together.

The four core books we will be using are the following: 

1. Primary Challenge Math - grades 1-4: Includes chapters on Sequences, Problem-solving, Money, Percents, Algebraic Thinking, Negative Numbers, Logic, Ratios, Probability, Measurements, Fractions, Division. This book includes topics that Montessori has in upper elementary. Guess what? That tells me it is likely to trust a child's abilities and correspond well. I am NOT disappointed. 
2. Upper Elementary Challenge Math - grades 3-5 (this is available for pre-order, shipping in April)
3. Challenge Math - grades 4-9: Includes chapters on Astronomy, Algebra, Problem Solving, Percents, Fractions, Decimals, Ratio & Proportions, Physics, Statistics, Probability, Metric System, Perimeters, Area, Volumes, Trigonometry, Calculus
4. Real World Algebra - grades 4-9: Includes chapters on Language of Algebra, Geometry and Algebra, Proportions and Algebra, Physics, Levers, Pythagorean Theorem, Percents and Algebra, Simultaneous Equations, Algebra and Money

We also have the following that at first skim have been great: 

• Becoming a Problem Solving Genius: A Handbook of Math Strategies
• 10 Things All Future Mathematicians and Scientists Must Know (but are rarely taught)
• 25 Real Life Math Investigations That Will Astound Teachers and Students
• Scammed by Statistics: How we are lied to, cheated and manipulated by statistics and why you should care

I am working on something of a correlation between the AMI mathematics album and these books - slowly creating a correlation. I will share this on the Keys of the Universe Discussion Community in Excel format and will likely post it on this blog at some point in pdf format (this will happen faster if those who are interested, let me know - I'll prioritize it ;) ). 

Sample - Chapter 4 - On Money

 

 

"School Days" postings....

MBT keeps catching me ;)

I'm always sad that you don't do "school days" posts from your house. 

Why don't I? I've been asking myself a similar questions for a couple of years now. I'll post on projects, I'll post on studies, and I did do something of a sample day a while back (wow! Just pulled it up - it's from 2 years ago this month! and it was nothing 'special' but it was typical).


But really, looking at the previous post..... that's our days. We're pretty relaxed about specifics, but rigid about expectations - I expect the concepts to be mastered while balancing the reality of my son's needs. I run two businesses out of my home, teach in the atrium 5 days a week, tutor ever-changing groups of children; he has tae-kwon-do, his Lego projects and his books and games that he wants to get to, so he gets his chores done, works on his school projects mixed in with his other personal projects - and it all just sort of happens. Not always on MY time table (how many times it is 11 at night and I wanted to give a new presentation that day and need to hold off another day? Yeah, that has happened many more times than I care to admit), but when the presentation happens, it is always the "right" time.


Summary??? We just don't have "school time" - it is all mixed into our entire day. If I give a new presentation at 9 in the morning or 9 at night, is just based on our very-similar-to-unschooling approach. I have the responsibility to give him the keys; he has the responsibility to learn those keys, assure his "local educational requirements" (for this year: MY requirements) are covered; then he has the freedom to follow his interests along with the corresponding responsibility TO follow his interests, go deeper - and not just "slack off".

We have a routine, rather than a schedule.


There is one major difference between now and 3 years ago: at upper elementary, it is almost ALL projects now. Or studies of some sort. Less "new presentation on a specific skill" and more "develop the use of this skill previously learned". 

From 1st year of lower elementary -
life and school are "one"
Interestingly enough - without the Montessori materials
becoming "toys", they are part of our every-moment lives

For example in math: doing more difficult and/or more practical life mathematics problems, creating notebooks of the Primary Challenge Math (review post coming soon), working on his Pet Store math project (took a LONG hiatus when the computer holding that file fried - just pulled it off the hard drive last week).... We do have math presentations yet to do - in several chapters, but I know the reality is, I present the keys, we find a real life application for it and we review the concepts as needed. If we finish before adolescence, great (I think we will....); if we don't, there IS some wiggle room. Even if we continue to review concepts and go deeper, I fully anticipate we will have begun every topic/presentation before adolescence.

In language, he is "done" with the album, but needs some review with the sentence analysis work (mostly so I can check materials I am developing, but also for his own review), he reads and studies literature to no end, and he is increasing his depth of writing skills, he is practicing calligraphy --- but the official lessons are "done". He does need to get into a book discussion group of some sort (think "Junior Great Books" style would be perfect!). We'll continue to review the Great Lesson there. He is also doing Cover Story and writing some of his own creations.

In history, he is still going deeper and deeper with ancient history (LOVES IT!) and slowly plugging his way through US History (a huge bore for him - this has been a LONG process). He has also been going deeper with the history work in the Catechesis of the Good Shepherd atrium, getting more into typological studies, History of Israel and more. At least this work is pulling him more and more into closer-to-modern times. We'll get there... right? ;)  He is technically "done" with this album as well - but review presentations and going deeper with particular topics are always a necessary thing, even in the classroom. Now is the time for his own personal studies and interests.

In music, we are definitely "behind" --- too much else going on. NEED to get those tone bars set up at home! But he continues with the piano (slowly - he is mostly self-taught, so it's taking time), loves to sing, we analyze music, he loves classical music, and all things Lord of the Rings/Hobbit movies.

Biology - we're still going strong on the herbs. We're in need of doing the more complex scientific classification material; otherwise we've done the album a couple of times and will cycle through it again, going into deeper studies - with full-on animal dissections, using the microscope, and....

finishing up remaining suggested experiments/demonstrations in the biology and geography albums. We could probably work on some more memorization of things like state capitals, but we play a lot of geography games. And we do have some economic geography and a few presentations remaining in each of the chapters (except the first 2?) but honestly - not just very much "new" here - what is left is review and going deeper.

Geometry - we DO need to finish up the last couple of chapters. We just kind of stopped at one point. Interest is there - my own time is not. Area and volume concepts need to be thoroughly reviewed and solidified - all else is there.


Wow. Did I just say all that? He'd be in 1st year upper elementary at a Montessori school right now. With 2 more years to go after this one.



We are right now living exactly what I've been saying in all sorts of places: the AMI albums have allowed us to learn the keys, explore personal interests, have time for real life and relationships with other people, without having to worry about "getting it all in". Sure, there are areas I feel behind in - but I know the depth we've gone to, the amount of time Legoboy has spent in productive personal pursuits - and I'm not worried about it. I thought I was, but now I write all of this out - I'm not.

Non-AMI albums tend to have so much "more", but I'm not convinced they encourage the depth, the personal interest or the true follow-up work --- and I've seen so many families who could benefit from continued Montessori go elsewhere because they were either 1) overwhelmed with the number of presentations/materials or 2) underwhelmed at the response of the children.
And a recent survey of sections such as "human geography" (which includes economic geography) demonstrates that what is truly meaningful to the children to build up cosmic education and "peace education" - just isn't there in other albums. No wonder people keep asking me about the peace education components - I don't have them, because they are all deeply integrated into all of the albums I have.

The math album is HUGE and goes so much deeper than any other Montessori album - the concern there always seems to be on "fitting it all in". There is wiggle room, but again, if we are focusing on the keys, encouraging the children to go deep, create their own problems (with structured guidance from the adult), then they are truly mastering the concepts and CAN move forward at their own pace. If they finish before adolescence, great; otherwise, there is some time.

My son has had time for so many academic personal studies outside the Montessori albums, because he was given the keys, expected to master them, then set free to just BE himself.

To reiterate a point from above, because it is so often missed: I expect mastery of skills presented - and I expect that Legoboy will follow his interests and go deep with this studies. It is an inherent expectation, that when not present, does allow the children to fall into shallow work and never really reaching their own potentials. I expect it (in my words AND my actions), I assure the tools are available to make it happen and get out of the way when needed. :)


You know - part of this unschooling-feel is our school space. We don't have a school room or a school space. We have a home. We have an 850 square foot apartment with a library in my bedroom, sewing, tons of felt, wood-storage (the wood-cutting happens elsewhere), garden in the living room, school materials throughout every --- single -- room (Sh!! Our dissection specimens are in one of our kitchen cupboards - NOT anywhere near food, I promise), Legos (oh dear! do we HAVE Legos), art supplies, books everywhere. And yet, only the bedrooms are "cluttered" - the other rooms are just "full". My living room floor I keep clear. I need space somewhere to just breathe! I will post a "school-home" tour soon ;)

I WANT a dedicated room for school materials, even if we use it for other stuff too - just one place to display all things school. I sometimes wonder if I were ever granted such a gift, would I even utilize it as such - because we DO see all things we do as life-education. Maybe I don't want to change. I say I do. I think I do. But maybe... I don't?


Hm. ;)

Astronomy Review: Signs & Seasons

The following is a copy of the review I posted on an online bookstore website for this resource:

While this book is geared more for middle and high schoolers, my elementary son is already gaining a LOT from it.

I am a Montessori-trained teacher and prefer to avoid most textbooks for many reasons - low quality; lack of correct information; textbooks are usually beyond tertiary sources while primary sources are most appropriate for children's learning; and more.

But this is one textbook we will use again and again. At 8, my son is reading through it with me to gain an overview of astronomy; we combine it with our own personal studies according to his interests and my requirements as his homeschooling mother. We will likely go through it again at age 10-11; then again in middle school - as review and to cull its depth further, as much of the information is quite deep (a typical elementary children would not have the interest my son has in this textbook - but this is an interest of his).

The "average" elementary child will not be ready for this book - but a homeschooled child who is very interested, or a Montessori student, will be quite ready for it - probably around age 9 or so. Even then, it should be re-visited at an older age, because much of it will not be absorbed the first time through. It is THAT rich!

Montessori elementary children with a deep love of all things astronomy will appreciate having this book as a read-together text, coupled with many hands-on experiences (such as looking for the things described in the book, as well as some of the field activities in the back of the book, and following their own interests).

Montessori elementary children with a limited interest in astronomy will prefer to utilize this book in the upper elementary years (ages 9-12).

Definitely useful for middle schoolers of all ages.

I only WISH the public schools I attended would have provided an astronomy class of ANY sort, let alone THIS book. We had blips of astronomy here and there - nothing like this. I took an astronomy course in college and this text would have been the best foundation for that course. I loved it, but was easily overwhelmed.

There is an optional field guide, separate from the text, to flesh it out for high school credit. Do not let the negative review stating this is not a high school textbook throw you off - this book is indeed excellent for high schoolers, but yes if you want a full credit for it you will NEED to flesh it out for the simple fact it is a textbook. NO textbook should be the be-all-end-all in gaining a credit for school - and this textbook is no exception in that regard.

Those who might say this book is not deep enough for high schoolers should consider the importance of spending TIME with the material, doing the field guide suggestions, working with the field journal - and experiencing the annual cycles of astronomy (and sometimes multi-year), while also exploring it within its historical context and development, in such a way that true DEPTH is reached. Not just racing through, taking a test and being done.

Signs and Seasons IS the exception in that it provides a well-balanced, well-laid-out approach to classical astronomy - astronomy without the use of fancy tools (although telescope and binoculars are pointed out as useful in their proper places) --- something all of us should have experienced in our lifetimes.

Black and white (but wonderfully done!) illustrations keep the price of printing to an affordable range so that this book is accessible to many more people.

Elementary Biology - Scientific Classification

Within the AMI elementary biology album, there are two levels of classification:

• simple classification - primarily for the lower elementary student as plants and animals are being explored; simple classification based on observable characteristics - essentially "practice sorting" while being able to explain one's choices
• scientific classification - primarily for the upper elementary student. The "traditional Montessori" system utilizes a dichotomous system for Kingdom Vegetalia and a not-so-dichotomous for Kingdom Animalia.

The simple classification is truly simple - it is organizing specimens that are on hand or through photos. No extra or particular materials necessary. 

The scientific classification though... not so easy. And that is where Legoboy is heading in less than a very few number of days. I have intended to get this material prepped at various times over the course of the last 4 years, but it just hasn't happened. So here we are. 

And oh my. What a chore! 

What troubles I am causing for myself: 

• studying up on others' takes on the Montessori approach, including a prevalent science author with materials available on several Montessori websites. I purchased some of the material to get a feel for it. It doesn't sit well with me - particularly the sections that say, "We'll use those old outdated ways for now until the scientists get all the new naming structures in place." It is all just very complicated. And if you're looking at anything from a faith-based perspective? Well, her intention straight-out in the introduction to the book I own is to get away from humans as stewards of the earth - we are simply part of the earth (she's puts the words "an important part" in parentheses perhaps to downplay the anti-stewardship statement she'd just made?). Sorry - the whole attitude rubs me entirely wrong. 
• studying up on more recent scientific classification methods, without the Montessori component. Yep, up in the air. At least the above-mentioned author is right on that one. So whatever I create now to "match" will be in-progress anyway, needing updates sooner and often. 
• There are so many varieties of classification. 
• the fact is that evolutionary-based classifications, which can only be based on current hypothesis (which change as the times change) are simply not appropriate to provide to young children. We want to give them the unchanging facts first - then with that solid foundation we can build upwards into the unknown or unclear areas. 
• And some kids won't care - so let's give them the foundation they need for a solid education and let them be, without over-complicating the matter. 
• Convincing myself that the Montessori materials for scientific classification are outdated - is spinning me around in circles. The only clear path is to accept the materials as they are, present these to the children.....
• and leave "The Tree of Life" and other materials for adolescence, where they belong; NOT in elementary.

With that load off my shoulders, I can move forward, create the materials I received in training, enjoy my son's childhood instead of nitpicking all of these details - and if it works for him, we'll pick up further biological studies down the road. 

So our material might still include phylum for the plants - and that may be outdated for now (the above author states they might come back but with a different name) - but this system is based on observable characteristics that an elementary child can handle. 

Like utilizing the mind for foreign languages, this work will prep the children for further classification down the road - it is not the only way to organize the world - it is ONE way. And it is one way that works for the elementary child. 

UPDATE 10/15/2013: Progress is being made! I hope to have a download available for purchase at Garden of Francis and Keys of the Universe very soon. Keys of the Universe discussion community participants will access it for free ;)

Writing Experiences - Upper Elementary

Reading The Remarkable Journal of Professor Gunther von Steuben

Legoboy was finally able to start his Cover Story program we ordered a few weeks back. Through Homeschool Buyers Co-Op, we got it for a significant discount and we were one of the first people to receive it. He has long had his eye on their high school "One Year Adventure Novel" (he kind of prefers their follow-up program on Science Fiction and Fantasy, but he knew he would do the Adventure version first) - and was SO excited when they created the middle school level "Cover Story." At the time we learned this, he was in an online middle school literature course on Lord of the Rings with my favorite college professor - so he already had an inkling he might be able to do this middle school writing course sooner than "6th grade".

Well, it took a few weeks for our lives to settle into the current school year (our school year still adjusts at Advent, but we have school-year-based activities and programs we join or I lead) - and he had a few requirements of my own before I was entirely certain of his readiness: I wanted him to review the lower elementary grammar boxes material (ostensibly to help me with some errors I had in the files, but also for his own review since we're not in a classroom where built-in review just happens), he also had some more language analysis work to work through - we will finish that up concurrently with his writing program. Otherwise, his "language arts" for the 'year' is in this box: 

I say 'year' in quotes not just because of our Advent school year change - but also because, well, it's Legoboy. He's creating a magazine about (guess!). I just have a strong feeling things won't take a typical school year. Although - they might. We shall see. I do anticipate by Easter, he will have produced his own magazine, but I wouldn't be surprised if it becomes a Christmas thing is all ;) 

What is in the box?

Teacher guide; student text; Journal (reading/writing); DVD set

The DVD does most of the teaching, with a lesson watched each of three days a week. There is a bonus DVD on grammar in case the child needs some additional work there; otherwise the program assumes the child has a good foundation there. Each of the core lessons are followed with a tiny number of pages done in the...

student book: focuses on exercises which clarify their topic, get them thinking about their topics, looking at different styles of writing, reading some short story selections and analyzing.

Write in the journal 5 days a week - instructions are given on the DVD. It alternates between the "Professor" and sets of blank pages to be filled in by the student. In the beginning days, the student writes sets of questions that come to mind - could be unrelated to one another - just to get started on "thinking": just asking the questions. Later they start to look at how to find the answers to those questions. Hm. Sounds a bit like "research" ;) The journal assignments build from asking questions, to describing interesting details, to a 5-sentence paragraph, to dialogue, to a paragraph describing a person, to a paragraph "mini-story" - and that's just the beginning!

If you follow the program to a T, it comes out to 3 days a week of DVD and workbook; 5 days a week of writing in the journal. Not very much time spent at all, which is great for someone with a full schedule. I really like this simplicity, because it means we have so much more flexibility with it when it comes to possible sickness, scheduling, and focusing on developing relationships with other people.

This first week is picking a theme - Legoboy is doing all the exercises in this section even though he has his theme already so that he gains experience for the future, when perhaps he won't have a topic already picked out that is acceptable to the current authority - i.e. college.


This is where I am (again!) so in love with the Montessori method of education and living. We keep things to the essential keys - and then we can flesh out interests, pull in other resources at will, and enjoy the learning process. Yes, I'm gushing. ;) I enjoy these moments as they come!

A Work Plan - Planner

Here is yet another work plan that we have used. This one has lasted the longest, but I am seeing the need to move away from it for a bit; try something different according to my son's current needs (described in previous posts, such as this one)

This was inspired by my long-term subbing work in an upper elementary classroom, but for us it worked well for two years of lower elementary. 

I used the first page to fill in our current resources - the sample here is a generic one I set up with not too much on it. At various times we have used various resources to pursue particular interests such as astronomy books, math books, science kits and more. Sometimes I would do this on the computer and print it out for myself; other times I would fill in a blank one for myself with our resources and goals. This chart might last ME anywhere from a month to a semester-ish. 

Then the blank page, I printed 2-3 on one side, then one less than that on the backside. They could then be folded together to make a booklet for the 'month'. Legoboy got lots of practice writing in the dates for the week up above. He also could decorate the cover and the back; or leave space for additional notes. 

We would fill in the information needed for the week; he used the small boxes on the right to check off when he was done. If something needed daily practice or more than once a week, we'd draw that number of squares next to the activity so that he could check each one off as he did it, filling the main box when all was done. 

What do we write in there? It might be the page numbers of something we are reading together or the name of a book he wants to read on a subject; it might be "new presentation from mom"; 

The blank space at the bottom left was used for recording his commitments, such as choir, speech, atrium.

Yes, for us, in our situation (work at home), I felt the need to include even our family stuff - so for *us* this work plan was really more of a "family planner" for the week. Most families just need a work plan for the school hours; but this kept us organized in all areas ;)

He didn't do every subject every day, and over the course of a month, various weeks might be very light in some areas and heavier in others. The goal was proper pacing and planning. 

At the time we put this in place, I intended to start having by-the-clock work periods. It never actually happened. We have our routines, and work periods fit in there, but they are NOT by the clock by ANY means ;) Thus, rather than say "the work period is over, you may choose to continue working or you may have free time" we had to work things out by day so that he knew when he was "done" regardless of how long it took. Many times he still would do more, but sometimes he was ready to be done for the day. 

Each morning (or the evening before), we would mark the upcoming days' items with the letter for the day; we would discuss his current work and what he wants to do next and I guided him in learning how to assure he gets both his interests and his responsibilities in. These two items are NOT exclusive of one another - my requirement might be to do something with history this week (could be specific, could be vague), his interest in ancient history means that almost everything he does is history - he just has to record it as such. 

And no, I didn't make a huge deal of him not finishing a particular day's works if he was working deeply. If I didn't see him truly working, then I would comment that he chose not to work well that day, it would mean more work the next day.
(note: if you've not quite noticed yet, I'm a single mom; while what I just said above might sound a bit "harsh" to some, the fact is, I have to provide a lot of that "boundary" stuff in a way that doesn't come natural to me; by having just such conversations as I just now mentioned, my son is aware of his boundaries, aware of the consequences both good and bad, and it is really starting to show through his work on the tae-kwon-do STORM team - a bragging post for another day ;) ). 

Definition of true work: diligence, depth, interest (even if the interest is a "requirement"), appropriate breaks as needed. 

If you are interested in a Word (.docx) file of the above shown items - entirely adaptable to your own use, here it is: 

Montessori Homeschool Planner

Multi Base Material - Upper Elementary Mathematics

(UPDATED! For clarity and to add search results at the end)


We strive to be keys-based around here. I provide the keys and the opportunities, my son uses them to their fullest potential at the right times.

Great.

Until I won a giveaway through Alison's Montessori for a beautiful, non-essential, non-keys Power of 3 Cube. This is an *abstract* presentation in my album - it is not intended to utilize a material because at that point, the material becomes a crutch to the child. If the child needs a material at this point, the child *creates* the material himself.

So. We're using that one for sensorial exploration for now - as a puzzle - in lower elementary; then I will pull it from the available materials for upper elementary. It's a neat little "puzzle" so I'm ok with that.


But then I placed an order for our remaining Montessori materials several weeks ago. Received everything; then realized I still have a couple of small purchases to make. Oops. That company doesn't have those things anyway, so it's fine. I get my list ready and figure out how much money we'll need to save and I have it ready for the right time. Ok :)

But then I went and pulled this out of storage (given to us a while back - I'd tucked it away without thoroughly checking it beforehand). I thought it was the Non-Decimal Base Board, but I never thought to wonder what was in the BOX (non-decimal base board does not require a box).

This is the one sold at Alison's' - ours is identical, but I don't know where we got it.
It's pretty - it looks neat - but it is definitely NOT an essential material.
Why do companies sell the non-essentials and LEAVE OUT so many of the essentials? 

I am now the keys-based, flummoxed owner of TWO non-keys-based materials that I didn't know I was getting! ;)


I *thought* it was the board for Non-Decimal Bases. But it's not. And I have *nothing* in my albums for this Multi-Base material. Thus it could be a great work to do! But it is not keys-based - it is an extra. I am "ok" with that to an extent, but if I can't figure it out in under 30 seconds, with my experience and training, then is it really going to be necessary for the child?
NO.

But my son MIGHT be interested in it and it might make a FANTASTIC follow-up if that is where his interests go (no, the local educational requirements in our area will not require what this board teaches, so I can't even pull it in for that purpose!).

Wish I'd double-checked first! Because now I don't have the Non-Decimal Bases board - but that should be easy enough to just draw out on posterboard. And anyone else who needs Non-Decimal Bases Board and you've already made a chart for primary use of organizing the golden beads into their categories (that chart being another non-essential material that could be useful and even necessary in some cases - it is 4 columns, with a row at the top to designate that units, bars, squares or cubes go in a particular column)... Just use that! Fine. I'm good with that. Easy and cheap!


But what do I do with this Multi-Base material? I am flummoxed and, frankly, borderline annoyed - both at myself for not checking a long time ago and at companies for making this stuff. I am looking for an album page, a set of album pages - or someone to just tell me which company sells an album that has it - just to save me time figuring it out and making up the album page(s) myself.

Any ideas?


I have contacted 5 companies who sell it, of the 3 who have responded thus far, they have no idea either! So my next question is where did they get the instructions on how to make the material? Many of the discount places get their materials from the same place in China I am sure, but not everyone gets their stuff from there; so where did the original pattern come from?

It is very sad and very disheartening that the gray line between "essential" and "extra" (but could still be good) is so blurred, that there are sometimes "extras" that just aren't even good, but are still being called Montessori - but that is for other posts!


Downer post - sorry! It gets better tomorrow!


(UPDATE 12/29/12: All but two companies have responded back to me; I contacted 3 others who all responded. Not a one of them has any clue how to use this material, or even where the pattern actually came from. Wow.

This pdf document makes ONE reference to it:
Workshop
“How Mathematics forms the brain–Montessori and
Multi-base Material” by Ms Han Kamphuis, pedagogical
consultant at Nienhuis.

Thus it appears to be AMI, and it appears to be relatively new.

Not one AMI elementary training center has responded to my messages, to date. Not even the one I attended.)

Will update further as anything new comes up.