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Numbers?

Lau

Looking for some guidance please. 

My son has started asking me sums, very simple sums adding and subtracting. Hes 6 years old and this is a new thing over the past 3-4 weeks. He wants to ask me the sums, he doesn’t want me to ask him sums. There is no issues with the adding. 

He will say well done when I get one correctly but he gets frustrated with me for not answering them the way he thinks is correct.

An example being, He will say “10 takeaway what to leave 2” I say 8, he says no it’s 6 and 2. He says this with lots of sums. Other times he will say the answer is 5 and 3. So it’s not always the same answer.

He sometimes giggles & other times he will scream from frustration when I say what he thinks is the wrong answer. 

I have tried counters, using my fingers to show him but he will giggle and say no no no or scream at me. In a way he’s correct so to save upset I’ve started saying oh okay and repeating the answer he corrects me with so we can move onto the next sum. 

When I pick up my phone he will come over and looking at the clock, just say it’s 12:36pm he will say it’s 36 and 12.

Im not trying to make a big deal out of this but I was wondering if anyone can give me an insight into why he’s seeing numbers in this way and if there is anything i should be doing differently. 

  • in reply to Lau

    It sounds like it, my experience is a bit dated. 

    It is lovely he is interested in numbers. I think they are fascinating. I like watching Countdown where Rachel often explains ways to work out larger numbers.

  • in reply to Lau

    Ten frames can be used to teach number bonds and number composition. E.g 5 is made from a 3 and a 2. 3+2=5 so therefore 2+3=5 too (commutative). Later, 20+30=50 and 30+20=50 etc.

    Ten frames are one of many way of representing these bonds and the commutative way in which these bonds work. Exploring the way in which numbers are ‘built’ is really encouraged in primary school and leads to lots of great reasoning in number later in school and, hopefully, beyond too.

    I always think if in doubt where things like this appear, a quick chat with someone in school as to what is being taught currently can massively help (which it looks like you’ve done to great effect anyway).

  • in reply to Take5

    I approach them unusually too.  I'm not sure that may way is anything other than a coping strategy?!

  • in reply to Homebird

    Is number bonds the same as 10 frames? I spoke with his teacher today and he explained that in class they are using ten frames to help visualise numbers using counters. This is to help them learn addition and subtraction and the numbers up to10. He said is the building block of the base number system and children who have a solid understanding of the number can use it with other areas of math eg. Children who see 10 as being made up of 7 and a 3 can then start to see 100 as 70 and a 30. 

    The teachers have me some of the materials they use in class to use at him. He did say my son is expressing a keen interest in numbers and is finding maths enjoyable. He prefers numbers of letter and reading. 

  • I seem to have a very different way of doing sums and still do it now at 49 years old. I tend to add things up and round it up then subtract to get the answer. Very long winded but it seems to work for me

  • I may be wrong but I wonder if they are doing number bonds in school at the moment. So for example, how many ways can you make 8 and he is combining the two things. 

  • in reply to Lau
    Lau said:
    Do you think I should continue to give the correct answer when he asks me the sums or try and answer similar to how he answers? 

    Um maybe just continue saying the correct awnser, just so he continues to learn what awnser is usually for the question. Since he might say 6 and 2 one time but 5 and 3 anoughter then I would think if you gave one awnser he would say no its this. But if he is correcting you in a hurtful way then I wouldnt want you to have to deal with that just to give an awnser like 8. I honestly dont know

  • in reply to FrozenHeart

    Yes he’s saying 5+3 as the number 8.

    I think it’s clever also.

    He does this with all subtraction sums. It’s great to see he has an interest in numbers. He definitely finds it enjoyable as it’s all day he asks these sums.

    I just hope I can support him rather than him find me frustrating. That’s why I’d prefer to ask him to sums. Then he can give the answer he would like. 

    Do you think I should continue to give the correct answer when he asks me the sums or try and answer similar to how he answers? 

    I’ve seen his maths work and he doesn’t write the answer the way he speaks it. 

  • Lau said:
    An example being, He will say “10 takeaway what to leave 2” I say 8, he says no it’s 6 and 2. He says this with lots of sums. Other times he will say the answer is 5 and 3. So it’s not always the same answer.

    Is he saying 5 and 3 as in 5 plus 3, to equal 8? 

    I think its clever how he sees numbers. I think really the only problems that could cause is in school when the teachers will only accept one answer. Considering hes only 6yrs too, I think he could be really good in maths

    Maybe he is recognising patterns. He sees 12:36 as 12 and 36 maybe because he recognises those numbers, or maybe the colon separates them in his head. And he seems to understand how different numbers doing different things can end up with the same results. 

  • Interesting.  I'm sorry, I can offer no insight.  But interesting.....really interesting.  I have an odd relationship to numbers too, but not particularly like your son.  Spoons are failing me at this hour.

    Number.