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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]We have 2 kids 5 1/2 and 4 1/2 we push a little bit but mostly we motivate.  We started to focus on their education about a year ago. Initially, it was a lot of pushing with a little bit of motivation.  We quickly realized that it was not working. We started to look for ways to motivate and that really took off. Now, the older one is highly motivated on her own. She pushes herself consistency. We put high expectations for her and she is beating every one by a mile.  She just finished KG [u]but is doing math on the 4th grade level and reading on 3rd grade level[/u][b].  This is a result of her consistent hard work. We support occasionally motivate but don't aggressively push. The younger one is less consistent but is also easily motivated.  Both kids are very smart but not "omg doing algebra in 1st grade smart".  i feel that their long term academic success will be related to their hard work, their environment (ie home, school, friends) and not due to a genetic gift of a Newton/Einstein type genius.

I recently found a book that i really liked. It kind of feeds into this thread:
"Building Resilience in Children and Teens: Giving Kids Roots and Wings" by Kenneth R. Ginsburg
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Impressive for a 5.5 year old.  I'd be interested in how you taught things like fractions (not just 1/8 but comparing them and putting them in order).[/quote]

I'm not PP, but I thought I would chime in since this is an anonymous board.  I don't think what PP is describing is so uncommon. My DS just turned 7 and is finishing 1st.  Right now, DS is very advanced in math and understood fractions, like ordering and comparing, easily by the end of K.  In fact, his teachers pulled him out in math this year and started him working on beginning algebra in 1st.  My son told me this, but I had doubts until I just read his latest comments from school.

My husband definitely started working on DS's number sense around 3 or 4 by asking simple questions (e.g.,I have eleven balls and want to get four more...how many do I have?  you can use fingers and toes to count).  I consider that pushing a little bit, but by K, DS independently figured out multi-digit addition, subtraction, the concept of fractions, multiplication, and division.  In 1st, I just let him do math as much as he wants and try to explain mathematical concepts if he's interested.  My DS also reads on a mid-5th grade level.

Can I really call my kid "high performing"?  Even as a "totally objective" parent, let's be real--he's only 7 anything can happen.  I think it's way too early to start patting myself on the back.  I hope that he stays motivated in school and does well, but I'm not going to take it for granted that he'll succeed in HS, college, or grad school!

Btw, I have a younger 3.5 year old where we also do rhyming games, etc., but I do not push her to do math or read.  I will always expect my children to do their best. But as school gets more difficult, I think things like motivation and ability play a bigger role. 
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I do think it is impressive if a 5 year old can determine which of these fractions go in order from smallest on up:  1/5, 2/8, 2/7, etc.[/quote]

I'm pretty sure they do some "beginning algebra" and fractions in FCPS K. They also do these in Montessori classrooms where they have those manipulatives to play with. It's very easy to see 1/8 is smaller than 1/4 when you're actually looking at cut up pieces of a circle and coloring them in and kids read those library books on math talking about cutting and sharing pie. The beginning algebra sheets I've seen are finding a missing number and aren't too hard either. Montessori teaches all the things PP mentioned above in a visual way but most kids don't come out of a primary classroom being able to do all that math in their head yet. Picking these concepts up on his own is definitely advanced though.[/quote]

With the beginning algebra statement, I'm being  objective--the beginning algebra involved simultaneous equations and deriving the value with multiplication/division, like 3s + 4y=32 and then another equation for s and y (I'm pretty good at math myself, so I know).  DS actually does work in his head, not with manipulatives, though he initially figured out concepts by looking at real things--e.g., "that looks like 3/4 of a slushie."  We do not share where he is academically with other classmates or parents so there could be a few others like him in class,  However, his teachers have discussed where he is in math with me and have shown me some of his work.  Again, I know it's too early to judge, but some kids really do figure it out.  He never went to Montessori or FCPS, but does go to another private that supports him getting more advanced work in math.[/quote]

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