PP here
In terms of enrichment some sources are:

Hoagies has a lengthy page of links for children interested in math and seperate page for multiplication. There are also pages for brain teasers and programming he might like sometime.

http://www.hoagiesgifted.org/links.htm

My dd loved the Third Grade detective mysteries. They all feature codes.

I think the Sir Cumference books are good for geometry.

Jon Scieszka wrote a book called Math Curse

As he gets a little older he might like:

Sideways arithmetic for Wayside School by Louis Sachar. It and its sequal are companion books to the Wayside School fiction series. Wayside School is a most unusual school and the math books are brainteasers with twists.

Theoni Pappas also wrote some books that delve into some interesting mathematical areas.

This scenario is sadly familiar to me. My child was also advanced in math. While we supported her and sometimes did math things with her, she was the driving force. She had a tendency to figure out mathematical concepts that was a shock to me. When she started school I knew that she wasn't learning any math at school, but it didn't bother her. She enjoyed playing games in math, etc. I didn't worry because I knew she wasn't falling behind and the main thing was she said she was happy. By third grade and yet another iteration of place value happiness was a distant memory. She was starting to hate school. Worse, when she told the teacher that she knew the material and asked for something to learn, the teacher just sent her away.

I would suggest you think about what your dream outcome would be, preferably one that places minimal demands on the teacher. Would you like him to be moved to a higher grade? Do some sort of distance learning on the computer (you'd almost certainly have to foot the bill)? Do you want him to work through a textbook independently (MCPS doesn't use textbooks, but they might have an old one lying around or you could provide one)? Do you want to send in work for the child to do in place of the class assignment?

Once you have your dream scenario, run it by the teacher. There's always the possibility you might get it. In my case, the teacher who wasn't willing to provide anything for my child agreed that I could send in work on the same topic at her level. As long as she did a couple of the hardest problems on the class assignment she could then do what I sent in for her. For example, while the class worked on place value, we worked on decimals, powers of 10 and metric prefixes. A lot of times she wanted an easy day and opted for the class assignment. Knowing she had the choice made a big difference. The drawback on this arrangement is that I spent a lot more time preparing the work than she did completing it.

If your teacher isn't willing to work with you, you can escalate it up the chain. You could try the principal or the office of Advanced and Enriched Instruction at the central office. I think it is absolutely the duty of the schools (even if they are public schools) to provide children the opportunity to learn.

Good luck!

"This is why we need smaller class sizes in k-2. Until that happens there cannot be more meaningful change. Research the candidates and vote for less testing and smaller class size in early elementary."

That has absolutely nothing to do with the issue here. Dc is in a focus school with at most 20 kids in k - 2 classes. The problem is the lack of differentiation. FCPS may not be awesome at it for non- AAP kids but at least they do SOMETHING. MCPS is just refusing to do anything to let kids differentiate in math before 4th.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

As you suspect, MCPS will not allow students to move to a higher level/grade's math class until 4th grade with compacted math.

I really suggest backing off "getting assessed" by the county. You could do private testing, but what do you expect MCPS to do with it? I don't think "Good at math" is something that would qualify for a 504 plan.

Chill out and see what happens in 3rd grade with regard to math testing. As another poster suggested, ask for the MAP-P/M scores. You also need to realize that Curriculum 2.0 places a LOT of value on place value for the first several years. Be happy your child is gifted in math.

So the OP should be grateful her child is smart and bored?

What the PP you're responding to actually said: Be happy your child is gifted in math.
What the PP you're responding to did NOT say: Be grateful that your child is smart and bored.

I'm not the PP you're responding to.

Yes, this PP got it. Be happy that your child is gifted in math means exactly that - be happy that your child is gifted in math.

OP can make the same concepts more challenging at home. If they are doing a lot of work using ones and tens, OP could introduce hundreds, thousands, etc. The concept of place value still exists regardless of the number of digits in the number.

OP should talk to the teacher, but OP should not request some sort of "assessment".

Anonymous wrote:My goal is to make sure my child is being challenged and is learning at school. This child is extremely good at math, and the current work is too easy. (That would not be the case for my other DC, btw.) Yes, I can and will do my best to supplement the work/homework at home during evenings/weekends. But I do not have experience with this, and I feel like I'll basically be home-schooling my kid in math. I'm also frustrated because I believe this is the responsibility of her ES. Moreover, the more DC studies higher-level/challenging math work at home, the easier and easier the work will become at school.

From what I've heard, MCPS will not allow students to participate in a higher level class (i.e., second grade math class), which was allowed prior to MCPS curriculum 2.0.

The reason I am asking about an assessment is: 1) this hopefully will let us (parents, teacher) know whether DC is truly accelerated in math (or other subjects) or on par with peers; and 2) if the answer is yes, help me persuade the school (teacher, principal) to offer DC a level of learning that's more suitable.

Lastly, DC is in the "highest accelerated" group in the class. Still, the teacher must teach to the lowest common denominator, even in that accelerated group. I'm not saying my DC is a genius, but if as an example you *knew* that your kid was proficient at a 2nd or 3rd grade level in math, would you really want your DC to sludge through an entire year doing 1st grade math?

This was story of my child. I pulled my child out from school for 3 years and homeschooled.
We could not afford private, and there is no private for gifted kids in math.
Now my child is in Technical magnet. Good luck. Do not spend your energy with the school. It is pointless. It is public education, they teach for lowest common denominator. They are not obligated and will not teach your daughter at GT level.
If you have money for private, go for it...

My child is still bored with math class in HGC. We asked teachers to give my child some challenging works from K, but it didn't happen. Very hard time for the advanced child. He was helping other kids in the class all the time , which was good. I've heard there is differentiation in the title 1 school.

Anonymous wrote:

Anonymous wrote:Ask for her MAP-P scores. This should give you some data at least.

Unfortunately there isn't much that can be done in my experience unless you really want to go above the teacher and possibly get the MCSP AEI office involved. There is NOTHING for kids like this until 4th grade.

My son learned almost nothing in math for 4 years. His MAP-P scores in first grade were at 99% for a few grades up yet the school did nothing for him. We supplemented with puzzle books and other stuff at home. You could also look into Johns hopkins CTY.

Where did he learn all of this math that he didn't learn in school?

A combination of Montessori preschool, books (m MIL gave him some old math textbooks), and he teaches himself. He just "gets it".

Anonymous wrote:

Anonymous wrote:

As you suspect, MCPS will not allow students to move to a higher level/grade's math class until 4th grade with compacted math.

I really suggest backing off "getting assessed" by the county. You could do private testing, but what do you expect MCPS to do with it? I don't think "Good at math" is something that would qualify for a 504 plan.

Chill out and see what happens in 3rd grade with regard to math testing. As another poster suggested, ask for the MAP-P/M scores. You also need to realize that Curriculum 2.0 is places a LOT of value on place value for the first several years. Be happy your child is gifted in math.

So the OP should be grateful her child is smart and bored?

What the PP you're responding to actually said: Be happy your child is gifted in math.
What the PP you're responding to did NOT say: Be grateful that your child is smart and bored.

I'm not the PP you're responding to.

Anonymous wrote:

What isn't? Please inform us.

Public school teaches to the lowest common denominator.

No, it doesn't. As plenty of graduates of public schools (including me) will attest.

Anonymous wrote:

Anonymous wrote:My goal is to make sure my child is being challenged and is learning at school. This child is extremely good at math, and the current work is too easy. (That would not be the case for my other DC, btw.) Yes, I can and will do my best to supplement the work/homework at home during evenings/weekends. But I do not have experience with this, and I feel like I'll basically be home-schooling my kid in math. I'm also frustrated because I believe this is the responsibility of her ES. Moreover, the more DC studies higher-level/challenging math work at home, the easier and easier the work will become at school.

From what I've heard, MCPS will not allow students to participate in a higher level class (i.e., second grade math class), which was allowed prior to MCPS curriculum 2.0.

The reason I am asking about an assessment is: 1) this hopefully will let us (parents, teacher) know whether DC is truly accelerated in math (or other subjects) or on par with peers; and 2) if the answer is yes, help me persuade the school (teacher, principal) to offer DC a level of learning that's more suitable.

Lastly, DC is in the "highest accelerated" group in the class. Still, the teacher must teach to the lowest common denominator, even in that accelerated group. I'm not saying my DC is a genius, but if as an example you *knew* that your kid was proficient at a 2nd or 3rd grade level in math, would you really want your DC to sludge through an entire year doing 1st grade math?

As you suspect, MCPS will not allow students to move to a higher level/grade's math class until 4th grade with compacted math.

I really suggest backing off "getting assessed" by the county. You could do private testing, but what do you expect MCPS to do with it? I don't think "Good at math" is something that would qualify for a 504 plan.

Chill out and see what happens in 3rd grade with regard to math testing. As another poster suggested, ask for the MAP-P/M scores. You also need to realize that Curriculum 2.0 is places a LOT of value on place value for the first several years. Be happy your child is gifted in math.

So the OP should be grateful her child is smart and bored?

Anonymous wrote:

Anonymous wrote:

Then you need to go back to private. Public school teaches to the masses in high ration. Since your child is smart, there is a lot of easy work and busy time in public. That is just the way it is. If kids were given enrichment and time with the teacher, than there would be no need for private schools. That is why parents pay for them. The job of public school teachers is not to make the smarter kids smart. It is to make the weaker kids pass the standardized testing. Sad but true

No, it's not true.

What isn't? Please inform us.

Public school teaches to the lowest common denominator.

Anonymous wrote:My goal is to make sure my child is being challenged and is learning at school. This child is extremely good at math, and the current work is too easy. (That would not be the case for my other DC, btw.) Yes, I can and will do my best to supplement the work/homework at home during evenings/weekends. But I do not have experience with this, and I feel like I'll basically be home-schooling my kid in math. I'm also frustrated because I believe this is the responsibility of her ES. Moreover, the more DC studies higher-level/challenging math work at home, the easier and easier the work will become at school.

From what I've heard, MCPS will not allow students to participate in a higher level class (i.e., second grade math class), which was allowed prior to MCPS curriculum 2.0.

The reason I am asking about an assessment is: 1) this hopefully will let us (parents, teacher) know whether DC is truly accelerated in math (or other subjects) or on par with peers; and 2) if the answer is yes, help me persuade the school (teacher, principal) to offer DC a level of learning that's more suitable.

Lastly, DC is in the "highest accelerated" group in the class. Still, the teacher must teach to the lowest common denominator, even in that accelerated group. I'm not saying my DC is a genius, but if as an example you *knew* that your kid was proficient at a 2nd or 3rd grade level in math, would you really want your DC to sludge through an entire year doing 1st grade math?

As you suspect, MCPS will not allow students to move to a higher level/grade's math class until 4th grade with compacted math.

I really suggest backing off "getting assessed" by the county. You could do private testing, but what do you expect MCPS to do with it? I don't think "Good at math" is something that would qualify for a 504 plan.

Chill out and see what happens in 3rd grade with regard to math testing. As another poster suggested, ask for the MAP-P/M scores. You also need to realize that Curriculum 2.0 is places a LOT of value on place value for the first several years. Be happy your child is gifted in math.

Anonymous wrote:My goal is to make sure my child is being challenged and is learning at school. This child is extremely good at math, and the current work is too easy. (That would not be the case for my other DC, btw.) Yes, I can and will do my best to supplement the work/homework at home during evenings/weekends. But I do not have experience with this, and I feel like I'll basically be home-schooling my kid in math. I'm also frustrated because I believe this is the responsibility of her ES. Moreover, the more DC studies higher-level/challenging math work at home, the easier and easier the work will become at school.

From what I've heard, MCPS will not allow students to participate in a higher level class (i.e., second grade math class), which was allowed prior to MCPS curriculum 2.0.

The reason I am asking about an assessment is: 1) this hopefully will let us (parents, teacher) know whether DC is truly accelerated in math (or other subjects) or on par with peers; and 2) if the answer is yes, help me persuade the school (teacher, principal) to offer DC a level of learning that's more suitable.

Lastly, DC is in the "highest accelerated" group in the class. Still, the teacher must teach to the lowest common denominator, even in that accelerated group. I'm not saying my DC is a genius, but if as an example you *knew* that your kid was proficient at a 2nd or 3rd grade level in math, would you really want your DC to sludge through an entire year doing 1st grade math?

I disagree that this is the responsibility of her elementary school. Yes they should teach kids reading and math in small groups to accommodate levels, but no they should not have to accommodate outliers and ensure every child is challenged in exactly the right way. Education does not begin and end in the school hours. And children are not on an academic conveyor belt that puts them "ahead" or "behind" based on what worksheets you see come home that day. Anyway, if you hang out long enough on the private school board you'll see that generally math at privates is behind math at publics.

Anonymous wrote:Our DC is in first grade at an ES in MCPS. This is DC's first year at this school, as previously DC was at a private preschool for several years. DC has transitioned very well to the MCPS ES, especially socially. But I am very concerned DC is taking a significant step backwards when it comes to certain subjects, particularly math. The work DC currently is doing (based on the work I see coming home, talking to DC and homework) is stuff DC did 1-2 years prior. Our child is telling us math is too easy. We have spoken with DC's teacher about this, and the teacher's response has been that DC's doing fine and is working in the most accelerated group in the class. The teacher also suggested to my husband and I to find work for DC that will be more challenging.

As I review her completed homework assignments and talk to DC about the school day, this whole situation is making me more and more frustrated.

Is there a way to get an MCPS first grader assessed? Would getting a private assessment help and, if so, how? What's the best way to be an effective advocate for my child when I'm not truly knowledgeable where DC compares to peers in the class (or even children a grade below or above)?

Thanks for any input and advice. We don't necessarily want to get DC skipped up a grade, but do want DC to continue to love to learn and be challenged.

DS is 2 years ahead in math but we're in FFX public schools. In first grade he got 1 hour/week of advanced math with an AAP teacher all year in a smaller class (10 kids) and covered more advance topics such as fractions, three digit addition and subtraction, geometry, units including metric etc . The teachers (both AAP and class) gave him challenge spreadsheets for homework - his school has very little homework. Now in second grade he gets separated for compacted math every day with kids at the same level. He tested in the pool for AAP so hopefully next year he'll be in AAP where they do 2 years of math in one. A lot of his classmates go to Kumon but we've never tried it so I can't speak to the quality. We didn't have to advocate - all kids gets pretested for advance services and he's definitely not ready to skip a class for social reasons.

Anonymous wrote:This is why we need smaller class sizes in k-2. Until that happens there cannot be more meaningful change. Research the candidates and vote for less testing and smaller class size in early elementary.

Everybody is in favor of smaller class sizes in early elementary school. How do you propose accomplishing this?

Also, which K-2 tests do you want to get rid of? Here are the tests that kids take in K-2: the Kindergarten Readiness Assessment (one time, in kindergarten, mandated by the state); the MAP-P (three times, in 1-2); the InView (one time, in second grade, mandated by the state); mCLASS (I think they're still doing this but I don't know how often, in K-2).