At least he is able to explain to other people that he has a disability now, instead of trying to hide it. He had to fill out a worksheet and he said he apologised to the cub scout leader for his bad handwriting.
He said the leader asked him how old he was and what grade he was in. He actually enjoyed his last Cub Scouts meeting because they worked on the Citizen badge and he got to talk about what he knew about government, the election process and the electoral college and the scout leader let them discuss politics, but he and the scout leader did most of the talking.
He says I can't expect him to not use these tools if they are available. He knows that he can't use this for everything and he will write out problems when he absolutely has to. He told me he was "digitally writing it down." I knew typing helped with getting his thoughts on paper but I never knew you could type math. We had talked a few days ago about the need for showing his work so he could check it because he would sometimes get distracted when doing mental math and have to start over. For example: 3/10 divided by 4/15 he clicked on the fraction box thing that I thought could only be used once for the final answer and typed in 3/10, 15/4 and 45/40 so that all were on the screen at the same time, then 1 5/40, then 1 1/8 for his final answer after backspacing over the ones he didn't need. When he started back to work on middle school math course that he was about half-way through before he quit, he found that he could get answers to some math questions much faster by not writing anything down. He took a long break from math (Aleks) because we had trouble with our internet service for several months and it is his least favorite subject. My 10 year old is finding ways to work around the dyspraxia/hypotonia that causes difficulty with writing. But if you have one set of apples and one set oranges, then you have to change their appearance so that you're working with all apples, all oranges.or maybe something totally different, like all plums."ĭS7 grinned his "I'm about to be clever" grin and said, ".And then we're in a pickle!" I talked about why this didn't work in terms of fruit: "if you have 2 apples and 2 apples (ie if the denominators are the same), then you just add the apples together.
He did one problem and multiplied the fractions together instead of finding the LCD and adding. (So he's being challenged and has to work on it-yay! And he asked to try it again, so he likes the challenge-double yay!) We had worked on it a couple of weeks ago, but it hasn't yet "stuck" completely. We're homeschooling, and DS7 was working on adding and subtracting fractions with different denominators. Sign up to our newsletter for the latest news and special offers.Great idea, CFK! I dearly love to read the bragging about our kids!
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