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Middle School/Jr High (6-8)

##### Grandma going to tutor

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 twin2 Joined: Aug 2006 Posts: 15,297 Senior Member
twin2

Joined: Aug 2006
Posts: 15,297
Senior Member
Grandma going to tutor
10-12-2019, 10:35 AM
 #1

My degree is in Elementary Ed, so aside from my K-8 degree I have zero middle school teaching experience. My granddaughter has an F in Math. She claims she just hates the teacher. Her teacher says she can do the work. I feel like her attitude may be the issue causing the F, but there may be some gaps in her learning. When she was in elementary I felt there were some weaknesses even though she was getting good grades at the time. My question is, where do I start to tutor her?

 dee Joined: Aug 2005 Posts: 6,510 Senior Member
dee

Joined: Aug 2005
Posts: 6,510
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MS math teacher here
10-12-2019, 10:42 AM
 #2

Regardless, she must know her multiplicatin/division math facts. Many kids don't have command of the 6, 7, nd 8s which really slows them down.

Understanding divisibility, factoring, gcf, lcm will help through ratios and proportions, unit rate, and constant of proportionality.

Mixed #s to improper fractions, and the reverse.

Hope this helps.
I had to hire a tutor for my own son to save our relationship.

 twin2 Joined: Aug 2006 Posts: 15,297 Senior Member
twin2

Joined: Aug 2006
Posts: 15,297
Senior Member

10-12-2019, 11:13 AM
 #3

 twin2 Joined: Aug 2006 Posts: 15,297 Senior Member
twin2

Joined: Aug 2006
Posts: 15,297
Senior Member

10-12-2019, 11:18 AM
 #4

Thank you. I do better with my granddaughter than her mother does, but at 12 we are testing the waters so to speak. She is now in the "I know it all" world and even her bestest Grandma can't let her have her way.

 seenthelight Joined: Feb 2014 Posts: 1,054 Senior Member
seenthelight

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10-12-2019, 01:00 PM
 #5

If she’s a fan of video games, sign up for a free prodigy account. It will start by giving her a placement test. The placement test can give you an objective, concrete view of where her deficits may be, so that you can formulate a tutoring plan to address them.

 SDT Joined: Jul 2009 Posts: 1,685 Senior Member
SDT

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10-12-2019, 03:32 PM
 #6

Can you call or meet with the teacher to find out what she needs to work on? I typically do that anytime I’m tutoring.

 dee Joined: Aug 2005 Posts: 6,510 Senior Member
dee

Joined: Aug 2005
Posts: 6,510
Senior Member
I second prodigy
10-13-2019, 06:01 AM
 #7

You can set it up as you the teacher and your gd as your student.

The data is great. You can assign certain topics or just let it follow her needs. It adapts to her level.

My previous advice stands as well.

 sbslab Joined: Dec 2008 Posts: 4,760 Senior Member
sbslab

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10-14-2019, 11:08 AM
 #8

Check her understanding of basic decimal operations. Some practice in percent formulas may be needed. Geometry topics like area and perimeter and using distributive, associative & commutative properties will be helpful.

 Beach Glass Joined: Apr 2012 Posts: 2,486 Senior Member
Beach Glass

Joined: Apr 2012
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Also...
10-15-2019, 10:36 AM
 #9

Good suggestions here, but I would like to add something about math facts.

I taught 6th for over 15 years. I cannot stress how important multiplication facts are! A lack of facts proficiency was a nightmare when teaching 6th graders!

A many-years-retired high school math teacher got me hooked on something he used in his basic math and algebra classes. At the beginning of the school year, he gave his students a multiplication facts test that covered all the facts. It is timed, only to prevent the kids from using repeated addition, fingers, and skip counting (I think I gave my 6th graders 5 minutes and did NOT include 0's and 1's).

The tests were corrected. I gave each child a colored index card, upon which they copied those "demons" on the front side only. They used this card when doing their work and tests and came to a fact they didn't know. Consequences were severe for losing or forgetting it. The premise was that, if a student looks up a demon enough times, the student will eventually learn it. Having the demons always "front and center" while doing math allowed them to focus on their selected ones as opposed to the multiplication grid that is so commonly used.

We would take the big facts test about every 6-8 weeks or so. The students would build a new demons card each time and saw the list shrink each time. That was such a high for them! it was such a concrete affirmation they were making progress. They would even save the old demon cards to compare later in the year.

As a teacher, I liked it as I was able to ditch the daily facts quiz and sink our teeth into other skills best done on a daily basis. Let's face it, by the time kids are in junior high, daily facts tests are not terribly effective. This was a great way to individualize.

I even used this with my special needs daughter when in elementary school. She liked to call it her "cheat card," without really realizing she was repeatedly learning her demons.

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Middle School/Jr High (6-8)