I can understand where the above mentioned children are coming from with their procrastination, tiredness, and disorganization, it is not fun. It seems that every time we are about to do homework. I do give him sometime to "breathe" like an hour. During that time, he is either playing with Legos or playing on the computer or even playing a video game or drawing. That is his time to "regroup" so then we can proceed. Well it is not happening.
Yesterday and this by the way has been going on like "forever" some days better than others. But he knows at tiimes what he is saying and others because he heard it elsewhere. I love my son sooooooooo very much. I want him to accomplish all of his studies and to be able to so for himself in the future.
He has a varied curiosity for alot of things. His faveorite subject is Science. Trains anything with wheels. He is thriving though once he gets home So I help him then he is at ease.
Though at tiimes he wants me to do his assignments. Though he is bright but a bit lazy and i jsut want him to thrive in his academic endeavors and flourish each day. My sons teacher made a binder with various sections like behavior, homework, missed work, and all the classroom rules and procedures are in it.
I love it there is also a place for us to write back and forth. My nine year old son knows he needs to do his homework What a great article! Homework can be a nightmare for my 8 year-old and I. He is pretty high functioning in many ways so it can be hard to tell what he is capable of and what is too much. I also notice he is more likely to act our and take longer to do his andssignments with me than with my ex.
Ask him to speak what hes writing and he sounds like a professor. Aspergers Children and Homework Problems. A major cause of agony for Aspergers high functioning autistic students, their parents and educators is the unsatisfactory completion of homework. These children often have an emotional reaction to the mere thought of having to start their homework — and have difficulty completing assigned tasks. There may be two explanations for this: As with their classroom peers, a youngster with Aspergers has to learn the traditional educational curriculum, but they encounter additional learning experiences and sources of stress than do other kids in their class.
They have an additional curriculum, namely the social curriculum. They have to use their intellectual reasoning to determine the social rules of the classroom and the playground. Other kids do not have to consciously learn social integration skills, but Aspergers kids have to decipher the social cues and codes and cognitively determine what to do and say in social situations.
Often their primary feedback is criticism for an error with little recognition from others when they make the correct response. Learning only from your mistakes is not the most efficient way to learn.
Thus, Aspergers kids have to concentrate on an extra curriculum that leaves them intellectually and emotionally exhausted at the end of the school day. They also have difficulty reading and responding to the emotional signals of the educator and other kids, coping with the complex socializing, noise and chaos of the playground, the unexpected changes in the school routine and the intense sensory experiences of a noisy classroom.
Throughout the school day, they rarely have an opportunity to relax. It is essential that teachers recognize the degree of stress experienced by Aspergers students, as the signs can become evident in their behavior and mood. The signs include the youngster who is described as a Dr. Hyde in that the indicators of stress are not conspicuous at school, but the youngster is a very different character at home.
They may be quiet and compliant in the classroom, but intolerant and aggressive immediately they return home. Some Aspergers kids become extremely anxious in the morning before going to school, and school refusal or walking out of school can be a sign of unbearable stress. Other kids can express the signs at school by episodes of extreme anxiety or anger, with incidents of panic or disruptive and explosive behavior. Others suffer chronic stress, which contributes to a clinical depression.
Kids with Aspergers who are having difficulty learning the social curriculum and coping with the stress of school often explain that they want a clear division between home and school. Their general view is "school is for learning, and home is for fun or relaxation.
Kids with Aspergers have an unusual profile of cognitive skills that must be recognized and accommodated when they are undertaking academic work at school and home. One aspect of the profile is impaired executive function. The profile is similar to that of kids with ADD in that they can have difficulty planning, organizing and prioritizing, a tendency to be impulsive and inflexible when problem solving and poor working memory.
Other features include a difficulty generating new ideas, a need for supervision and guidance and determining what is relevant and redundant as well as poor time perception and time management. There is also the likelihood of an unusual profile on standardized tests of intelligence, especially with regard to verbal and visual intelligence. The educator knows how to adapt the curriculum for a youngster with Aspergers, but this knowledge and service are not usually available at home.
The following range of strategies are designed to minimize the impaired executive function, accommodate their profile of cognitive skills, and help Aspergers youngsters complete their homework assignments with less stress for the youngster and family. Sometimes the homework can take hours when the teacher intended only several minutes on a specified task. A timer can be used to remind the youngster how much time is remaining to complete each section of homework.
If it does, they may have priority use of the video recorder and can watch the program after their homework. If regular breaks are necessary to promote concentration, the work can be divided into segments to indicate how much work the youngster has to complete before they can take a momentary break.
The usual mistake is to expect too much prolonged concentration. The area where the youngster works must be conducive to concentration and learning.
The distractions can be visual such as the presence of toys or television, which are a constant reminder of what the youngster would rather be doing or auditory distraction such as the noise from electrical appliances and the chatter of siblings. Ensure the working surface only has equipment relevant to the task. Their working environment must also be safe from curious siblings. The educator can highlight key aspects of the homework sheet, written material and questions so that the youngster knows which aspects are relevant to their preparation of the assignment.
They can ask the youngster to formulate their plan before commencing the assignment to ensure their work is coherent and logical, especially if the homework is an essay. If the Aspergers youngster has difficulty remembering exactly what was set for homework and remembering relevant information during homework, a characteristic of impaired executive function, a solution is to buy an executive toy. Another strategy is to have the telephone number of another youngster in the class to ask them for the relevant information.
A homework diary and planner can help the youngster remember which books to take home and the specific homework for each evening. An executive diary from a stationary store may make this strategy more appealing to the youngster.
The techniques are explained as being appropriate for adult executives rather than for kids with learning problems. The youngster may have difficulty getting started or knowing what to do first. Once the youngster has started, this is not the end of the supervision. A parent will also need to be available if the youngster requires assistance when they are confused and to ensure that they have chosen the appropriate strategy. There can be a tendency for such kids to have a closed mind to alternative strategies and a determination to pursue an approach when other kids would have recognized the signs that it would be wise to consider another approach.
A technique to show that there is more than one line of thought is to provide the youngster with a list of alternative strategies to solve the particular problem. Supervision is also necessary to help the youngster priorities, plan, assist with word retrieval problems and maintain motivation.
Motivation can be enhanced by specific rewards for concentration and effort. Kids with Aspergers are notorious for their difficulty coping with frustration and criticism, and their inability to manage their emotions.
They can become quite agitated when confused or having made a mistake. A grown-up will need to be available to help the youngster remain calm and logical. The adult will also need to model calmness, which can be difficult when both youngster and adult are confused as to what to do. It can end in tears for both parties. One characteristic is a difficulty explaining their reasoning using speech. The youngster may provide the correct solution to a mathematical problem, but not be able to use words to explain how they achieved the answer.
Their cognitive strategies may be unconventional and intuitive rather than deductive. One may need to accept their correct solution even if the logic is unclear to the neurotypical mind. Regular use of this approach can lead to a significant reduction in the type and amount of homework. Kids with Aspergers often enjoy having access to a computer and may be more able to understand material if it is presented on a computer screen.
Educators should consider adapting the homework so that a considerable proportion of the work is conducted using a computer. Word processing facilities, especially graphics and grammar and spell check programs are invaluable in improving the legibility and quality of the finished product. Kids with Aspergers require special consideration when learning new material.
Homework should primarily be designed to consolidate and practice known information rather than introducing new concepts. If their strength is in verbal skills then written instructions and discussion using metaphors especially metaphors associated with their special interest will help. Additional strategies include the use of a computer and keyboard, especially for those kids who have problems with handwriting.
Homework may be a collaborative rather than solitary activity. The parent is not being over protective or neurotic, they just know that without their involvement, the work would not be done. As a parent, one is also more emotionally involved than a class teacher and it can be difficult for them to be objective and emotionally detached. One option is to hire a homework tutor to provide the skilled guidance and supervision.
However, this may be beyond the financial resources of most families. If the regular amount of homework is demanded of the youngster, then everyone must recognize the considerable degree of time and commitment that is necessary from all parties to ensure it is completed satisfactorily and on time. Topics range from place value and coordinate graphs to division with decimals. Each time your child answers a question, the site will produce a new problem. Each time he answers a question correctly the questions will get harder.
These interactive computer games can help acclimate your child to the different math units she will be encountering in 5th grade. Math games can also be a great way to lower the stress your child might associate with math homework and review.
After reading through an explanation of the unit, your child can practice using these games. Many of the activities feature fractions, decimals and percents. Other games on the site have sports themes. Parents across the country are starting to question the impact that math homework has on their children.
Math homework can be especially tricky because there are so many different formulas and procedures to remember. Students from elementary, through high school, even college, who are experiencing difficulties with their math homework can find some aid online thanks to Internet homework helper sites. Did you find this useful? If so, please let others know! Online and in-center tutoring One on one tutoring Every Huntington tutor is certified and trained extensively on the most effective teaching methods.
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Here you will find links to the Eureka Math Problem Sets that students worked at school, the Homework that follows that Lesson, and videos of the homework being explained.
Math Game Time offers free, online math games at the 5th grade level, along with homework help, worksheets & videos on subjects .
Welcome to 5th Grade math help from grado33.ml Get the exact online tutoring and homework help you need. We offer highly targeted instruction and practice covering all lessons in 5th Grade Math. Start now for free! Students who searched for 5th grade math homework help found the following articles and tips relevant and useful.
Math Homework Help Mathematics ENY Math Homework Help, Video Lockers Math Test Modules - Grade 5. Back to Introduction: The focus areas of Grade 5 modules address: Number and Operations in Base Ten. Parent Roadmap - Supporting Your Child in Fifth Grade. Math Homework Help Mathematics ENY Math Homework Help, Video Lockers Math Test Grade 5 Module 2 Lessons 5th Grade Module 2 Sprints. Additional Resources: Multiplying by Multiples of 10; Use the Area Model to Multiply;.