Cuisenaire Rods and the Traditional Approach to Teaching Maths is the second video in the series supporting the Child's Play Maths 1 & 2 programme. The video explains why the sequential approach outlined in the Child's Play Maths programme can enhance any school maths curriculum.

The series is comprised of over 60 sequential videos and follows the programme outlined in Child's Play Maths 1 & 2. Each video provides a practical tutorial using the software app available from the Help Your Child store.

The programme itself adopts a radical and practical approach to theintroduction and teaching of maths concepts and is compatible with any school curriculum. Understanding is achieved via play, gamesand open-ended tasks and challenges.

The programme utilises Cuisenaire Rods universally regarded as the most complete arithmetical model ever devised. Sadly their potential is rarely utilsed.

Child's Play Maths is designed to introduce maths concepts to children from the age of 5 years through to the age of 11  years. It can equally be used as an effective 'catch-up' programme for older children or adults who struggled to grasp maths concepts the first time round.

Because of its unique approach embracing all the learning styleschildren are able to master maths concepts generally considered 'too difficult' for them.

The first four videos are available for free.

Videos will subsequently be availabe in groups of four on a monthly basis. Together they comprise a full years course.

JANUARY 2016: Words and Phrases; Unit 6: Developing Memory Recall; Unit 7: Mental Imaging Games; Unit 8: Cardinal Number.

FEBRUARY 2016: Unit 9: Staircases; Unit 10: Mental Agility; Unit 11:Extended Staircases; Unit 12: Preparation for Multiplication.

MARCH 2016: Unit 13: Language Development; Unit 14: Introducing Signs; Unit 15: Signs < >; Unit 16: Signs =

APRIL 2016: Unit 17: Brackets (); Unit 18: Signs -; Unit 19: Signs x; Unit 20: Signs Division

MAY 2016: Unit 21: Fractions as Operators; Unit 22: Reviewing; Unit 23: The Importance of Questions; Unit 24: Partitions of Length

JUNE 2016: Unit 25: Familise of Equivalent Fractions and Products; Unit 26: Families of Equivalent Subtraction; Unit 27: Families of Equivalent Fractions; Unit 28: The First Phase - An Overview

JULY 2016: Unit 29: Getting Organised and Moving On; Unit 30: Beyond the Rods; Unit31: Studying Families; Unit 32: Families of Partitions

AUGUST 2016: Unit 33: Partitioning Without the Rods; Unit 34: Time Out for 'Talk'; Unit 35: The Commutative Property of Addition; Unit 36: Consolidating - Mental Substitution

SEPTEMBER 2016: Unit 37: The 'Grain of Rice' Principle; Unit 38: Free Expression; Unit 39: Families of Equivalent Difference; Unit 40: Extending the Challenge

OCTOBER 2016: Unit 41: Families of Factors and Divisors; Unit 42: The Commutative Property; Unit 43: Factor Families - Consolidation; Unit 44: Factor Families

NOVEMBER 2016: Unit 45: Numbers Have Names; Unit 46: Families of Equivalent Fractions and Quotients; Unit 47: Equivalent Fraction Families - Generating Staircases; Unit 48: Reciprocal Fractions

DECEMBER 2016: Unit 49: The Importance of Review; Unit 50: Looking Forward; Unit 51: Families of Equivalent Difference; Unit 52: Families of Equivalent Fractions >

JANUARY 2017: Unit 53: Families of Equivalent Fractions <; Unit 54: Families of Equivalent Fractions - Adam and Eve; Unit 55: Families of Equivalent Fractions - Reproduction; Unit 56: Families of Equivalent Addition

FEBRUARY 2017: Unit 57:  Families of Equivalent Products; Unit 58:  Families of Equivalent Fractions; Unit 59: Accelerated Learning; Unit 60: Points Worth Remembering

MARCH 2017: Unit 61: Introducing Number Names 1; Unit 62: Introducing Number Names 2; Unit 63: Introducing Number Names 3; Unit 64: Journey's End?