How to Be Good at Math

This is a clear strength with extensive use of colorful illustrations, diagrams, and visual math representations.

Multiple reviews highlight 'heavily illustrated with visual representations,' 'bright, colorful images and diagrams,' and helping parents understand 'visual math concepts like number lines and frequency tables'

No formal teacher training materials, though it serves as a helpful reference for parents assisting with homework.

Parent reviewer notes it helps her 'understand and assist with her daughter's schoolwork' and is 'valuable as a reference tool for parents,' but no teacher guides mentioned

The curriculum is designed as a reference guide rather than for systematic direct instruction.

Cathy Duffy notes this 'does NOT mean that you can use this to replace your math program' and is better for 'review and reteaching' rather than primary instruction

Limited practice opportunities with only brief 'Try it out' boxes for student problems.

Cathy Duffy mentions 'Frequent Try it out boxes present a few practice problems for students to solve' but indicates minimal practice overall

The curriculum uses a topic-based organization but lacks coherent sequencing for systematic instruction.

Cathy Duffy notes you need to 'choose topics from various categories as needed rather than work straight through' and that it 'moves quickly through concepts at a much more rapid pace than in a regular math program'

Minimal assessment features beyond an answer key for practice problems.

Cathy Duffy mentions 'An answer key is at the back of the book' but no diagnostic assessments or systematic checking for understanding

The curriculum emphasizes visual representations and conceptual understanding but lacks systematic procedural fluency development.

Reviewer notes it uses visual representations and diagrams extensively, but mentions strategies taught might differ from what students learned previously, suggesting limited procedural consistency

Includes some real-world applications but lacks systematic word problem instruction.

Back cover mentions 'real-world applications' are included, but no evidence of systematic word problem-solving strategies or schemas

The curriculum provides step-by-step visual sequences but limited detailed worked examples.

Description mentions 'step-by-step sequences' and the parent reviewer appreciates visual concepts like number lines, but no mention of comprehensive worked examples