I continue to enjoy the art and ingenuity of these rhymes and the illustrations. I've passed the blog address to a friend who'd got to hear her granddaughter's tables and she said "just the ticket"! To spoil the nice comment, I have started wondering if it is obvious to a 4 or 6 year old where the 7 comes from in this particular post. Trouble is, I don't want to spoil the rhyme!
A bit of ambiguity is no bad thing . . . it offers something more for an adult and a child to discuss.
I wouldn't introduce such imperfection on purpose . . . but if, in the constuction of these rhymes, there has, from time to time, been a choice between perfect clarity and a memorable rhyme . . . I've gone for the memorable rhyme!
It would be good to hear whether your friend's grand-daughter enjoys TIMES RHYMES!
The idea is that by using these rhymes along with traditional ones, small children will absorb the 'facts' of multiplication (just as they find out that Jack and Jill went up a hill and Humpty Dumpty fell off a wall) so, when they arrive at school, they will be able to concentrate on the meaning of sums.
2 comments:
I continue to enjoy the art and ingenuity of these rhymes and the illustrations.
I've passed the blog address to a friend who'd got to hear her granddaughter's tables and she said "just the ticket"!
To spoil the nice comment, I have started wondering if it is obvious to a 4 or 6 year old where the 7 comes from in this particular post. Trouble is, I don't want to spoil the rhyme!
Hello Chris . . .
A bit of ambiguity is no bad thing . . . it offers something more for an adult and a child to discuss.
I wouldn't introduce such imperfection on purpose . . . but if, in the constuction of these rhymes, there has, from time to time, been a choice between perfect clarity and a memorable rhyme . . . I've gone for the memorable rhyme!
It would be good to hear whether your friend's grand-daughter enjoys TIMES RHYMES!
Susan
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