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YOU are better than YOU think. Show
yourself how:
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Logic
chapters 1 to 5 re- appear not in sequence, as is or longer,
in Volume 1A, Pattern Based
Reason, Bon Appetite.
Logic
Mastery
Amazing, Amusing, Amorous, Delicious, Delightful, Edifying,
Strengthening Elixir.
It eases work & learning difficulties Makes the hard easier. Opens eyes.
Leads to greater precision.
in reading and
writing
Logic
mastery makes the hard, easier. Logic
mastery leads to better, stronger and richer comprehension. Logic
mastery improves reading and writing. Logic
mastery ease learning difficulties. Logic
mastery gives a headstart. In sum, logic
mastery will develops critical thinking, improve reading and writing,
and give a firmer base for work and studies at many levels. Good luck.
After logic,
(a) continue reading Three
Skills for Algebra, chapters 8 to 14 and do so alongside site area on solving
liinear Equations ; or (b) see this calculus
starter lesson and Volume 3, Why
Slopes & More Math, chapters 2 to 6;
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Caution: Site advice is approximately
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What may be learnt and when depends on how skills
and concepts are developed. Making the hard easier and clearer will allow
earlier & richer development of skills and concepts.
Try the Twiddla
Whiteboard. In principle, it allows
to people to draw and chat together online on a copy of this webpage or a clean
sheet. The chat may be via text or audio. Visit www.twiddla.com
to set up whiteboards to work with the webpage of your choice.
For online automated help in senior high school maths & calculus,
visit quickmath.com For Automatic
Calculus and Algebra Help with derivatives, integrals, graphs, linear equations,
matrix algebra, visit calc101.com
With overlap, each site quickmath
& calc101offers a different range of
services, some free, some not, all based on webmathematica. Good luck.
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Awkwardness with an idea or skill often signals difficulty
with previous ones. It may indicate at least one earlier skill has been missed
or forgotten. When an awkwardness is felt or seen, learners should go or be
taken back to practice the missing skills, more precisely the ones just before
them to restore confidence and build skills, so that the learner can go
further.
Learning takes time. Have patience with your charge.
Can your charge do the following? Where not there is room for
instruction - learning takes takes and patience, yours included.
- Count from 1 to 100.
- Read aloud the numbers 1 to 100 given their decimal representation.
- Can your child write the numbers 1 to 100 in decimal form?
- Can your child write the numbers 1 to 100 as words: for instance, four,
twenty-five, ninety three.
- Given the numbers 1 to 100 on cards, arrange them in increasing
order. Collect all cards with numbers between a lowest and highest, for
example between 18 and 45.
- Identify all numbers which come before another, after another or between
two others in the cards of the previous example or along a 1 meter (100 cm)
ruler.
- Count backwards from 10 or 20 or 30?
- Count by 5s from 5 to 100?
- Count by 2s from 2 to 100?
- Count by 10s from 10 to 100?
- More or Less: If you divide a large set of pennies (no more than a
hundred) between two containers or bowls, can your child count the number of
pennies in each container and say which container has the most?
- Understand or point to positions from first to fortieth? Talk about
position in class or a race. Does your child know how state position:
First, Eleventh, Twenty-first, .. Second, Twelfth, Twenty-second,
... Third, Thirteenth, Twenty-third, Fourth, fourteenth,
twenty-fourth, Fifth, Fifteenth, Twenty-fifth, etc.
- Given two bowls with 0 to 10 objects (marbles, whatever) in each,
find the total number of objects by counting? (Here lies the
forerunner to addition).
- Add pairs of 1 or 2 digits numbers or counts verbally or on paper?
Does your child understand why decimal carries appear?
- Take away a given number of objects ( 1 to 99 say) from a larger set
of objects, no more than 100 say. The objects could be pennies.
- Understand the effect of adding or subtracting nothing (0) from a count OR
a set of objects.
- Understand the physical concept of taking away a given number of objects
(marbles, pennies) from a larger number.
- Understand how 1/2th, 1/3rd or 1/4 or 1/5 a pie or rectangle or square or
length is one of 2, 3, 4 or 5 equal parts? Can he or she describe these
simple fractions with words (one-third, one quarter, one-fifth)
- Divide a length, pie, square or rectangle in 2 to 5 equal
parts?
- Count money and express its value in words and the use of the cent and
other currency signs?
- Evaluate two-term expressions using the + and - signs, and use the = sign
to indicate the result.
- With a unit length (inch or centimeter), draw a ruler and identify unit
distances along it.
- Measure length with the aid of a ruler to the nearest inch or centimeters
or both?
- Count the number of inches (centimeters) in distancesof length 1 to 20
inches (respectively centimeters) or other units of measure where the
distances have unit lengths in this range?
- Given the sequence 1, 3, 5, 7 predict what number comes next? The
answer could be 9, 11, ...
- Given the sequence 2, 4, 6, predict what number comes next?
The answer could be 8, 10, 13.
- Recognize squares, rectangles, circles, triangles?
- Count the number of corners and sides in a triangle and rectangle?
- Know how to measure the weight or mass of an object to the nearest using a
balance scale?
- Tell time to the nearest half-hour from a analogue clock, that is a clock
with moving hands?
- Tell time from a clock? Does he or she understand the concept of hours,
minutes, seconds?
- Give you the names of the day of week, the months of the year and
their lengths? Can you child list the months in order and say which is
first, second, third, etc?
- Point to (identify) the interior and perimeter of a circle or rectangle or
triangle when asked?
- Measure the sides of a rectangle and triangle when the sides are a
multiple of a unit length?
- ??? Subtract one and two digits number from second one when the second one
is larger than one and less than 100? This can be done with marbles first.
- ??? Does your child understand the concept of borrows, the
conversion of tens into ones or hundreds into tens or ones to help with
subtractions (borrows)
Extra
- Understand the ideas of number, amount or quantity changing or varying?
Examples might included time, length of a string being wound out, time,
number of people in a room, the number of pennies in a pile, the amount of
money as coins and bills are added or taken from a pile. This idea should be
mastered before algebra or the use of symbols.
- Know how to measure the weight or mass of an object to the nearest unit
using a balance scale?
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www.whyslopes.com
Help your Child or Teen Learn:
Area Intro
Up
1. Speaking Skills
2. Reading & Writing
3. Preparing for Science
4. Learning Takes Time and Effort
5. Math Books: kids & teens
6. Math Books: teens & adults
7. Readings for Parents
8. Patience Please
9. Who is in Charge
10. Motivation
11. Will to Learn
13. Links For Parents
14. JumpMath WorkBooks
15. Discipline in Schools
Maths for Ages 5+
Ages 5 or 6
Ages 6 or 7
Ages 7 or 8
Ages 8 to 9
Ages 10 to 13
Age 14
Where is it going
D
What to do in School & Why
E.How to Study Mathematics
To read, write and spell, your children need to
learn and memorize the alphabet. Anything less would be absurd. That being
said, learning and using mathematics demands that your children meet key
skills and concepts, and not skip any. Where local schools do not provide the
latter, you need to provide remedies.
Care and Precision: If your child can learn
to follow multi-step methods carefully and precisely in arithmetic, he or she
may do so in other subjects, as well. Get your child or teen, if you
can, to sit down and study. Suggest he or she aim for skill and concept
development and perfection for their own sake, not that of their teachers.
The will to learn is the key to success in
school. Parents do have to be educated to support or guide their
children and teens. What matters more is support for the will to learn, for
children and teens to be told to try to learn and to ask teachers, their
schools or classmates for help and more help, as needed. Teachers and parents
need to push students, help them find the will to learn, teamwork helps.
The main reason and focus for high school
mathematics is or should be preparation for calculus. That requires skill and
knowledge perfection with fractions, algebra, geometry, trig and functions.
Many high school programs do not provide this. Make sure alone or with
help that your children and teens have a good command of
fractions.
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