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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.
Can your charge do the following? Where not there is room for
instruction - learning takes takes and patience, yours included.
- Count from 1 to 1000?
- Can your child read aloud numbers 1 to 1000, given decimal representation
of all. Test a large sample?
- Can your child write numbers between 1 and 1000 as decimals?
- Can your child write numbers between 1 as 1000 as words: for instance,
four, twenty-five, ninety three, three hundred and eighty-four.
Ask him or her to help you fill in your checks/cheques.
- Given the numbers 1 to 100 on cards or paper, arrange them in
increasing order? identify all numbers which come before another,
after another or between two?
- Count by 2s to 100?
- Count by 5s to 100?
- Count by 10s to 300?
- Count backwards from 100?
- Count by 50s from 50 to 1000?
- Count by 100s from 100 to 1000?
- Understand the idea of place or position from first to a thousandth? Talk
about position in class or a race.
- Recognize odd and even numbers.
- Add and subtract pairs of numbers from 1 to 20 automatically.
- Understand or explain place value in decimal notation for numbers from 1
to 1000?
- Add and subtract two and three digit decimal numbers with and without
carries or borrows?
- Know how to check the results of a subtraction via an addition.
- Fill in the 10 times table by repeated addition.
- Fill in the 10 times table from memory and/or the occasional addition.
- Fractions: divide a circle or rectangle into 2 to 10 equal parts,
and then identify (label, colour in) fractional parts of the circle or
rectangles where the denominator ranges from 2 to 10.
- Can your charge add and subtract small amounts of money (dollars and
pennies) from 0.01 to 1000 dollars? read and write the decimal
notation for amounts of money, and also write the word-only description of
these amounts.
- Give or calculate the change due back when paying for an article with real
money (bills or coins) or paper money.
- Know the relative values of coins and small bills that appear in your
household activities.
- Add pairs of numbers in the range 1 to 1000 by decimal column
methods. Test with examples that do not and then do involve carries. Have
your charge test the result of an addition via a subtraction?
- Subtract or find the difference between pairs of numbers 1 to 1000
by decimals column methods? Test with examples that do not and
then do involve borrows? Have your charge test the result of subtraction via
an addition.
- Say which is the greater or smaller in a pair of numbers? Can you
charge use the greater and less than signs > and < to indicate when
one number is greater than or less than another? (Here greater than is used
to compared magnitude.)
- Order more numbers in - increasing order and in decreasing order?
There are two exercises here.
- Locate whole and fractional distances along a ruler or line segment: 1,
1/2, 1/3, 2/3, 1/4, 2/4, 3/4, 4/4, 1/5, 2/5,3/5, ... and so on.
- Take or identify a fraction of distance or line segment: 1/2, 1/3, 2/3,
1/4, 2/4, 3/4, 4/4, 1/5, 2/5,3/5, ... and so on.
- Locate whole number plus fraction distance along a ruler or real
number line:
- Identify 3D objects such as spheres (the surface of a ball), circular
cylinder, cone or rectangular boxes and prisms.
- Can you charge identify the edges, sides, faces and vertices of triangles,
squares, rectangles & general polygons in the plane (2D),
rectangular boxes and prisms in space (3D)
- Say when different circles, triangles, rectangles, polygons, boxes and
spheres are "equal" -- have equal measures for sides and angles,
etc.
- Estimate measurements (lengths, weights, time) to the nearest unit.
- Tell time? Does he or she understand the concept of hours, minutes,
seconds, quarter-to, quarter-past, half-past, pm, am, 24 hour clocks?
- Does your child understand the concept of date? Examples might include the
12th day of the 5th month is May 12.
- Add and subtract intervals of time?
- Read a thermometer?
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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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