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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 10?
- Given the digits 1 to 9 arrange them in order?
- Write the digits 1 to 9?
- Understand the words: more, less, before, after.
- If you place 1 marble in a bowl, 2 marbles in an other bowl, three marbles
in yet another bowl, ..., 9 marbles in a last bowl, say how marbles
there are in each bowl. Can he or she arrange the bowls in increasing or
decreasing order?
- Count from 0 to 20 with words?
- Explain or point to a place or position from first to tenth? Where is the
first, second, third, fourth, ... ninth, tenth?
- Given two bowls with 0 to 10 objects (marbles, whatever) in each,
find the total number of objects by counting?
- Add pairs of numbers or counts verbally or on paper? fill in the 10
by 10 addition table which shows the results of all sums of pairs of numbers
where each number in the pair is from 0 to 9.
- Take away or subtract a given number of objects ( 1 to 9 say) from a
larger set of objects (marbles, sweets, pennies, and so on?
- Subtract one digit number from second one when the second one is larger
and has a one or two digit, decimal representation.
- Divide a pie, distance or rectangle into two equal parts.
- Understand how 1/2 a pie or rectangle or square or distance is one of two
equal parts?
- Count the number of inches (centimeters) in intervals of length 1 to 20
inches (respectively centimeters) or other units of measure where the
intervals have a lengths given by a whole number of units.
- Given the sequence 1, 3, 5, 7 predict or guess what number comes
next? The answer could be 9, 11, ... for a sequence of odd numbers. Might be
11 for a sequence of primes. What pattern does your charge see?
- Given the sequence 2, 4, 6, etc. predict what number
comes next? The answer could be 8, 10, 12.What pattern does your charge see?
- Understand or explain the words: longer, shorter, larger, smaller,
heavier, lighter, yesterday, today, morning, afternoon, before, after,
between.
- Recognize squares, rectangles, circles, triangles? Can he or she point to
the interior and perimeter of each when asked? Can he or she copy or
reproduce them?
- Count the number of sides in a triangle and rectangle?
- Know how read or use ruler and thermometers? Can he or she
estimate distance with a ruler?
- Understand the words over, under, inside, outside, behind, between?
- Compare objects by length, weight or temperature: longer, heavier,
hotter,
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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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