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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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Speaking Skills
Explain to your child, that every object in the home and in
the street has a name. In pointing to objects, in your spare moments, you can
ask your child to identify or name them. This can be done before or besides
lessons on reading and writing. (This is done accidentally while your child is
hearing the conversation in your house.) Identification should a game with
rewards (a treat, a smile or the word good perhaps, but no
penalties).
Once a week, it could be an ongoing game or task to introduce
say three or several new words to your child. In this game, you say a word. If
your child can say what the word means, you provide a small reward, and if not,
you explain it. Playing this game may require a dictionary as an aid, if the
game lasts a long-time. Feel free to introduce unexpected words, ones not in use
locally or in the present time, or ones for which are several possible meanings.
(You may also explain how the meaning of words changes. To be brave today has a
noble meaning, but in previous centuries, to be called brave was to be called a
fool. Meanings do change.) Note in some school districts, an elementary school
teacher who with good intentions introduces new vocabulary weeks or a year
before it is scheduled to be introduced may be cautioned or fired. This word
game might fill a gap in your child's education.
Speaking and listening skills can also be developed by
reading or telling your child or children, a short story, and then asking him or
her to summarized it. Around a table with many children, you may ask one or more
to summarize or repeat the main points of a story just told or read. Later
summaries may improve or corrupt the story. The changes in detail may be most
interesting or amusing -- politeness required. The youngest children present may
be asked first, or given a chance to improve their stories by giving their
summaries after an older individual. After all the summaries, the short story
can be read in full, once more yourself or one of the older children. Have fun.
Once children have learnt to read and write, this speaking activity should be
retained as a family gathering, but variations may be tried. Listeners can write
their summaries or notes down before reading them aloud. But the game lies in
the presentation of the summaries. Beyond this, game children or those present
can be asked to create stories, or repeat others from memory.
The communication of ideas is based on story telling. The
story can be fiction, nonfiction or, in a stretch, it can describe how to do
this or that. A repertoire of stories, those of others in the first place,
provide examples for the development of further stories. Stories provide a
second hand experience of this or that real or imagined situation.
Speaking and listening skills may also be improved by asking
your children around the dinner table, after supper or before: what happened in
school today, what was unusual, what new ideas and words were met and
understood, what words or ideas were met and not understood. This
questions can be applied to English courses, history courses, science courses
and mathematics courses etc. This habit of reporting what has pasted the day
should be cultivated or introduced slowly, not suddenly. Each child should be
given a chance to speak, and should be listened to, politely.
Again, reporting and summarizing what was met or learnt in
school could be and should be introduced and cultivated slowly as a pleasant
duty. Negative reactions might require your backing off. With luck, older
children may lead the discussion and allow parents to depart. Children or teens
from neighboring families could also come together in study groups. Your home
could be a one room, supplementary school house. Good luck. (The demands of
modern life and TV watching may be a distraction, and meeting once a week
instead of everyday may well be necessary.
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www.whyslopes.com
Help your Child or Teen Learn:
Area Intro
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
12. Math K1-20
13. Links For Parents
14. JumpMath WorkBooks
15. Discipline in Schools
Maths for Ages 5+
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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