December 2014 / January 2015 Newsflash: Tips & Techniques

Upper Elementary and Middle School

Find the perimeter of the shape below. (Hint: there is enough information.)

Solution:

The length on the bottom of the rectangle is the same as the length on the top, although the top has been split into two pieces. Similarly the width on the left is 11 inches and the width on right is also 11 inches, again in two pieces. 

Now, the length of the side is given in inches and the length of the bottom is given in feet. Since we have to add to get the perimeter, the Law of SAMEness requires the units to be the same. Let’s change 2 feet into 24 inches (2 x 12). 

Note that it is not necessary to know the exact measurement of the length and width. All that matters is that we know the total length of each. 

With that, 11 in + 11 in + 24 in + 24 in = 70 inches.

Algebra 

If ax + 2a = c and x + 2 = 3, express a in terms of c. 

Solution: 

If ax + 2a = c, then a(x + 2) = c. Now, substitute “3” for “x + 2” and you get 3a = c, 

so a = c/3.

December 2014 / January 2015 Newsflash: Math Muscle Challenge

Grades 1 – 5: Jim is 6 inches taller than Bill. If Bill is 4 feet 7 inches tall, how tall is Jim?

Grades 6 and up: Three equally priced pens cost $4.50 altogether. If the cost per pen is increased by $0.50, how much will 5 pens cost at the new rate?

Answers to Last Month’s Math Muscle Challenge

Grades 1 – 5: 9 dogs and 7 owners

Grades 6 and up: 96

December 2014 / January 2015 Newsflash: Math Matters

This holiday season, we’re all about making math practical at home! As you and your kids enjoy quality time (and a much-needed break from school), remember that the holidays come with many opportunities for you to show your child how useful (and fun!) math can be in the real world. From cooking to gift shopping and all points in between, check out this article for our comprehensive guide to keeping your child’s math skills fresh outside the classroom.

In other news, we hope you’ll keep your child’s math progress top of mind as you begin a new year and a new semester! The new year is the perfect time for a fresh start and a new perspective. As the holiday buzz dies down, have a heart-to-heart with your child about progress in math before the second half of the school year really picks up. Here are some talking points to guide you:

•  Look toward the future and set goals. And we’re not just talking about the spring semester. Think big. What does your child want to be when he or she grows up? Having strong math skills could make all the difference as your child pursues a dream career. Help your child understand that regardless of his or her life goals, number sense and problem solving savvy are key to a well-rounded intellectual foundation. Aspiring doctors, accountants, and engineers will find themselves working with numbers day-to-day. Meanwhile, fledgling writers and artists will encounter many situations where a strong understanding of math concepts could provide extra inspiration and help them level up as they explore and utilize their creativity in professional settings. 

•  Get down to details and be realistic. Make it clear that improvement can’t and won’t happen overnight. You need an action plan, hard work, and consistent effort to progress in math. Encourage your child to commit to making math a priority in the coming year. Explore practical options that will lead to progress, including adhering to a study schedule, staying focused and attentive in class, and seeking supplemental help if needed.

•  Be positive! Success starts with the right attitude. Let your child know that you have full faith in their capabilities, and reassure them that you’ll be there every step of the way with love and support when things get tough. 

We’re really looking forward to helping your child meet their math potential in the new year! Let’s make 2015 count!

October/November 2014 Newsflash: Math Muscle Challenge

Grades 1 – 5: Annie looked into a dog park and observed the dogs and their owners. She counted 50 legs. With a total of 16 “beings” (dogs and/or owners), how many dogs and how many owners are in the dog park? (Hint: Annie is not in the dog park.)

Grades 6 and up: If 64 is 40% of a number, what is 60% of the same number?

Answers to Last Month’s Math Muscle Challenge

Grades 1 – 5:  6.25 seconds

Grades 6 and up:  20 gallons

October/November 2014 Newsflash: Tips & Techniques

From time to time, we get lucky and the computation we have to do can be solved using a specific technique or trick that allows us to do effortless mental math.

Level 1:

12 x 125 = _______

The trick to this question is to see that “12” can be broken down into “3 x 4.”

            Think of “12 x 125” as “3 x (4 x 125).”

Now 4 x 125 = 500. (4 x 100 + 4 x 25)

Then, 3 x 500 = 1,500.

Try this (mentally): 8 x 175 = ________.

Level 2:

1/5 + 1/6 = __________

When you add two fractions, and the numerators of the fractions are both 1, the numerator of the answer is the sum of the denominators, and the denominator of the answer is the product of the denominators. In this problem, the numerator is   (5 + 6), and the denominator is (5 x 6).

So, 1/5 + 1/6 = 11/30. [Note: If the denominators are not relatively prime, the answer will have to be reduced.]

Try this (mentally): 1/12 + 1/13 = _____________.

Level 3:

2,000 ÷ 16 = ____________

The trick here is to recognize that 16 is a power of 2, and that powers of 2 make division into “half-of-a-half-of-a…”

In this case, since 16 is “2 to the fourth power,” we simply cut 2,000 in half 4 times.

So,

            Half of 2,000 is 1,000,

                        Half of 1,000 is 500,

                                    Half of 500 is 250, and finally,

                                                Half of 250 is 125.

So, 2,000 ÷ 16 = 125.

Try this (mentally): 3,000 ÷ 8 = ____________.

Note that there is more than one trick for each of these questions. See if you can find others!

October/November 2014 Newsflash: Math Matters

Now that you’re starting to settle into your fall routine, it’s time for that first report card! While this may seem like a stressful time at first, it can also be a very constructive period for you and your child. Here are a few strategies to help you make this the most productive report card season yet.

• Get a sense of the big picture on the home front and at school. Have a conversation with your child about math regardless of the grade on the report card. You may discover that your high performer is bored and ready for additional challenges … or that your struggling student desperately needs and wants help in order to make the grade! Have a good sit-down with your child’s math teacher—maybe you’ll learn something significant about your child’s attitude in class that will surprise you! Finally, a Mathnasium assessment can be especially eye-opening. Every assessment—first time or otherwise—gives a comprehensive run-down of where each individual child stands with math. Give us a call or stop by the center; we’re happy to review your child’s progress in math, whether you’re new to our center or a long-time Mathnasium Mathlete.
• Take action! Use what you've learned and, together with your child, set reasonable goals that will lead to meaningful progress in math. Then, chart out a plan to help your child get started. Revisit current study habits, organization strategies, and your at-home study space—what needs to change? Research viable options that can help your child take his or her math skills to the next level (for instance, a school study group, or math games and puzzles you can play at home). Of course, whenever you need us, Mathnasium is here as a resource for all things math!
• Breathe! Whether the report card brings good news or bad, this really is the perfect time this school year to make positive changes and turn situations around. Be positive—if you implement your action plan sooner rather than later, the report card situation may be more to your liking next time around. And remember: virtually any child can succeed in math—it’s just a matter of teaching the way that makes sense to them. Best of luck to you and your child!

August/September 2014 Newsflash: Math Matters

We hope you had a great summer! A new school year is here once again, and it’s time to get excited about possibilities that lie ahead. As you and your child navigate the back to school scramble, here are some tips to help you make the most of opportunities this time of year, whether your child’s starting the year far behind grade level in math or already ahead.

• Gear up for a running start. With things at school just getting started, now is the perfect time to come up with solutions to ensure your child stays ahead of the game. If you’re looking for an after school activity that’s fun, empowering, and guaranteed to get your child’s math muscles flexing, we can think of no better place than right here at Mathnasium. We help kids reach their potential in math by teaching in a way that makes sense to them. Register for the fall now to secure your spot, start the year strong, and soar to new heights in math!

•  Get organized! We’re talking study schedules that fit in with the daily routine, a clean and neat workspace at home free of clutter and distractions, a calendar to keep track of upcoming tests and homework deadlines, and more. Sit with your child and together, come up with structured solutions that work with his or her learning style and schedule.

•  Stay on top of what’s going on at school. Meet with your child’s math teacher to discuss goals for the school year and familiarize yourself with the curriculum. The teacher can also provide some insight on your child’s attitude and performance in class—valuable information that will help you support your child.

We hope you’ll find these pointers useful as you gear up for an exciting year ahead. Wishing you a math-tastic school year!

Seize the Summer: Perfect Time to Get Ahead!

As we close the book on the 2013 – 2014 school year, at Mathnasium, we’re excited about the possibilities for our students once summer rolls around! Here are a few reasons to seize every opportunity this summer – the perfect time to get ahead.

•  Everything kids do during the summer helps them get ahead. According to a recent study, at summer’s end, students perform one month behind their progress in the spring. Because new school material is at a standstill, everything kids do during the summer to build their math skills helps them get ahead!

•  Summer is also the perfect time to revisit and fortify math foundations. Math concepts build over time, and often, we find that students fall behind because they didn’t fully understand topics taught in earlier grades. While filling in these gaps is a primary objective of the Mathnasium program 365 days a year, without school stress or homework pressure to worry about, kids have even more time to step back and master these skills over the summer.

•  We love helping our students prepare for next year’s challenges. Another summertime perk: more time to get a head start on material they’ll encounter next school year. And the more prepared students feel, the more excited they’ll be about challenges that lie ahead. Third party studies show significant increase in grade level skills after three months at Mathnasium!

Mathnasium’s summer program offers a customized program for your child, flexible scheduling, and many opportunities to make this your child’s most productive summer yet! Call or email us by May 31^st to get an early summer registration discount. For more information, check out our website.

P.S. May is Teacher Appreciation Month! From all of us at Mathnasium, we’d like to say a big thank you to all teachers for giving young learners the gift of knowledge and for allowing us to support their math curriculum.

“If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.” – Chinese proverb

“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

Math Test-Taking Strategies to Boost Confidence

Math anxiety can easily undermine the hard work students have invested throughout the year, lowering their scores on standardized tests and jeopardizing their chances to take advanced classes or enroll in the schools of their choice.

But reducing math anxiety, a well-documented phenomenon, can prevent this. Students can reduce anxiety by reviewing the mistakes they make on homework assignments and practice exams. After grouping these errors into three categories, they can easily be remembered as the “three C’s:”

• Concept, understanding the methods needed to resolve specific problem types
• Comprehension, determining exactly what individual problems are asking students to do
• Calculation, solving the problem correctly without making errors or overlooking any critical details

When faced with challenging test questions, students can become gripped with math anxiety.  However, they can address the root cause by reviewing past assignments and practice tests.  Often, the cause lies in difficulties with one or more of the three C’s.  After identifying where exactly a student’s weaknesses lie, adults can help address them.  This allows students to move on from anxiety and perform at the level of their true potential.

As a first step, parents, teachers or private instructors can sit down with students and look at the types of errors made in homework assignments, regular tests and practice exams.  It’s a process that can be helpful anytime during the academic year, especially when students become anxious about math, and is particularly important when it’s time to start preparing for standardized tests.

To address concept challenges, students can be asked to break questions down into a series of meaningful parts, resolve these parts individually, and then put them back together. Children struggling with both Concept and Comprehension can be asked to read troublesome questions aloud.  This helps to strengthen the mechanics of understanding by invoking different parts of the brain. Another helpful approach is to ask students to reframe questions in their own words.

To help students overcome Calculation difficulties beyond rote practice, which is more appropriate in this situation than the others, it’s crucial to make sure a child’s written work is neat and clear.  Neat penmanship makes a huge difference in kids’ ability to think clearly and follow their own good reasoning.

As the day of the test approaches, children should also take some common-sense steps that can be applied to all types of tests, Larry Martinek, chief instructional officer at Mathnasium notes.  First, avoid last-minute cramming by learning to pace yourself and structuring a daily study plan.  Make sure to eat a healthy, high-protein breakfast the morning of the exam.  Then, in the testing room, STOP and close your eyes.  Take a moment to inhale deeply.  When you exhale, open your eyes and envision the test with an “I can do” mindset.

Studies have shown math anxiety to impact up to half of all students in various ways.  However, with the proper approach, it can be effectively addressed and need not be a permanent hindrance to performance. 

Master Fractions and Set the Stage for Success, As Featured in The Wall Street Journal

Algebra Readiness begins in elementary school. Three essential topics in elementary school mathematics are 1) numerical fluency, which includes the effortless recall of addition facts and the times tables stemming from mental math strategies for computation, 2) foundational understanding of the nature fractions, and 3) the basics of problem solving. Mathnasium was recently featured in The Wall Street Journal and highlights our unique and effective approach to teaching fractions. Read the full article here.

As students move into middle school, work with fractions expands to embrace rational numbers (common fractions, decimal fractions, percents, ratio and proportion, and negative numbers). At the same time, student’s problem solving horizons broaden to include multi–step word problems, both routine and non–routine.

Successful mastery of these elements sets the stage for success in Algebra, the rest of high school math, and college. If any of these areas are under developed, the road ahead is fraught with danger.

Visit a Mathnasium Learning Center and see where your child stands.

- Larry Martinek

Breaking Down the Question Barrier

Children need to be exposed to the forms of mathematical thought as well as to the details. What is missing in most instruction is the timely unfolding of these basic forms of mathematical thought. The use of consistent, familiar forms clearly depicts the underlying structure and helps eliminate confusion and uncertainty.

 

Without the structure provided by the Question Forms, classroom instruction often disintegrates into the usual collection of details—facts, operations, and procedures—that have characterized unsuccessful mathematics education for decades. All students (“at–risk,” “at–level,” and “talented” alike) benefit from having new material in mathematics presented as reoccurring manifestations of the same set of basic ideas with which they have already become familiar.

Let’s start with questions in the “single-form” format. Each is a breakdown of the format of questions based on one single concept; this allows your student to lay down a base to build a foundation on.

Counting, Grouping, Intervals: 
Count from _____ to _____ by _____s 

     Count from 2 to 16 by 2s...from 1 to 15 backward by 2s.

Denomination and SAMEness:
 What is another name for _________? 

     Name 2 numbers that add–up to 15...to 25...to 75...to 100.

Subtraction and Addition:
 How far is it from _____ to _____?

     How far is it from 5 to 11?...from 13 to 20?

Order: 
_____ is greater than/less than/equal to _____ .

     Name 3 numbers that are between 7 and 10.

Multiplication:
 How much are _____ groups of _____ ? 

     If you see 8 eyes, how many people are there?...16 eyes?...100 eyes?

Division:
 How many _____ are there in _____?

     How much is 1 + 1?...2 + 2?...4 + 4?...8 + 8?...16 + 16?...(continue as far as you students can go mentally.)

Fractions and Fractional Parts:
 How much is _____ (fractional part) of _____? 

     Half of what number is 7?...is 1?...is 12?
How much is half of 8?...of 12?... of 18?... of 200?...of 1,000?

“The Whole is equal to the sum of its Parts”: _____ (whole) = _____ (part) + _____ (part) 

     A cook bought two bags of apples. One bag of apples weights 15 pounds and another weighs 10 pounds. How much is left after the cook uses 17 pounds of the apples for pies?

Percent: 
_____% of _____ is _____. 

     How much is 50% of 6?...of 20?

Ratio:
 _____ is what part of _____? 

     Is 7 half of 14, or is 7 twice as much as 14?

Change and Variation:
 As _____ gets bigger/smaller, _____ gets bigger/smaller. 

     Does it cost more to buy 5 apples or 10 apples? Why?

Proportion: 
_____ is to _____ as _____ is to _____ . 
     Does it cost more to buy 5 apples or 10 apples? Why?

- Larry Martinek

Back to School Refresher

Did you know your student could lose anywhere from two to two and a half months worth of math knowledge over the summer months? By enrolling your student at Mathnasium now, they can move ahead in their class and continue to learn new things.

Refresh their (and your) knowledge with key terms from the Mathnasium Glossary below.

addition counting “how many altogether.” The process of forming a whole.

complement “the rest of it.” the remaining part with respect to the whole.

counting the process of determining quantity (how many, how much).
denomination the collective name of a group of similar things (apples, dogs, inches).

division counting “how many of these are there inside of that.” The process of separating a whole into equal parts.

fraction the result of breaking a whole into equal parts; one or more of those equal

group one or more of the same thing (1 apple, 9 dogs, 5 inches, 8 things).

half the first fraction. A whole divided into two equal parts; one of those parts. “Two parts the same.”

interval the distance from one number (or unit) to another. The space between two numbers.

Law of SAMEness It is only possible to add and subtract things of the same kind, things with the same name, the same denomination (an apple plus a banana is not a “banapples”).

mathematics the study of wholes and parts, and the relationship between them.

matrix literally, “mother.” That which gives form, origin, or foundation to something enclosed or embedded in it. A place of origin and growth. Related words include environment, framework, womb, structure, model; enclosed, enveloping, surrounding.

measurement the determining of quantity.

multiplication counting “in equal groups.” The process of forming a whole from equal groups.

part a component of the whole. A fragment, fraction, section, portion, region; a piece broken off.

percent literally, “for each 100,” “parts per hundred,” “how many for each hundred.”

proportion literally, “according to amount.” The relation of one part to another or to the whole; relative size. Comparison, analogy, balance, symmetry.

ratio a comparsion of two numbers by division.

subtraction counting “how far apart two numbers are” and “how much is left.” The process of removing a part(s) from a whole.

whole undivided. The one composed of the many. That which can be broken–down into parts. All of the quantity under consideration.

zero the number that counts none. That which has no parts.   

- Larry Martinek

Back to Basics: The Essence of the Mathnasium Difference

Principles of Math can come across confusing to students, especially when they are bombarded with multiple rules and confusing practices. Mathnasium focuses on introducing new subject matter with a consistent and knowable approach, allowing students to build upon a foundation of knowledge while understanding and adding new principles.

To begin Early in a child’s learning, values are expressed in groups of 10s:

• 10 pennies make a dime.

• 10 dimes make a dollar.

•   10 “one-dollar” bills make 1 ten dollars, and 1 ten–dollar breaks down to 10 “one–dollar” bills

• 100 pennies make a dollar.

• 100 dimes make ten dollars.

• 10 hundreds make a thousand.

• 1,000 thousands make a million.

Some things ”make sense” to cut in half: a candy bar, a piece of wood, numbers... Other things don’t: people, pennies, cars... To diagnose the correct approach, assess the subject matter. Use the examples below as guidance.

• If twice as many people as you expected come on a picnic, then you will need twice as much food.

But, if you are baking bread, twice the regular heat will not get the job done twice as fast.

• When you double the number of pieces, the size of each piece is half as much as it was. (This is the inverse relationship: when one thing goes up, the other goes down.)

Contrary to its reputation, Math is not all numbers, in fact, word prefixes play a large role in setting the numerical value. Take these examples:

• “mono–”means 1: The monorail at Disneyland runs on 1 rail.

• “bi–” means 2: A bicycle has 2 wheels.

• “tri–” means 3: a Triceratops has 3 horns.

• “qua–” means 4: a quartet has 4 players

• “dec–” means 10: a decade is 10 years

• “cent–” means 100: percent means “for each 100”

• “mil–” means 1,000: a millennium is 1,000 years—a mile is “1,000 paces”


Finally, I touch on a few points of knowledge for your student (if this is for parents, “parents have kids… teachers have student) that will assist him or her build the base for understanding the previously dissected, whole and parts method.

• A quarter of an hour is 15 minutes (not 25).

• There are 4 quarts in one gallon. A “quart” is a quarter of a gallon.

• Whole basketball and football games have 4 quarters.

• Four quarters make a whole dollar.

• One half dollar is the same as 2 quarters.

• Half-time in a basketball game comes after 2 quarters.

These basic understandings set the cornerstone for laying the foundation of knowledge to continually build and evolve your student’s mind, the Mathnasium way.

The Whole Equals the Sum of its Parts

Word problems can be tough even for the math-minded. The challenge lies in correctly converting words to the numbers and symbols of an equation. One method that helps is the concept that “the whole is equal to the sum of its parts.” Start with these three questions:

• What is the whole in this question? Is its value known or unknown?

• What are the parts in this question? Are their values known or unknown?

• What is the relationship between the whole and its parts? Which remains constant in the question? Which changes? How does it change?

By figuring out what are the parts and what is the whole, we can decide whether we need to perform a synthesis (“building up”) or an analysis (“breaking down”) to solve the problem at hand.

Synthesis:
If the whole is unknown, then the task is to build it up from its known parts:

• If the parts are equal, we multiply.

• If the parts are not equal, we add.

In other words, affirming that “the whole is equal to the sum (total) of its parts.”

Analysis:
If the whole and one or more of its parts are known, then the task is to find the remaining part(s) by breaking down the whole, using the known part(s):

• If the known parts are not equal, we subtract.

• If the known parts are equal, we divide.

Basically, “Each individual part is equal to the whole minus all of the other parts.”

By identifying which category the problem falls under, we can designate a relationship and determine the plan of attack; this is called the whole-part method. Below are a few examples of the method in action.

Ex. #1:

A box contains some marbles. 6 of the marbles are red, 5 are green, and 14 are orange. How many marbles are in the box?

In this question, the whole (the total number of marbles) is unknown. Since the parts (the number of red, green and orange marbles) are known, we can use the Key Synthesis Concept to find the whole:

total # of marbles = (# of red) + (# of green)+ (# of orange) = 5 + 6 + 14

= 25 marbles.

Ex. #2:

A train traveled 200 miles at an average speed of 50 miles per hour. How long did the trip take?

In this question, the distance traveled is the whole and is known. In each hour the train traveled an average of 50 miles, so:

time of trip = (distance traveled) ÷ (average rate of speed)

= 200 miles ÷ 50 miles per hour = 4 hours.

Ex. #3:

Another sandbox contains 100 pounds of mixed sand, 15% of which is brown sand. The rest is white. How much white sand must be added to make the mixture only 5% brown.

In this question, there are 15 pounds (15% of 100) of brown sand. As we add white sand, the whole (the total amount of sand) changes, but the amount of brown sand remains constant (at 15 pounds).

What we want is “15 out of the (new) total” to equal “5 out of 100” (5%, the desired outcome).

We can ask the following equivalent questions,

“15 is to what number as 5 is to 100?” or
“5 out of 100 = 15 out of what number?” or “5/100 = 15/what number.”

All of these methods yield the same answer: 300 pounds. Since the box already has 100 pounds of sand, 200 pounds (300 – 100) must be added.

The whole-part method allows us to identify the first step of a word problem bringing us one step closer to the solution and making math make sense.

- Larry Martinek 

The Importance of Telling Time in a Digital Age

Most students today grow up with tablets, cell phones, and laptops at their fingertips. These tools can aid learning, but they can also encourage laziness. With the Mathnasium Method, students are taught to use their brains, not their iPads. I’ll demonstrate this by using an example of how kids can learn to tell time.

By second grade, most students can count by 1s, 2s, 5s, and 10s, up to at least 200. We can make it easy for them to “tell time” by expanding this to include counting by 15s, 20s, and 30s, as well as counting by 10s starting at any number (7, 17, 27...).

When you stop and think about it, all points on the clock can be reached quickly by counting various combinations of 30, 20, 15, 10, 5, and 1.

When students are taught these counting skills before they deal with clocks, learning how to tell time is a very straightforward process. Without these skills, it’s quite a chore.

Here’s a way to teach students these skills:

• Counting by 10s starting at any number goes like this: start at 23: twenty–three (23), thirty–three (33), forty–three (43)... as though you are just counting by 10s, except that you say the three. So, counting by 10s starting at 37 becomes thirty–seven, forty–seven, fifty–seven...

• Counting by 15s can be done by counting by 10 and then counting by 5: 15 + 15 = (15 + 5) + 10 = 20 + 10 = 30. 30 + 15 = (30 + 10) + 5 = 40 + 5 = 45. 45 + 15 = (45 + 5) + 10 = 50 + 10 = 60.

• Counting by 20s is almost the same as counting by 2s: 0, 20 (twenty), 40 (forty), 60 (sixty), 80 (eighty)...

• Counting by 30s should be presented after the child can count by 3s. Counting by 3s is similar to counting by 2s. Counting by 2s can be explained as, “Say the number, skip the next number, say the number...” Then counting by 3s becomes: “say a number, skip the next two numbers...” Now counting by 30s becomes: 0, 30 (thirty), 60 (sixty), 90 (ninety)...

With the help of parents or teachers, telling time can be introduced to a student as early as kindergarten. The sooner students learn to count quickly using the above methods, the sooner they’ll be using terms like “quarter till” and “half past.”

- Larry Martinek

The reviews are in - Math speaks volumes!

Everyday we strive to reach students through the Mathnasium Method from our very own Larry Martinek.  When our students excitedly show us their great grade, add their test to the Brag Board, or even get an answer correct during practice, it makes the process that much more rewarding.

Courtesy of @lapkoi!

Larry and the Importance of Higher Education

Learning Objectives: PSAT Math Success

Most high school kids take the PSAT. Scoring high on it is both an indicator of good SAT performance and an opportunity to earn a National Merit Scholarship. It pays to treat the PSAT seriously. It just so happens, though, that doing well on the math portion of the PSAT may have more to do with having a good foundation in the subject than having advanced, harder-to-obtain skills.

A study performed by the Journal of Neuroscience found a positive link between basic, single-digit math calculation and success on the PSAT. An MRI scan showed that students with high activity in the left area of the brain, which focuses on simple mathematical exercises, had higher PSAT scores. Although the PSAT and SAT are designed to measure advanced high school-level skills and concepts, this study shows that doing well on the PSAT can be as simple as possessing basic math reasoning (and using a little memorization).

Mathnasium offers a Numerical Fluency program which assists students of all ages who don’t have a complete grasp of computation with single-digit numbers. We define fluency as the effortless recall of number facts, for example, counting by 6s, 7s, and 8s, as well being able to effortlessly calculate “7 + 8 + 9.” Mastery of exercises like these ensure that students have the mental math skills that leads to success on the PSAT and beyond.

Mathnasium’s customized lesson plans and individualized attention make sure that dedicated students attain Numerical Fluency, paving the way for success on the PSAT and beyond.

- Larry Martinek 

Larry on the subject of Math Anxiety

The bell rings and everyone takes their seats. The teacher passes out the test and, with sharpened pencils, everyone prepares to turn the page and begin. The student next to you flips open the first page and seems to begin answering questions with ease. Time seems to speed up, nervousness kicks in, and you stare at the first test question but forget how to complete it, even after having studied the material over and over. Panic rises and before you know it, the hour is done, the test is over, but the innate fear of it all hasn’t subsided. Parents, this is what we call “math anxiety.”

Numbers on a page not only confuse some children, but can also potentially give them full-blown anxiety. This “math anxiety” is intense and feels similar to stage fright. In many cases, math anxiety comes from a student’s memorization of the correct procedure and routine to solving a problem, as opposed to developing a core understanding of the problem. When this happens, children quickly forget what they’ve learned, and anxiety sets in.

As parents we want to eliminate as much stress and offer as much support to our kids as we can. Working with teachers and outside resources is one the best way to get your child comfortable with math content. It is extremely important that you let your child know that just because they don’t understand something the first time doesn’t mean they won’t understand forever.

One way to sharpen these skills and avoid math anxiety is through math instruction outside of school. It is a false misconception that extra help is only for children falling behind in school. Additional lessons and preparation is not only beneficial for kids struggling with the material, it also benefits those students who understand the material and want to strive for further concept and skill development. We want to see our kids keep up with the curriculum, not just try to catch up with daily lessons.

One of Mathnasium’s core math lessons helps our students with Computational Fluency and this includes effortless recall of number facts with addition, subtraction, multiplication, and division. These core skills and principles are extremely valuable for building a strong foundation of basic math aptitude, which will carry forward through grade levels.

We will make sure our students are able to:

Be fluent in adding single digit numbers, something they will be able to do quickly and efficiently with practice

Count from any number to any number, by any number; this will aid them with more advanced math problems

Use Mental Math, for example:

• How much is 5, three times?

• 99 + 99 + 99

• 301 – 195

• 4 x 26

• 1,000 ÷ 16

• 7% of 300

• 6 ½% of 150

All of the above skill sets are crucial to the core understanding, and ultimate advancement, of the math knowledge necessary to compete in the global economy. At Mathnasium, we work to eliminate “math anxiety” and replace it with “math confidence.” From this confidence comes long-term success in math.

- Larry Martinek

Teach and Move On Method (Part Two)

The Teach and Move On Method lets educators assist students with individual problems, then move to another student, and check back in later.  Mathnasium's Larry Martinek goes into detail on the method, offering tips and suggestions for helping your child by providing the tools and guidance he or she needs.

Larry's Math Mediums

“Once you learn math and continually use it, you forget how you learned it to start with.” -Larry Martinek 

What do your kids want to be when they grow up? A ballerina? Or an astronaut? Or “just like Mike”? Growing up, kids idolize their favorite singers, actors, and athletes, but kids might not understand that their heroes weren’t born gifted. You and I know that they worked incredibly hard. Fortunately, this means that many dream professions can be attained with extensive practice. Practice math every day and that goal to become an astronaut will take your child very far.

Working on math skills outside of the classroom is crucial to developing a well-rounded grasp of how math is used in the real world. Just as basketball players and musicians do drills, practicing math concepts and skills over an extended period of time can be immensely rewarding. When your child sees that math is utilized everywhere in everyday life, the importance of math as a subject worth practicing will be obvious.

Here are a few ways you can practice math with your kids and prove the practical significance of the subject:

1. Have your kids help out in the kitchen – Preparing food or baking offers a great opportunity for kids to practice with fractions by measure dry and liquid ingredients.

2. Let kids figure out the change for a $10 bill and a $20 bill when they go shopping with you

3. Let them help trip planning - Sources like Google maps help children visualize distances and calculate travel times.

4. Watch the game together – Sports like football are full of statistics and calculations. Watch the game and talk about how these math skills are necessary, even in the world of sports.

5. Set up a hot chocolate stand – Allowing your child to handle and count currency in real-life

At Mathnasium, we use our proprietary Mathnasium Method to teach skills and convey the importance of math. It’s a tried, true, and perfected method that uses a variety of mechanisms to cement learning just like we suggested above. Here they are:

Mental

Questions like “99 + 99 + 99” And “3/4 of 20” are best done mentally. Strong mental math skills help students develop confidence which is the heart of the both self-esteem and a willingness to explore math, in addition to being a much more efficient way to handle many situations. Many of our centers host free Multiplication Madness nights, a fun and motivating way to keep your children’s skills sharp.

Verbal

Direct Teaching and the Socratic Question are verbal modes of delivery. Also, asking students to explain how they got their answers is a verbal experience that can convey understanding.

Visual

A significant number of Mathnasium worksheets contain pictures that help students to focus on the critical attribute(s) of the question at hand.

Tactile

When appropriate, our instructors use manipulatives (coins, dice, cards, scales, clocks, fraction circles, etc.) to guide and reinforce students’ thinking.

Written

Mathnasium teaches all of the standard algorithms for addition, subtraction, multiplication, and division, as well as when written procedures are preferable to mental ones, and vice versa.

Mathnasium lessons involve a combination of these methods to provide an integrated math lesson that not only teaches, but builds confidence and self-esteem. In addition, our Brag Boards on Facebook and Twitter allow Mathnasium locations to showcase the hard work and success of their valued students. Thank you for your interest in how we make math make sense to kids, and how you can too.