Thursday, October 16, 2014

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!

Thursday, August 14, 2014

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!

August/September 2014 Newsflash: Tips & Techniques


“Thinking backwards”—starting at the end of the problem and using reverse operations—can help you solve certain problems at different grade levels.

Upper Elementary and Middle School:
A certain number is doubled. That answer is tripled. Finally, that answer is quadrupled and the answer is 60. What is the original number?

Answer:
When we quadruple a number, we multiply it by 4. As division is the inverse of multiplication, 60 ÷ 4 = 15. Tripling a number means “multiply by 3,” so 15 ÷ 3 = 5. Finally, doubling a number means “multiply by 2,” thus, 5 ÷ 2 = 2.5, or 2 ½.

Algebra:
A certain number is quadrupled. 3 is added to the answer. That answer is then tripled. Finally, when that answer is cut in half, the answer is 12.
a)     Write an equation that describes this problem.
b)     What is the original number?

Answer:
a)   We’re looking for a certain (unidentified) number, x. “x, quadrupled” means “4x.” Then, we add 3 to the answer, so 4x + 3. We then triple the quantity “4x + 3”: 3(4x + 3). Finally, we split the quantity 3(4x + 3) in half in order to yield the final answer, 12, so  {3(4x + 3)} /2 = 12.          
b)     To find the original number, we solve for x, which involves “canceling out” the numbers by using inverse operations.
So, (2) {3 (4x + 3)} /2 = 12 (2) multiply both sides by 2…
{3 (4x + 3)}/3 = 24/3 divide both sides by 3…
4x + 3 – 3 = 8 – 3  subtract 3 from both sides, and…
4x /4= 5 /4  divide both sides by 4.

Thus, x = 1.25

August/September 2014 Newsflash: Math Muscle Challenge



Take the Math Muscle Challenge!

Grades 1 – 6: A racehorse can run a mile in 1 minute 40 seconds.  At that rate, how many seconds will it take the horse to run a half-furlong? (Hint – A furlong is 1/8 of a mile.)

Grades 6 and up: Brian is going on a road trip in his van. When he leaves the house, he has a half tank of gas. After driving for 4 hours, he used 80% of the gas in the tank. At that point he had 2 gallons of gas left. How many gallons of gas does the gas tank hold?

Answers to Last Math Muscle Challenge

Grades 1 – 6: 32 ducks

Grades 6 and up: 3366

Note: There are many ways to solve this problem. One way is to start by finding the second and third digit of the combination. As the problem stated, the first two digits are the same and adding them together produces the third digit. That means the third digit is actually twice as much as the second digit. We also know that the second and third digit form a perfect square whose square root is the fourth digit. Looking at the two-digit perfect roots 16, 25, 36, 49, 64, and 81, we see that there’s only one that has a third digit that’s twice as much as the second digit: 36. That means the first digit must also be a 3. Adding 3 and 3 does give 6. Now, we take the square root of 36 we get 6 so the fourth digit is also 6, which is the same as the third digit.

This means the combination is 3366.

Thursday, June 5, 2014

June/July 2014 Newsflash: Math Muscle Challenge



Answers to last month's challenges:

Grades 1-6: $37.15
Grades 6 and up: 64 times larger


This month's problems:


Grades 1 - 6: 


Rick goes to the park each day and counts the number of ducks swimming on the pond. On Sunday he counts 1 duck. On Monday he counts 2 ducks. On Tuesday he counts 4 ducks.  On Wednesday he counts 8 ducks. If this pattern continues, how many ducks will Rick count on Friday?


Grades 6 and up: 

Richard put an important document into a safe with a four digit numerical combination. In order for his partner Kevin to retrieve the document he must enter the correct combination. Richard told Kevin that the first two digits are identical and the last two digits are identical (XXYY). He also said the third digit is the sum of the first two digits and the last digit is the square root of the number formed by the middle two digits. What is the combination? (*Hint – The middle two digits together form a number that is a perfect square.)