MathMammoth.com new home page design

I've given the home page at www.mathmammoth.com a "lift" (new design)... go check it out, see if you like it!

Currclick Cyber Monday freebies

Currclick has 8 + 2 freebies just for today (Cyber Monday)!
One of them is a physics book... I'm downloading it right now.

Happy Thanksgiving!

Happy Thanksgiving!

Last year my kids learned this silly rhyme

A turkey is a silly bird
whose head goes wobble wobble
It only knows this one word
gobble gobble gobble!

Here's a video of kids shouting it... 



Remember also Math Mammoth Thanksgiving sale... all my products are 25% off at Kagi store. See my website for details.

And happy Thanksgiving!

Math Mammoth reviews galore

Click here to read a bunch of recent Math Mammoth reviews, by TOS review crew.

A few highlights:

TOS Review: Math Mammoth from Miscellaneous Musings
"My daughter took a break from her other math curriculum and began focusing just on fractions with the Math Mammoth blue series which includes explanations. About three weeks later she was able to test out of an entire text on fractions"


Review: Math Mammoth from Footprints in the Butter
"And I started this school year completely stressed about what to do with math.So finding out I'd be reviewing Math Mammoth again this year was a gift from God."


Math Mammoth -- A TOS Crew Review from Mountaineer Country
"Do you know what my daughter said to me? She said, rather matter-of-factly, “Why haven’t we been doing this all along? I love this math.” 

TOS Review Math Mammoth from Circling Through This Life
"She really enjoys it. She calls it her “Elephant Math” and insists that Manny, her woolly mammoth do math with her. "
This review has a cute picture of a stuffed mammoth next to the girl's math work!

Math Mammoth~ TOS Review from Adventures in Unsell Land!
"We have used quite a few various math programs through the years between our 6 children and I have never seen one that is as strong on the mental math as Math Mammoth is. It's my favorite aspect of this program."

Math, it’s a Mammoth responsibility from A Teaching Heart
"It is suggested that you introduce multiplication before division, but other than that, you can proceed through the lessons as you wish. I find that mixing up the learning of multiplication with other math concepts gives Hunter’s brain a chance to process and retain facts. So we will be jumping around the books all year."

More reviews here!

Class Dismissed - a film about homeschooling

I'm just spreading the word on an upcoming film about homeschooling. The movie is called Class Dismissed.

It does sound interesting, though I cannot be  sure what all it will include.

The website says:

QUOTE
Class Dismissed will be the first full-length documentary devoted to exploring homeschooling as a viable alternative to traditional schooling.


As homeschoolers ourselves, we are constantly reminded by the degree to which the public misperceptions of homeschooling are far removed from reality. With this documentary we hope to both educate the general public as well as inspire the existing homeschool community.


Class Dismissed will focus on the topic of education, specifically the validity of homeschooling as an alternative to the industrial school model. Framed within the historical context of traditional schooling, and particularly at a time when education across the nation is in a state of crisis, the film will examine the numerous approaches to home learning, exploring both its history and recent growth. UNQUOTE

Take a look: Class Dismissed.
Also... the filmmakers are having a fund raiser right now — the campaign ends in 22 days.

A teacher's experience with Math Mammoth Geometry 1

I intend to publish several of these "stories" or "reports" from teachers who have been using Math Mammoth. Here's the first one, from Megan in Belgium. She used some lessons from my Math Mammoth Geometry 1 book.

Presentationof the Class and the School

I am a1^st,5^thand 6^thgrade teacher in south Belgium. My school is what we call an“immersive school”. The students are taught in French, theirmother tongue, 14 periods a week. During the other 10 periods eachweek, class is given in English – the students are “immersed”in the language from the age of 5 and learn to speak this language ina very natural manner.

Becauseof these awkward hours, we teachers “share” the classes. In orderto have a full schedule, I give class in English 10 hours a week in5^thgrade, 10 hours a week in 6^thgrade and 4 hours a week in 1^stgrade. We also split the subjects between French and English – andGeometry is one of the subjects seen in English.

Now,the immersive program is not without its downfalls, one of whichbeing that we must consecrate two times as many periods per week onLanguage Arts, as we have both the French and the English language toteach. As a result, we have less time to teach everything else.

I amalso a first-year teacher, thrown into this system with no life-linesto cling to! I was searching desperately for a guide, something tohelp me, but also for something that would help my studentsunderstand this subject that is such a part of our everyday lives,yet seemingly so abstract. When I saw Maria Miller’s offer – one“free” e-book in exchange for a report of my experiences – Icouldn’t turn it up! So, without further ado, here is what I haveto say about Math Mammoth.

Session1

Istarted the year teaching lines and angles to both the 5th and 6thgraders. Most of the 5^thgraders did poorly on the test and some of the 6^thgraders needed a refresher course.

Forthe 5^thgraders, I dove right into the Geometry 1 Elementary Math book inorder to review the different lines and angles, as well as how todraw them (chapters Lines, Rays andAngles and DrawingRight Angles). I did not print out andphotocopy the pages exactly as they were, I chose instead to pick andchoose the exercises I found most appropriate for my students at themoment. I must say though, I felt no need to modify any of theproblems, as I usually do with workbooks.

Thereaction from my students was a good one, especially concerning theterm ray.Most of them had such a hard time remembering what a ray is and theimage of the sun and its rays was just the trick they needed! Theirresults were very satisfactory – though they all had a hard timewith the construction of the squares and the rectangles! I don’tthink they’ve passed a lot of time on that as of yet, and I hope itis a point that MM covers more thoroughly later on in the program.All in all, the weaknesses I noticed from the test have now beenovercome, except for one or two exceptions of course.

Agreat point about these exercises is that I could let most of theclass work independently while I spent a bit more time helping theslower/weaker students. Everything is very clearly explained and easyto follow and understand, even for 5^thgraders whose native language is not English.

Forone of my 6^thgraders, I started him off with the chapters MeasuringAngles and DrawingAngles as I noticed he had difficultiesusing his protractor. Once again, I did not give him all the pages inthese chapters, nor did I alter anything. (As a side note, it isquite nice to have such a great bank of problems at the ready – Iusually spend more time perfecting my worksheets than the childrenspend working on them!) He whizzed through the exercises and trulysurprised me with his improvement. It’s as if a light bulb went offin his head. I don’t know if it’s because of the book’sexplanations or not, but I’m glad it happened! He’s now at thesame level as the others.

Myother 6^thgraders did not receive sheets from this book during this period.

Sessions2 and 3

Forthis work period, I combined the chapters Measuring Angles and DrawingAngles for the 5^thgraders. I let several children do some examples on the board andthen students worked quietly on the worksheets (which, again, I didnot modify, save the page-layout). They finished these quickly,though that was because of laziness from most of them. They wereconvinced that the angle was still alright; even it was a few degreesoff! The papers were returned to them the next day and the redoneangles were more than acceptable.

I amnot sure about this, but I am getting the impression that Belgianstudents see certain geometry concepts earlier than their Americancompatriots. I am not saying that these concepts are known andmastered by Belgian children (far from it! :p), but they do have somebases to work from. I have yet to explain a point starting from zeroknowledge, though the book sometimes seems to suggest that theconcept is completely new.

Nevertheless,the MM book is so clearly laid out and the explanations are soconcise and understandable that I feel more confident myself inexplaining the different concepts to my students. Also, it is a loteasier for students to look at a piece of paper right in front ofthem and follow along with the pictures than just doing the exampleson the board alone. The drawn protractors act as a sort of teacher’saide – I don’t have to walk around to verify that each child hasplaced their protractor how they should because they can clearly seehow the protractor is supposed to be on their paper.

Also,it was very practical as I make sure to have the papers for the nextlesson printed out for my “ace” students that always finish wellbefore the others. Because of their clarity, these students can oftenget right to work without any additional explanations.

The6^thgraders are busy doing precision drills and going over drawing basicgeometric shapes (I’m surprised at how many of them have a hardtime drawing a square!), though I am not using MM for their work.

Session4

Thissession was dedicated to the EstimateAngles chapter in MM. This was a breezefor my 5^thgraders – much to my surprise! We started the lesson out by doing afew examples “in real life” using chalk on the playground outsideand our giant chalkboard protractor. Walking the lines and making theturns themselves really helped them understand what the directionsmeant when they said “turn 45° to the left”.

I mustadmit though, the last exercise had everyone baffled! I still don’tknow what the secret message is (I could look at the answer key, butwhere is the fun in that?)! Nevertheless, the children enjoyed trying to figure it out, andthen trying to find where they went wrong in their drawings. Itbecame a very rich activity in which the children analyzed and foundtheir own errors, as well as the errors of others.

Sessions5 and 6

Weworked on the chapter Parallel andPerpendicular Lines for these last twosessions. These concepts had already been touched upon in theearlier chapters, so it was more of an in-depth review than a newconcept for them. This really helped set things straight in theirheads and served as a great closing lesson for the first part of theschool year, before leaving for a week of vacation. Most of the workduring these two sessions was done individually while I worked with afew children in need of an extra boost.

Evaluations

Iincluded three evaluations in this first part of the MM curriculum:one on Lines, Rays and Angles;another on Measuring, Drawing and Estimating Angles; and the last one onParallel and Perpendicular Lines.These were tests that I created myself, based on the concepts coveredin the MM chapters.

Inever had more than three or four students out of twenty fail thetests, but these are also the students who present very importantweaknesses in nearly every subject matter. The other results weremore than satisfactory and provided for a very impressive firstreport card. (As a first-year teacher, I was very proud to have beenable to show the parents that their children had indeed learnedsomething with me.)

Continuation

I planon using MM for the rest of the year with my 5^thgraders, while adding my own touches. We’re going to start with thetriangles, but before using MM, I would like to use a more activeapproach for the discovery of the different types (let them createthe different triangles themselves, for example).

FinalWord

I findMM to be very complete, though a bit traditional. Perfect forhomeschooling parents who have little or no pedagogic experience, butI think it could benefit from the addition of a few hands-ondiscovery sessions. (Though I do believe that Maria speaks of acurriculum that shows how math is useful in everyday life… thiscould also be very interesting for a hands-on approach…) I have noproblem with the hands-on approach, but I was rather blocked by thetheory part of the geometry… MM is my perfect complement! I wouldhave been very lost this year if not for this amazing find.

Iwould like to thank Maria for this wonderful opportunity, apologizefor the absence of photos (I always get so caught up in my lessonsand with my students that the camera stays inactive on my desk!) andI do hope that my words and my experiences can help convince othersof MM’s wonderful structure, clarity and presentation.

---

Click the link to read more about the book Math Mammoth Geometry 1 and to see its FREE sample pages!

A free math assessment test

LexxLearn is a new company and is offering a free math assessment test online. It's currently based on Massachusetts standards but is surely useful if you need to benchmark your student, wherever you live.

The grade levels offered are from grade 3 through grade 10. Each grade level test has about 35 questions.

You will need to supply your email address and create a password, which will then allow you to come back and continue the test at a later time.

Basics of percent of change - with videos

The two videos below have to do with basics of percent of change, where you are given the initial and final quantities, and you have to calculate the the percent of change (percent change, percentage change).

The main formula I use is to calculate the DIFFERENCE in the quantities divided by the original quantity. Then this fraction is written as a decimal, and as a percent.





In the second video, I solve two word problems that involve percentage change - one having to do with percentage increase in area, and another where the price of a washer is discounted by 10%, then by another 10%, and we are asked the total discount percentage--yet the PRICE of the washer is NOT given!



Teachers - feel free to use these problems in your teaching!

I have recently been making lots of videos, aiming to produce full playlists for certain topics such as percent, decimals, and fractions. I also have many older videos on various topics. Click the image on the left to see my Youtube channel and see what I have uploaded thus far.

Winning the lottery with math?

An article that might interest some of you... it talks about 15 mathematicians who used their knowledge of mathematics and statistics to be able to win in lotteries, blackjack, roulette, and other games that should be based on pure chance.
 
15 Brilliant Math Geeks Who Outsmarted the System

Some did nothing illegal and simply used their knowledge to their own advantage, others used their math skills to cheat and lie their way into millions, and some figured out a system just for the fun of it.

What fraction of the elephants is blue?

Someone sent me a nice word problem to solve:

 Image courtesy of Wednesday Elf - Mountainside Crochet

Bob went to the zoo last week and was captivated by the lovely baby elephants. Some were pink and some were blue. When he counted the elephants, he found that the number of pink elephants was 2 1/2 times the number of blue elephants. What fraction of the elephants was blue?

First of all, think: which ones are less, blue or pink? Clearly, the blue ones are less. Make those kind represented by ONE BLOCK or one unit.

So, let's let the BLUE elephants to be |----|  (one block).

Then, the pink ones would be |----|----|--| (2 1/2 times as many)

Now, to get the fraction asked, I could use those little dashed lines in my blocks... See, I made each block have 4 little dashes ---- and the half-block has two.

So, the Blue elephants are "four dashes" and the pink ones are "ten dashes". I know that in reality we don't know how many blue or pink elephants there are, but this won't matter if we only want to know what FRACTION or what PART of the elephants are blue. So we might as well assign some quantities here that fit the problem.

From this, we can write the fraction. Blue elephants are 4, total elephants are 14, so 4/14 of the elephants are blue. This simplifies to 2/7.

You can also get the same answer this way: blue elephants are 1 block, and there are a total of 3 1/2 blocks of elephants. The fraction is 1 / (3 1/2) which is equivalent to 2/7 (multiply both numerator and denominator by 2).