Mathnasium of Tucker UPDATED ACTUAL Questions and CORRECT Answers
Mental, Visual, Verbal, Tactile, Written The mathnasium method is delivered in 5 ways
Refers to how many. The amount of something or the
Quantity
number of things.
Denomination The name-amount.
The result of a process of encounters and interactions with
Number Sense a specific set of concepts and skills presented in a way that
makes sense to the learner.
Use the Mathnasium teaching constructs. Use the Teach-
Rule of Engagement #1
ing Icons as guides.
Don't repeat an explanation if it isn't working. Try another
Rule of Engagement #2 approach. Don't force students to keep working on mate-
rial they have already mastered.
Fall back on prerequisite knowledge when a student is
having trouble. Extend knowledge when a student is hav-
Rule of Engagement #3
ing trouble. Extend knowledge when a student under-
stands the concept.
Praise, encourage, and constructively criticize when ap-
Rule of Engagement #4
propriate.
Use Socratic Questioning when it's appropriate. Use Direct
Rule of Engagement #5
Teaching when it's appropriate.
Use Mathnasium vocabulary and avoid confusing nomen-
Rule of Engagement #6
clature.
It is only possible to add and subtract things of the same
Law of SAMEness
kind, things with the same name.
Undivided. The one composed of many. That which can be
Whole
broken down into parts.
Parts A complement of the whole.
, Halves Two parts the same.
Subtraction How far apart two numbers are.
Division How many of these are there inside of that.
Multiplication Counting equal groups.
Addition Counting how much altogether.
Use drawings, diagrams, manipulatives, and DeskTools
Rule of Engagement #7 when appropriate to clarify and reinforce concepts visu-
ally.
Enable students to achieve metacognition, an awareness
Rule of Engagement #8
of one's own thinking process.
Require students to use mental math to enhance Numer-
Rule of Engagement #9
ical Fluency and limit reliance on pencil and paper.
Rule of Engagement #10 Master Team Teaching.
Counting, Doubling, Grouping, Place Value, Proportional
Mathnasium Teaching Constructs
Thinking, Wholes and Parts
Subtraction Methods How far apart and How much is left.
6-1 How much is left?
6-4 How far apart?
Develops independence, gives multiple trained voices,
Team Teaching creates vibrant environment, and students can arrive and
leave on their own.
When a student needs extra practice with a topic or
Communication with the Center Director skill, student performance in school/learning progress, or
when a student has behavioral problems.
Demonstrate exercise, observe, comment, correct, ask
General Approach to Mathnasium Instruction
questions, then disengage.
2/5
Mental, Visual, Verbal, Tactile, Written The mathnasium method is delivered in 5 ways
Refers to how many. The amount of something or the
Quantity
number of things.
Denomination The name-amount.
The result of a process of encounters and interactions with
Number Sense a specific set of concepts and skills presented in a way that
makes sense to the learner.
Use the Mathnasium teaching constructs. Use the Teach-
Rule of Engagement #1
ing Icons as guides.
Don't repeat an explanation if it isn't working. Try another
Rule of Engagement #2 approach. Don't force students to keep working on mate-
rial they have already mastered.
Fall back on prerequisite knowledge when a student is
having trouble. Extend knowledge when a student is hav-
Rule of Engagement #3
ing trouble. Extend knowledge when a student under-
stands the concept.
Praise, encourage, and constructively criticize when ap-
Rule of Engagement #4
propriate.
Use Socratic Questioning when it's appropriate. Use Direct
Rule of Engagement #5
Teaching when it's appropriate.
Use Mathnasium vocabulary and avoid confusing nomen-
Rule of Engagement #6
clature.
It is only possible to add and subtract things of the same
Law of SAMEness
kind, things with the same name.
Undivided. The one composed of many. That which can be
Whole
broken down into parts.
Parts A complement of the whole.
, Halves Two parts the same.
Subtraction How far apart two numbers are.
Division How many of these are there inside of that.
Multiplication Counting equal groups.
Addition Counting how much altogether.
Use drawings, diagrams, manipulatives, and DeskTools
Rule of Engagement #7 when appropriate to clarify and reinforce concepts visu-
ally.
Enable students to achieve metacognition, an awareness
Rule of Engagement #8
of one's own thinking process.
Require students to use mental math to enhance Numer-
Rule of Engagement #9
ical Fluency and limit reliance on pencil and paper.
Rule of Engagement #10 Master Team Teaching.
Counting, Doubling, Grouping, Place Value, Proportional
Mathnasium Teaching Constructs
Thinking, Wholes and Parts
Subtraction Methods How far apart and How much is left.
6-1 How much is left?
6-4 How far apart?
Develops independence, gives multiple trained voices,
Team Teaching creates vibrant environment, and students can arrive and
leave on their own.
When a student needs extra practice with a topic or
Communication with the Center Director skill, student performance in school/learning progress, or
when a student has behavioral problems.
Demonstrate exercise, observe, comment, correct, ask
General Approach to Mathnasium Instruction
questions, then disengage.
2/5
