Mathnasium Training Exam
10 guidelines of engagement - ANS-Use mathnasium teaching constructs, strive a brand new
clarification if it isn't always working, fall back on old expertise whilst a pupil is suffering and
increase expertise with student is succeeding, praise and criticize constructively when suitable,
socratic vs direct teaching, use mathnasium vocabulary, use equipment for visual learning, use
metacognition, use intellectual math, master crew teaching
A fraction - ANS-part of a whole.
A multiplication fact - ANS-has 2 factors and 1 product
A entire range - ANS-range with out a fractional component—no not unusual or decimal fraction.
Addition With Half - ANS-"One half of plus one half equals a whole" is the basic belief required
for adding fractions., Then, " and one half of plus 3 and one half" may be thought of as: " plus 3
is 5" (upload the complete numbers), "one half of plus one 1/2 equals a whole" (add the
fractions), and "5 and one are six" (integrate the consequences).
Area - ANS-amount of space in a 2-dimensional figure, measured in square devices
arithmetic - ANS-"the manner of reworking one number into some other, the usage of given
regulations."
Arithmetic - ANS-is "the Art of Counting." ari- (to join) + the + metic (measure)
Assign a Task - ANS-Concise but as long as necessary, Assign a mission as you disengage,
five-10 PK/Workout/HW sports, Reassure that they can ask for assist
Blueprint for Change - ANS-Teach wide variety statistics as "the method of counting in
companies." • addition is "counting-up the total." • subtraction is "counting 'how far apart'
numbers are." • multiplication is "a fast manner to rely identical groups." • department is
"counting the quantity of this group which might be inside of that institution."
Checking out - ANS-Check exercising plan desires and notice if they've been accomplished,
Make a be aware on problems if essential
Checkup - ANS-Comes before starting MFF application, Tests prerequisite skills
Correcting scholar paintings - ANS-Correct right away in the front of stu, Stu have to not
proceed till you overview their web page, Strengthen stu's information, Ask stu to explain their
solution - correct or incorrect, Circle the exercise # of mistakes, Give web page again for stu to
, accurate, Box turned around sporting activities to signify a correction become made, Star punch
when absolutely correct
Counting - ANS-transforms one variety into any other
Determine coaching technique - ANS-socratic (ask questions), direct coaching, or mixture or
both
Direct Relationship - ANS-As one quantity receives larger, the other quantity gets larger by
using the equal amount. As one quantity receives smaller, the alternative quantity gets smaller
by means of the identical quantity.
Direct variant - ANS-occurs for changing portions x and y while y x = okay, for a constant cost k
Distance - ANS-shortest amount of space among two points, and is measured in linear unit
Dividing by using half - ANS-"Three divided by using one half" may be concept of as "How many
halves are there in three wholes?" or "How many half sandwiches can you make out of 3
complete sandwiches?"
Division Tips - ANS-Division is repeated subtraction, and solutions the question, "How lots of
these are there in that?", How many agencies of three are there in 12? How typically can three
be taken out of 12? How commonly can 3 be subtracted from 12 before the answer is much less
than 3?, The written method of division should not be commenced till the student can reliably,
orally solution questions like those: How many 10s are there in 30? How many stacks of 5 can
you make out of 20 pennies? How many quarters are there in $three.00? ...In $four.50? How
many 20s are there in 100? How many 125s are there in 1,000? How many 15s are there in
60?, Say "'15 divided via five' method 'How many 5s are there in 15?'."
Documenting session development - ANS-Mathnasium work, Footer #s of PK, Tally pages,
Homework spot test, Learning reflection
Every complete range and every fraction can be written three approaches: - ANS-• as a
common fraction, • as a decimal fraction, • as a percent
Factor - ANS-a number quantity that when multiplied by and variety equals a product
Focus Ons (FOs) - ANS-greater practice, not grade related, popular subjects, provides intensity,
superior college students, code at backside right of every page
Fractions - ANS-created through dividing (reducing, breaking, "fracturing") an entire aspect into
identical components.
10 guidelines of engagement - ANS-Use mathnasium teaching constructs, strive a brand new
clarification if it isn't always working, fall back on old expertise whilst a pupil is suffering and
increase expertise with student is succeeding, praise and criticize constructively when suitable,
socratic vs direct teaching, use mathnasium vocabulary, use equipment for visual learning, use
metacognition, use intellectual math, master crew teaching
A fraction - ANS-part of a whole.
A multiplication fact - ANS-has 2 factors and 1 product
A entire range - ANS-range with out a fractional component—no not unusual or decimal fraction.
Addition With Half - ANS-"One half of plus one half equals a whole" is the basic belief required
for adding fractions., Then, " and one half of plus 3 and one half" may be thought of as: " plus 3
is 5" (upload the complete numbers), "one half of plus one 1/2 equals a whole" (add the
fractions), and "5 and one are six" (integrate the consequences).
Area - ANS-amount of space in a 2-dimensional figure, measured in square devices
arithmetic - ANS-"the manner of reworking one number into some other, the usage of given
regulations."
Arithmetic - ANS-is "the Art of Counting." ari- (to join) + the + metic (measure)
Assign a Task - ANS-Concise but as long as necessary, Assign a mission as you disengage,
five-10 PK/Workout/HW sports, Reassure that they can ask for assist
Blueprint for Change - ANS-Teach wide variety statistics as "the method of counting in
companies." • addition is "counting-up the total." • subtraction is "counting 'how far apart'
numbers are." • multiplication is "a fast manner to rely identical groups." • department is
"counting the quantity of this group which might be inside of that institution."
Checking out - ANS-Check exercising plan desires and notice if they've been accomplished,
Make a be aware on problems if essential
Checkup - ANS-Comes before starting MFF application, Tests prerequisite skills
Correcting scholar paintings - ANS-Correct right away in the front of stu, Stu have to not
proceed till you overview their web page, Strengthen stu's information, Ask stu to explain their
solution - correct or incorrect, Circle the exercise # of mistakes, Give web page again for stu to
, accurate, Box turned around sporting activities to signify a correction become made, Star punch
when absolutely correct
Counting - ANS-transforms one variety into any other
Determine coaching technique - ANS-socratic (ask questions), direct coaching, or mixture or
both
Direct Relationship - ANS-As one quantity receives larger, the other quantity gets larger by
using the equal amount. As one quantity receives smaller, the alternative quantity gets smaller
by means of the identical quantity.
Direct variant - ANS-occurs for changing portions x and y while y x = okay, for a constant cost k
Distance - ANS-shortest amount of space among two points, and is measured in linear unit
Dividing by using half - ANS-"Three divided by using one half" may be concept of as "How many
halves are there in three wholes?" or "How many half sandwiches can you make out of 3
complete sandwiches?"
Division Tips - ANS-Division is repeated subtraction, and solutions the question, "How lots of
these are there in that?", How many agencies of three are there in 12? How typically can three
be taken out of 12? How commonly can 3 be subtracted from 12 before the answer is much less
than 3?, The written method of division should not be commenced till the student can reliably,
orally solution questions like those: How many 10s are there in 30? How many stacks of 5 can
you make out of 20 pennies? How many quarters are there in $three.00? ...In $four.50? How
many 20s are there in 100? How many 125s are there in 1,000? How many 15s are there in
60?, Say "'15 divided via five' method 'How many 5s are there in 15?'."
Documenting session development - ANS-Mathnasium work, Footer #s of PK, Tally pages,
Homework spot test, Learning reflection
Every complete range and every fraction can be written three approaches: - ANS-• as a
common fraction, • as a decimal fraction, • as a percent
Factor - ANS-a number quantity that when multiplied by and variety equals a product
Focus Ons (FOs) - ANS-greater practice, not grade related, popular subjects, provides intensity,
superior college students, code at backside right of every page
Fractions - ANS-created through dividing (reducing, breaking, "fracturing") an entire aspect into
identical components.
