Fundamental Mathematics (1A)(B,C,D not shown)
Whole Numbers in Module One are very easy and simple to promote success.
Students are shocked at how easy they are and there is no borrowing as well as
no carrying and the Multiple and Divide are single digit to review Times Tables.
Decimal Numbers in Module One are so easy and simple to foster excitement.
Many times students have had little or no real work with Decimals Number and
can only remember trouble. Again there is no borrowing and no carrying and it
is a good idea to
relate these specific problems to money.
Students relate to $$.
613
+ 25 = ____ 3.2 + .54 =
____
485
- 32 = ____ 7.8 - 3.6 =
____
13 x 7
= ____ .6 x .8 = ____
528 / 4
= ____ .64 /
.2 = ____
Fraction
Numbers in Module One are easy
and simple to relax tense students.
Common
denominators are always the case and answers do not need reducing.
Best
of all Multiply and Divide also do not need reducing or changing forms.
This
allows students to concentrate on just doing the operations of ( + - x /
).
Mixed
Numbers in Module One along
with Fractions encourage completion
since
they also have common denominators. Only
in Multiple and Divide do
answers
need changed from Improper Fractions to Mixed Numbers probably the
hardest
thing expected in Mod One. Diversity and Success are critical issues.
2/7 + 3/7 = ____ 2 3/8 + 3 4/8 = ____
7/9
- 5/9 = ____ 5 4/5 - 2 3/5 =
____
4/5
x 2/3 = ____ 1 1/2 x 1 3/4 =
____
2/3
/ 5/7 = ____ 1 2/3 / 1 2/7 =
____
to complete everything
needed to be covered in half a year.
This is a fact and many
teachers ask what do we teach now?
#####################################
Fundamental Mathematics (1A)(B,C,D not shown)
Exponents are appearing more in Fundamental Mathematics and engage students
in exciting and challenging situations, which is what Mathematics, is really about.
Of course, the problems are simple using only exponents from 0 to 4 and only
single digit bases which actually foster review in Times Tables again. Good!!!
Square Roots are introduced as a special division arrangement where the divisor
and quotients are simple and single digits. Thus the radicands are squares of
whole numbers from 1 to 10. Again fostering review without students knowing.
Finally, the Operations of ( + - X / ) are arranged to simply and easily work out.
___ ___
62
+ 80 = ____ | 81
+ | 4 = ____
___
___
42
- 91 = ____ | 49
- | 25 = ____
___
___
50
x 72 = ____ | 36
x | 9 = ____
___ ___
62
/ 31 = ____ | 64
/ | 16 = ____
Proportion Problems are arranged in horizontal fashion so as to
encourage the
students
to think more of ratios then fractions.
The Law of Proportions prevails
and
the problems are so easy and simple that they can do them in their head. Wow!
Need
I say it again; students are shocked at the ease at getting the right answer.
Percent
Problems are arranged with solutions arriving from
25%, 50%, 75% and
always
a percent over 100% just to keep things on the up and up. Students are
encouraged
to change the percent problems into proportions which parallels the
proportion
problems but in fraction form. Diversity and Success again essencial!
3
: 6 =
N : 8 25% of 28 is N
N
: 3 =
6 : 9 N % of 24 is 18
2 :
3 =
4 : N 150% of 30 is N
6 :
N =
4 : 6 N % of 32 is 16
to complete everything
needed to be covered in half a year.
This is a fact and many
teachers ask what do we teach now?
#####################################
This is a study guide as
seen by students.
Designed for Student Success!
It allows for diverse real-life
practice then self-assessment and correction.
Students have access to all
answers to take charge of their own learning.
This is first of (4) SGs
then these same problems are mixed for last (4) SGs.
All Modules has (8) specially
designed SGs (4) in groups and (4) rearranged.
( Download this PDF file for PrintOut of Problems Set Mod 1A. )
613 + 25 = ____ 3.2 + .54 = ____
485 - 32 = ____ 7.8 - 3.6 = ____
13
x 7 = ____ .6 x .8 = ____
528 / 4 = ____ .64 /
.2 = ____
2/7 + 3/7 = ____ 2 3/8 + 3 4/8 = ____
7/9 - 5/9 = ____ 5 4/5 - 2 3/5 = ____
4/5 x 2/3 = ____ 1 1/2 x 1 3/4 = ____
2/3 / 5/7 = ____ 1 2/3 / 1 2/7 = ____
___ ___
62
+ 80 = ____ | 81
+ | 4 = ____
___ ___
42 - 91 =
____ | 49
- | 25 = ____
___ ___
50 x 72 =
____ | 36
x | 9 = ____
___ ___
62 / 31 =
____ | 64
/ | 16 = ____
3 : 6 =
____ : 8 25% of 28 is
____
____ : 3 = 6 : 9 ____% of 24 is 18
2
: 3 = 4 : ____ 150% of 30 is ____
6 : ____ = 4 :
6 ____% of 32 is 16