Fundamental Mathematics (1A)(B,C,D not shown)
Whole Numbers in Module Two are very easy and simple to promote success.
Students are shocked at how easy they are even with some borrowing as well as
some carrying and Multiple is two digits and Divide is single digit. Times Tables.
Decimal Numbers in Module Two 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. There is a little borrowing and carrying and again it
is a good idea to
relate these specific problems to money.
Students relate to $$.
346
+ 87 = ______ 4.5 +
.76 = ______
216 - 58 = ______ 2.6 - .70 = ______
12 x 17 = ______
1.7 x .04 = ______
428 / 5 = ______ .03 /
.6 = ______
Fraction
Numbers in Module Two are easy
and simple to relax tense students.
Denominators
are easy but need to be determined as well as easy reducing.
It
is time to have Multiply and Divide need
some reducing or changing forms.
Students
still can concentrate on completing the operations of ( + -
x / ).
Mixed
Numbers in Module Two along
with Fractions encourage completion
since
they require some change in denominators.
Still in Multiple and Divide do
answers
need changed from Improper Fractions to Mixed Numbers probably the
hardest
thing expected in Mod Two. Diversity and Success are significant issues.
1/2 + 1/4 = ______ 3 3/4 + 2 1/8 = ______
5/9 - 1/3 = ______ 5 4/6 - 2 1/3 = ______
2/7 x 4/5 = ______ 2 1/2 x 1 2/7 = ______
2/5 / 2/3 = ______ 1 1/3 / 2 1/5 = ______
to complete everything
needed to be covered in half a year.
This is a fact and many
teachers ask what do we teach now?
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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.
___ ___
82 + 60 = ______ | 64 + | 25 = ______
___ ___
22 - 41 = ______ | 36 - | 9
= ______
___ ___
71 x 90 = ______ | 16 x | 4
= ______
___ ___
32 / 51 = ______ | 49 / | 81 = ______
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 29%,
40%, 60%, 80%
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 are critical!
3 : 4 = N : 7 40% of 15 is N
N : 4 = 6 : 8 N% of 20 is 6
7 : 4 = 3 : N 175% of 16 is N
5 : N = 3 : 6 N% of 50 is
10
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 2A. )
613 + 25 = ____ 3.2 + .54 = ____
485 - 32 = ____ 7.8 - 3.6 = ____
13
x 7 = ____ .6 x .8 = ____
528 / 4 = ____ .64 /
.2 = ____
346 + 87 = ______ 4.5 + .76 = ______
216 - 58 = ______ 2.6 - .70 = ______
12 x 17 = ______
1.7 x .04 = ______
428 / 5 = ______
.03 / .6 = ______
___ ___
82 + 60 = ______ | 64 + | 25 = ______
___ ___
22 - 41 = ______ | 36 - | 9
= ______
___
___
71 x 90 = ______ | 16 x | 4
= ______
___ ___
32 / 51 = ______ | 49 / | 81 = ______
3 : 4 = ______ : 7 40% of 15 is
______
______ : 4 = 6 : 8 ______% of 20 is 6
7 : 4 = 3 : ______ 175% of 16 is ______
5 : ______ = 3 : 6 ______% of 50
is 10