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Speed Mathematics. Why Teach Basic Number Facts and Basic Arithmetic? Once I was interviewed on a radio program. After my interview, the interviewer spoke. Book. Brain teasers, games, and activities for hours of fun. Meg, Glenn, and Seen Clemens The Everything Kids Pu My kids can: making math accessible to all. Speed mathematics simplified / by Edward Stoddard. —Dover ed. p. cm. You have already taken the first major step in mastering speed math. You bought or.

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As these people are perceived as being extremely intelligent. And because they are treated as being more intelligent, they are more inclined to acr more intelligently. Once I was interviewed on a radio program.

After my interview, the interviewer spoke with a representative from the mathematics de- partment at a leading Australian university. He said that teaching students to calculate is a waste of time.

Why does anyone need to square numbers, multiply numbers, find square roots or divide num- bers when we have calculators? Many parents telephoned the net- work to say his attitude could explain the difficulties their children were having in school.

I have also had discussions with educators about the value of teach- ing basic number facts. Many say children don't need to know that 5 plus 2 equals 7 or 2 times 3 is 6.

When these comments are made in the classroom I ask the students to take out their calculators. I get them to tap the buttons as I give them a problem.

Others get an answer of Which number is correct? How can calculators give two different answers when you press the same buttons? This is because there is an order of mathematical functions. You multiply and divide before you add or subtract. Some calculators know this; some don't. A calculator can't think for you. You must understand what you are doing yourself. If you don't understand mathematics, a calculator is of little help.

Here are some reasons why I believe an understanding of mathematics is not only desirable, but essential for everyone, whether student or otherwise: Q People equate mathematical ability with general intelligence.

High-achieving math students are treated differently by their teachers and colleagues. Teachers have higher expecta- tions of them and they generally perform better-not only at mathematics but in other subject areas as well. Students learn to work with different concepts simultaneously. You will be able to better estimate answers.

The strategies taught in Speed Mathematics will help you develop an ability to try alternative ways of thinking; you will learn to look for non-traditional methods of problem-solving and calculations.

These methods will give you confidence in your mental faculties, intelligence and problem-solving abilities. Q Checking methods gives immediate feedback to the problem-solver.

If you make a mistake, you know immediately and you are able to correct it. If you are right, you have the immediate satisfaction of knowing it. Immediate feedback keeps you motivated. Q Mathematics affects our everyday lives. Whether watching sports or downloading groceries, there are many practical uses of mental calculation. We all need to be able to make quick calculations. Mathematical Mind Is it true that some people are born with a mathematical mind? Do some people have an advantage over others?

And, conversely, are some people at a disadvantage when they have to solve mathematical problems? The difference between high achievers and low achievers is nOt the brain they were born with but how they learn to use it. High achievers use better strategies than low achievers. Imagine there are two students sitting in class and the teacher gives them a math problem. Student A says, "This is hard. The teacher hasn't taught us how to do this.

So how am I supposed to work it out? Dumb teacher, dumb school. So how am I supposed to work it out! He knows what we know and what we can do so we mUSt have been taught enough to work this out for ourselves. Where can 1start?

Obviously, it is student B. What happens the next time the class is given a similar problem? Student A says, "I can't do this.

This is like the last problem we had. It's too hard. I am no good at these problems. Why can't they give us something easyl" Student B says, "This is similar to the last problem. I am good at these kinds of problems. They aren't easy, but I can do them. How do I begin with this problem?

Has it anything to do with their intelligence? Perhaps, btl[ not necessarily. They could be of equal intelligence. It has more to do with attitude, and their attitude could depend on what they have been told in the past, as well as their previous successes or failures. It is not enough to tell people to change their attitude. That makes them annoyed.

I prefer to tell them they can do better and 1will show them how. Let success change their attitude. People's faces light up as they exclaim, "Hey, I can do thad" Here is my first rule of mathematics: The easier the method you use to solve a problem, the faster you will solve it with less chance of making a mistake.

Your work should look like this. We now take away diagonally. Take either one of the circled numbers 3 or 2 away from the number, not directly above, but diagonally above, or crossways. In other words, you either take 3 from 8 or 2 from 7. Either way, the answer is the same, 5. This is the first digit of your answer. You only take away one time, so choose the subtraction you find easier. Now you multiply the numbers in the circles.

This is the last digit of your answer. The answer is This is how the completed sum looks. Let's try another, 8 times 9.

How many more to make ten? The answer is 2 and 1. We write 2 and 1 in the circles below the numbers. What do we do now? We take away diagonally.

Write it down. Now multiply the two circled numbers together. Isn't that easy? Here are some problems to try by yourself. Do all of the problems, even if you know your tables well. This is the basic strategy we will use for almost all of our multiplication. How did you go? The answers are 81, 64, 49, 63, 72, 54, 45 and Isn't this much easier than chanting your tables for 15 minutes every school day? Does this method work for multiplying large numbers?

It certainly does. Let's try it for 96 times What do we take these numbers up to? How many more to make what? One hundred.

So we write 4 under 96 and 3 under Write that down as the first part of your answer. What do we do next? Multiply the numbers in the circles.

Write this down for the last part of the answer. The full answer is 9, Which method is easier, this method or the method you learnt in school? This method, definitely, don't you agree. Here is my first law of mathematics: The easier the method you use, the faster you do the problem and the less likely you are to make a mistake. Now, here are some more problems to do by yourself.

The answers are 9,, 9,, 9,, 9,, 9,, 9,, 9,, 9,, 7, In the last problem, I hope you remembered to take 75 from a hundred, not eighty.

Did you get them all right? If you made a mistake, go back and find where you went wrong and do it again. Students see instant results, so are motivated to try more.

Do these methods replace the need for learning tables? Not at all. They replace the method of learning tables.

Typically, children can master their tables up to 20 times 20 in half an hour, and perform a lightning calculation to get an immediate answer. After calculating 7 times 8 equals 56, or 13 times 14 equals maybe two dozen times, they start calling the answers from memory. Often they will do the calculation as they call the answer from memory just to "double check.

Yes, it is based on a valid mathematical formula. What about multiplying numbers like 37 times 62? How about trying to multiply numbers like 6 times 7 or 3 times 7? Will the method work for multiplying numbers further apart like 97 times ?

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