Speed Math Training
Months ago, I began the mission to improve my speed math skills. I sat down with Rob and we discussed how we should tackle the journey. Basically, there were so many ways to start; we did not know where to begin.
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I began by deciding to memorise all the times tables between 1-10 x 2-25. Rob initially felt that was a lengthy task which seemed irrelevant. I admit I thought it would take much less time than first thought, but I did so based on the rationale that when given low questions such as; 0.04×0.16, to be able to know what 4×16 is by sight (no thinking, less than a second) would be a life saver in aptitude tests such as those at Optiver.
Months later, I see huge benefits to having done this. For the most part, division is a lot more efficient due to the memorisation of the times tables, but the greatest benefit has been the massive increase in mental aptitude and sharpness. The downside is, the process required a lot of structure to be motivated, goal setting and efficient, as well utilise a really good way memorise the tables; details of such as covered in my book “The Art Of Speed Arithmetic”.
Furthermore, we began by practicing simple addition. Nailing one integer (i.e. 7+8) with a goal of 0.7 seconds per question (0.85 on average). This was quite easy to be honest, just requires some short bursts of consistent practice on Speed Math Resource Number 1. Then we moved to two integer addition. Admittedly, I struggled to excel in this area. I was like any other student; on the game I couldn’t beat 7 stars. I was using an extremely inefficient method, and because of using this method, I hated doing larger addition, because it took me way too long. Then with some research and experimentation, I found a new approach. With a small amount of practice, I literally saw an increase to consistent 10 stars on the game, with my time to complete the questions only a fraction of what they were before. For those who are interested, I have detailed full examples and outlined this method in my book.
Shortly after this I began to practice my subtraction and found that ironically, it wasn’t as easy as I had originally figure. I first thought that, “if I learn addition, subtraction will come naturally”, well no, wrong. It requires a similar approach that needs a whole added way of thinking. Excitingly, it’s easy enough to learn to those willing to take up the challenge.
The biggest thing I learnt in the last few months is that with some consistent practice, and efficient methods, literally anyone can see huge results. I am now a lot more confident in my ability to do extremely well in the aptitude tests. There is much more to learn, much more challenging bits and pieces, however, I can get there with continued passion and hard work.
Much progress has occurred recently. I’ve ventured much further in to speed math and seen dramatic improvements in my performance. Obviously things slowed down over the Christmas and New Year break, inevitably I saw a poor performance upon returning to practice first week in January; however with a short amount of practice, things were back on track.
I’ve began developing and learning processes to do multiplication problems such as 4 x 82, and spent a long time develop processes for division such as 849 / 6 (discover amazing speed math at http://artofspeedmath.com).. I spent a while on division, and changed my mental process a few times before settling on what I truly feel is the strongest process. Looking back, I can remember fretting how I was terrible with division, and now with the right process and a bit of practice, I think it’s one the easiest things one can do!
Rob & I frequently sit down and say wow, look how far we’ve come it’s much more motivating, because now when I think of those aptitude tests, all I think of is that it really, truly is quite possible to not only pass but nail those questions.
The side of the coin was addition and subtraction. I began to practice the process of carrying numbers in addition through large questions such as 345756 + 234981 and 234965 – 85622 (learn free amazing speed math at http://artofspeedmath.com). It seems difficult but after I learnt the ways and developed a few tricks of my own, the questions are simple! I will note however, that subtraction requires much more focus.
Most recently, I’ve undertaken the speed mathematical challenge of doing 2 integer by 2 integer multiplication. This math is quite easy to complete using the correct system, but doing so in your head can be tedious when you’re trying to remember numbers. The skill does improve with practice. It is much easier to begin doing these questions by practicing squaring 2 digit numbers.
After months of intensive practice and tons of research I’ve come extremely far. As such, I’ve decided to develop a book that I personally feel, should exist on the market for students with similar passions to myself. All methods above, with full explanations and a complete system to follow and develop your abilities will be included in the Student 2 Trader book “The Art Of Speed Arithmetic” (learn free amazing math at http://artofspeedmath.com).
Learn more about amazing speed math, take the free training series at http://artofspeedmath.com
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Simplify Math With Mind
Math makes the world go round. It is one such subject that has all the fundamental ingredients that makes it a universal language, which goes beyond the precincts of region, religion, culture or gender. It is such an important facet that its presence and importance cannot be denied within our lives. Whether it is to with highly sophisticated scientific procedures or whether in our domestic chores, math is indeed an element that is crucial to maintain a state of equilibrium making world a systematically organized and synchronized place to live in. Accentuating, how importance math is, a 13th century English scholar, scientist and philosopher named Roger Bacon righty stated: Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know the other science or the things of the world.
Seeing the fact that math education is such an important ingredient in our lives, it is an obvious derivation that the number of people excelling in math should be high and more and more people should be seeking to learn mathematics.
But a recent study by National Assessment of Education Progress (NAEP) in 2007 revealed the fact that in America, by the time students reach their middle school, a decline occurs in the number of students with good mathematical skill, with over 68 % of students loosing dexterity in math.
To overcome this problem and to provide a technique that checks this decline in the number math skills among the students, highlighting math as an interesting and involving discipline, MIND Research Institute, a neuroscience and education research-based non-profit corporation, on the basis of exhaustive math research, has developed a visual instructional math software that eliminates the hurdle of language providing access to every teacher to reach every math student.
This latest new math tutor is a powerful new tool that enables tapping the visual reasoning ability of learners. It makes use of the spatial temporal reasoning capability of the learner to interpret, explain, understand, solve and analyze multi-step mathematical problem.
The MIND Institutes math software has several advantages like this non language based math software overcomes language barriers and uses innovative techniques such as games that engage students in the learning process. The extensive courseware matches easily with the state standards and the students themselves decide the pace of the course. Based on math research, this software uses a non language based Innovative visual approach to teach math. These techniques help students score higher marks. The visual based programs appeal students from varying levels of academic efficiency. The innovative games encourage multi step solutions to problem solving techniques thus enhancing the caliber of students in effective problem solving, making this software the most effective math tutor.
For more information on math software and math research, please visit: http://mindresearch.net/
Easy Math Tricks
There is an abrupt liking for mathematics is experienced currently and it is being propagated by easy math tricks. It has emerged that people are developing an unprecedented liking for mathematics as a whole. This is seeing governments restructuring their curriculums to fit this need.
The easy mental math tricks are being taught in a number of schools across the globe, and the internet is greatly contributing to the speed at which they are being accessed. They are seeking more because of the fact that they are aiding people solve what they have previously considered difficult mathematical problems.
Research has proved that the easy tricks are greatly responsible for solving seemingly huge sums in record time. A spot check on some of them has revealed that acquiring the product between a number such as 345672 and 11 can be within six seconds. The simple trick lies in multiplying the number by ten and then adding the original number to the product. Naturally, encountering such a great number triggers a negative chain of reactions that would have made one despise the entire problem. It is evident that after learning such simple tricks, people are now appreciating the power of mental math tricks.
Analysts are however also redirecting the reason for the high affinity of mathematics in what was previously a non-responsive multitude to the human brain. They are saying that in as much as the easy math tricks are making things easier, the human mind is a super productive tool. This therefore places it in a position where it can easily process huge amounts of information albeit slowly. The existence of these math tricks has only served to enhance the speed of getting the results. In other words, the brain is capable, only that it is lazy.
The easy math mental tricks have found their way into school curriculums for young children. Most have been from ancient methods whose origin is East Asia. Experts are also emphasizing on the exploitation of the brains capacity to process lots of information within the shortest time possible. This, they have observed, is going to develop a liking for mathematics as soon as the brain is accustomed. Mathematicians have maximally exploited this capacity of their brain, and the result is their being able to solve mathematical problems with minimal bare effort.
To learn much more about the mental math tricks, maths tips can be found at http://mentalmathtricks.com/.
Making Math Fun With Education Math Software
Math has always been a problem with most of us in school times; some of us even dread going to school because of the subject math! A lot of children still face an issue with math but fortunately, with science and technology making a soaring process, math can be made fun! There are a lot of education math software available in the market which makes understanding math so easy and interesting that kids will actually starting loving math.
A lot of educational institutes and schools have begun the method of simple visual math owing to which explaining the reasoning behind mathematical steps has become much simple. Neuroscience and education sectors have now joined hands to understand further how different kids perceive a particular math problem and how they can be taught to solve it as well as apply it to daily life. When everything is going online these days, one can understand all of this on www.mindresearch.net.
The Amazing Ways Of Math
A math research is definitely not easy but the education department of Mind Research Institute along with the help of neuroscience has made a breakthrough the tough math. It now deploys its distinctive visual math approach through various, innovative instructional software and textbooks! It is their unique process of math education that does the maximum work; it engages the learners spatial temporal reasoning ability to elucidate, comprehend and work out multi-steps problems.
Their education math software involves an innovative visual approach to teach mathematical concepts and an all-inclusive courseware allies to state standards. Their programs increase the state standardized test scores of students and their interesting game metaphor employs learners who have been struggling with traditional approaches to learning math in an appealing way. A math research as this one which is an language-independent learning software not only reduces the language barrier to learn math but also makes it extremely simple for the child to solve as well as like math!
The Simple System
Based on the concept of visual math, Mind Research Institute has developed an amazing integrated instructional system which marks an entirely novice category of comprehensive and incorporated teaching as well as learning tools! Teachers and students both benefit greatly from this amazing education math software which is in-built with enhanced student-centric reporting, learning assessment and so many such features. The best part of this system is that it can operated from anywhere, computer labs, classrooms, homes, etc. This means that your child can be taught from the place he likes; after all tapping a childs mind in their preferred surrounding works better than a forced environment.
If it were any other subject or field, a lot of self-made attempts would have been done but since the issue here is with math, one needs to put in excessive efforts. Let mindresearch.net put in efforts for you and all you have to do is reap its benefits; its already set systems and visual math software are easily accessible and most certainly admirable!
For more information on education math software and math research, please visit: http://mindresearch.net/
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Kids Math
Some kids find maths really challenging. There are lots of reasons for this, children have a set of natural abilities – they may be better at arts subjects or language subjects than at the sciences/ mathematics. They may even suffer from dyscalculia (numerical dyslexia). Here are our top ten tips to help your child progress with mathematics:
Practice mental maths with your child. Children can’t get too reliant on a calculator or a pencil and paper. Practice counting numbers of objects, the number of steps it takes to get to school, or calculate the result of a multiplication, division, addition or subtraction.
Play games that involve counting. Monopoly, darts, snooker for example.
Encourage your child to keep track of and save their pocket money. Work out with your child how long it will take them to be able to afford a toy.
Apply maths to your child’s activities. If your child is mad about dinosaurs, talk with them about widths, sizes, weights, time etc.
Encourage your child to play with toys that involve counting. A cash register, an abacus, a tape measure, a pack of cards etc.
Get Creative. Point out patterns and regular shapes in buildings, clouds, animals, shells, tiles. Show them how to use regular shapes to make more complicated shapes – for example draw a person using circles, squares, triangles and lines.
Time things. Use digital and analogue clocks, guess how long something will take, work out how long it is until their favourite show is on the television. How many days is it till the weekend, or the next holiday?
Cook things. Use ingredients in recipes to show your child how volumes, weights and measures work. Calculate the time to cook based on the amounts in the recipe and set the timer on a countdown.
Work out your family tree and your how your child relates to distant relatives.
Encourage your child to talk to their friends and discuss what they’ve learned and how to work things out. This will really help them to remember things.
If you need help with Kids Maths or a tutor to improve your Kids Math, check out other resources on squidoo: private maths tutor.
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Math Tutor
Math Tutors: Some Vital Features
Math tutors are so called precious. Without a slightest of doubt, we all would agree that finding a good math tutor is a daunting task. Math tutoring involves highly professional skills. You can only find people with great qualifications; being math tutors. An ideal math tutor must offer a blend of logical applications and student management techniques. Now, when it comes to choosing a math tutor, you need to be a bit careful. The reason behind is simple. Every math tutor in Burlington offers a different methodology of study. Some methodologies might suit one group of students and some might suit others. Hence, a math tutor in Ottawa must be selected as per individual requirements. Here is a list of some important features that will help you choose the right math tutors.
Addressing Math Anxiety: This is something very important, Without a slightest of doubt, we all would agree that math is the one subject that students fear the most. At times, it has been observed that there are group of students who have great logical understanding of the subject but are not able to deliver the desired results. Most of the times, this happens due to anxiety. A good math tutor in Richmond Hill should also be an excellent stress management expert. While many students have difficulties grasping math subjects, some have what is known as math anxiety, where they are truly intimidated by the subject. When working with a student with math anxiety, encouragement is more delicate. For instance, telling a child “this is easy,” may help a child feel that he or she can complete the problem. However, a child with math anxiety may feel intimidated by this statement because it means it’s easy to everyone else. Finding someone sensitive to this level of insecurity can be very beneficial. There’s nothing better than finding the right math tutor to work with. So if you or your child are in need of math assistance, it’s good to look for someone who possesses this quality.
Listening Skills: A good math tutor must be patient in nature. Listening skills play a vital role as maths can be very confusing at times. Students often get stuck at different phases of the subject for all together different reasons. Hence, a math tutor with good listening skills can make the difference.
I hope these inputs help you choose the right math tutor.
Learn On is a leading math tutor. For more details and information log onto: http://www.learnon.ca/
LearnOn! has a team of qualified tutors ranging from top university students to professionals with Masters degrees ready to help. LearnOn! tutoring service offers one on one private tutor for chemistry, calculus, math, English in Toronto, Winnipeg and Burlington
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Math Theorists
1. Constance Kamii
a) Brief biography
Dr. Constance Kamii was born in Switzerland, Geneva, where she attended elementary school. She later went to Los Angeles for her high school education and to Pomona College for her college education. She was awarded a Ph.D. in psychology add education from University of Michigan. Today she is professor of early childhood education (ECD) at the Alabama University in Birmingham
b) Major contributions
She has been instrumental in developing of mathematical knowledge in young children, through her theory of Piaget’s theory. She continues to assist young children in understanding the implication of Piagetian theory. Her intellectual sincerity, together with a constant connection between the practice and Piaget’s theory leads a solid input into mathematics education of children.
c) Impact statement
She has made the teaching of mathematics, especially to young children possible. In that, if we work together with children, and lend them our ears, as well as watching them, the understanding of the concepts being thought will be simply. When teaching we ought to be very keen on watching how young children represent their understanding of what is being thought, especially with mathematics.
2. Catherine Twomey Fosnot
a) Brief biography
She is an Education professor at City College in New York City, Mathematics director in the City, and a national center of in- service in the City of New York.
b) Major contribution
Professor Catherine Fosnot has authored a number of articles and books regarding mathematics, the most recent being young mathematicians at work series. Due to her endless effort and significant contribution in developing mathematics, she got teacher of the year award from CCNY in 2005. She also received the ‘young scholar’ award from education communication and technology, as a director of mathematics in New York city she has twice won the best writing award from AERA’s constructvist.
c) Impact statement
Catherine has positively influenced approaches of teaching, especially Mathematics. She says learning to teach is a developmental process, and you get better in teaching by engaging the kids in investigations, listening to their strategies and ideas and by so doing, you get better in teaching approaches, simply by understanding kids. Teachers should restrain themselves from just teaching their own ideas and strategies.
3. Maarten Dolk
a) Brief biography
He is a developer and researcher of mathematics education in the Netherlands’ Freudenthal Institute.
b) Major contribution
He has developed professional materials for student teachers and teachers, has directed an in- service project in the Netherlands for both staff developers and teacher educators. He is coauthor of young mathematicians at work series.
c) Impact statement
In teaching approaches we need to use, or develop mathematical model for the best interest of the kids. Models are like open number line, and young mathematicians need to ‘own’ and use them in representing their strategies and ideas in problem resolution.
4) Thomas P. Carpenter (Goal oriented behavior theory).
a) Brief biography
He is a professor in the University of Wisconsin Madison, department of curriculum and instruction. He is also a director and researcher of mathematics and science at the national center for improving student learning and achievement in mathematics and Science (NCISLA).
b) Major contribution
He has helped in structuring the early national assessment of education progress (NAEP), he is the one who edited the Journal for research in mathematics education as from 1988 to 1992. He improved student achievements and learning as a director of national center.
c) Impact statement
Young children and other students’ achievement in learning can be positively influenced by the innovative methods of teaching and valid instructions from the teachers. Teachers should incorporate the mathematical ideas of students as part of classroom instructions.
5. Kathy Richardson
a) Brief biography
She received her University education from the Western Washington University from the year 1960 to 1964. She is the owner of math perspectives teacher development center.
b) Major contributions
She has been developing mathematics resource materials for teachers in elementary schools. Kathy’s concept of developing number series is used by both school districts and teachers countrywide. Her mathematical concepts help in assessing young students’ mathematical thinking.
c) Impact statement
When teaching young children, conversations, observations, and less writing should be emphasized, as what children write offers very little of what they think and know.
Cognitively Guided Instruction (CGI)
In this theory you build on the children’s mathematics knowledge, is about the type of the problems, the strategies to take when solving the problem, how the young children develop cognitively, and how the teacher make use of her or his teaching styles. It also avail the framework to the teachers on understanding the computational development of the children.
Problem Centered Learning (PCL)
In this approach of teaching mathematics the tasks or problems are posed to a group of children, and solve the tasks in a collaborative manner. Each group has the mandate of defending its solution ideas to the class. This approach has appeared to spear head the achievement and improved attitude towards mathematics in children.
Conceptually Based Instruction (CBI)
In this kind of approach the students tend to develop the mathematical ideas by simple working through the problem.
Reflection
Teaching the young children to memorize the mathematical concepts, and solving the problems we are not helping the children but killing their mathematical development process. This will further delay the understanding capacity of the children, thus prolonging their ability towards understanding mathematical skills. These theories have also shown that, introducing symbols and equations to elementary children just make them more confused and unable to understand anything. When teaching mathematics we should build on the mathematical knowledge that the children already have, and must know the strategies of solving the math problem making use of all teaching styles that would make the children to understand.
The theories have emphasized working together with children, and ‘lending’ them our ears as well as watching them, the understanding the concepts being thought will be simple. When teaching we ought to be very keen on watching how young children represent their understanding of what is being thought, especially with mathematics. On addition to this, we should pay more attention on observing what children are doing, do a lot of conversations with the children, and give them less of paper work. The logic is that the mathematical ideas and strategies with young children surpass whatever they put down on the papers. We as teacher must put in mind that, a child getting an answer right in a mathematical problem does not automatically mean that he or she understood the underlying mathematical concept. For teacher to prepare young children for tomorrow success in math problems has to make sure children understand the core fundamental concepts of mathematics for success determination in future.
Teachers should encourage the spirit of collaborative learning amongst the children, as this will make them learn further than doing it on a solitary way. This is encouraged by these math theories because talking of children amongst themselves and with the teacher will not only reflect on their thoughts, but generation of thoughts as well. Children’s prior knowledge in math concepts must be recognized and further appreciated by the teacher, and provide logical materials to the children for development of novel mathematical concepts. Creation of community of learners is an important mathematical program emphasized in these theories, is very essential for young students as they feel comfortable talking about their errors, understanding other approaches, and working jointly for clear understanding of concepts. A teacher must set up a sense of community, value for others, and conducive surrounding by modeling a upbeat attitude towards math, accepting ‘mistakes’ as openings for learning, nurturing positive significant thinking, generating displays of student mathematics work, and recognizing the exceptional ways in which each child thinks.
Constance Kamii and Kathy Richardson were of a special interest to me, this is because the two encouraged the voice of the learner to be heard in the teaching process. Both put more emphasis on the need to engage the young children in conversations, listening to the children, and appreciating their mathematical concepts. Kathy for instance, put more weight on the teachers making sure that children understand the core foundation of mathematics through observations, conversations, and with less writing, saying that what children write offers very little than what they know and think mathematically (Uab publications, 2005). The questions to pursue as teaching math commences are: How does community learning help young students in understanding math concepts? Which teaching methods to be employed in order math to be developmental and enjoyable for both teachers and children?
The author is associated with Quality Essays. The author will assist you with Free Essays.
Superdelegate Math
The North Kansas City School District either did not feel it was important to teach us the system in which we elect our President or … this is the one I am leaning towards… they simply could not figure it out. Whichever the case may be, I must admit to you that every four years I think I have the voting system all figured out and then … CURVE BALL… what, another crazy twist that takes us even further from the idealistic unrealistic
“EVERY VOTE COUNTS”!
This years curve – Superdelegates!
Superdelegates as in:
Hillary Clinton
Bill Clinton
Barack Obama
and Missouri’s very own Mark Bryant.
Just a few people running for president, their spouse, friends and … Mark Who?
So, in honor of my new SUPER knowledge
here is some SUPERDELEGATE Math:
First PROBLEM:
In Missouri
405,284 people went to the polls and voted for Obama giving him 36 delegates
minus the
395,287 people who went to the polls and voted for Hillary giving her 36 delegates
=
9,997 people who could have stayed warm in bed; their vote did not count toward a delegate.
Second PROBLEM:
795 SUPERDELEGATES
divided by
795 votes cast by Superdelgetes
=
1 vote per each SUPERDELEGATE!!!
Third PROBLEM:
800,571 Missourians who voted a Democratic ticket on February 5th, 2008
minus the
9,997 Missourians whose vote did not count toward a delegate
divided by the
72 allotted Democratic delegates for Missouri
=
.0000936 vote per Missouri Democratic Voter.
A Word PROBLEM:
Q.
If 857,208 Floridians go to the polls and vote for Hillary, 569,041 vote for Obama, 248,604 vote for Edwards and 9,537 vote for Kucinich how many Floridians voted a Democratic ticket?
A.
1,684,390 Florida Democratic Citizens voted on January 29, 2008.
Extra Credit:
1,684,390 Democratic Florida Voters
divided by
0 Delegates *
=
0 vote per Florida Democratic Voter.
Let me repeat that for the students sitting in the back of the class:
One Million, Six hundred and Eighty Four Thousand, Three hundred and Ninety United States Citizens living in Florida voted on January 29, 2008 and their vote earned exactly ZERO DELEGATES!
Their vote literally doesn’t count!
*The Democratic National Committee gave Florida the toughest penalty possible for holding their primary on January 29, 2008. Any primary before February 5th is a violation of the DNC’s rules.
Recap of todays lesson:
Each Democratic Superdelegate vote counts as 1 vote.
Each Democratic Missourian vote counted as .0000936 of a vote.
Each Democratic Floridian vote counted as ZERO, Zip, Nada.
Summary:
ALL VOTERS ARE NOT CREATED EQUAL!!!!!!
by Joanna Simmons – http://learningthegray.blogspot.com/ Learn more about growing organic tomatos at http://growingorganictomatoes.blogspot.com/
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Math Tutoring Spotlight – SoftMath
Parents and students are always looking for ways to improve math skills, especially Algebra. Luckily there is a lot of help via the Internet so that assistance can be taken advantage of from the comfort of one’s home.
There is one website in particular that is gaining ground because of award-winning educational software. So if you or your child is looking for help with Algebra homework, you may want to consider the benefits of working with Softmath.com.
What is Softmath.com?
Softmath.com is the San Antonio-based provider of educational software for math. This company markets its software – known as the Algebrator – for both math students and teachers. What is the Algebrator? It is an algebra software program that was created to help students taking pre-algebra all the way to College algebra with their homework.
What’s unique about the Algebrator is that it shows every step required to get to every answer, no matter what type of problem you throw its way.
This makes solving algebra problems especially easy for those parents who don’t remember the ins and outs of this often complicated math subject. As students progress through their algebra classes, they can work on practice problems so that their skills increase. As one of the most powerful algebra software programs ever developed – and the 2008 winner of the Family Review Center’s Editor’s Choice Award – it is a highly-recommended form of tutoring.
What Services Does Softmath.com Offer?
Unlike some tutoring services that offer live tutors to chat with, or online tutorials after paying monthly membership fees, Softmath.com offers the Algebrator software through a one-time purchase.
Once you purchase the software, it can be downloaded and installed onto your computer, or you can have it sent to you via mail in a CD format.
This means, after you’ve purchased the Algebrator, you never have to worry about paying to use the software again. The only time you may need to communicate with Softmath.com again is if you need tech support, in which case, you would email Softmath.com directly from your Algebrator program. However, it’s good to know that if for some reason you think that you’ll need additional tutoring assistance from a live person, by purchasing the Algebrator software, for a limited time, you can take advantage of a 30% discount for the 30-minute purchase of one-on-one tutoring from Tutor.com.
How You Can Order the Algebrator
So you may be wondering how to get your hands on the Algebrator software. The easiest way is by visiting Softmath.com for instructions on how to make the one-time purchase and then download the software or order your CD. If you have questions about the ordering process, you can always visit Softmath.com’s FAQ section for great information on making the purchase, as well as why the Algebrator is the best algebra software out there.
There’s no doubt that when times get rough with algebra, any student can benefit from some professional insight. What better insight could be available than an award-winning software program? So if you or your child is struggling with an algebra topic and needs consistent tutoring assistance, getting help from Softmath.com’s Algebrator may just be the way to go.
TutorsAnywhere.com is a complete online resource that compares tutoring services and products offered by top online companies. If your child is in need of an algebra tutor, find the best solution for your family at http://tutorsanywhere.com/math-tutors/.
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Preparing For The Sat Vocabulary, Math And Reading
With college application deadlines fast approaching, hopeful high school seniors around the country are harassing teachers and coaches for letters of recommendation, writing, editing and rewriting their personal statements, and preparing for the one of the most dreaded rites of adolescent passage: the SAT.
Different colleges and universities place different weights on the SAT Reasoning Test (formerly known as the Scholastic Aptitude Test), some require other standardized tests like the ACT, and some dont even require it at all. Its important for any college applicant to carefully review the application requirements of all the institutions to which he or she is applying. Depending on a students intended major, they may also have to take specific SAT II subject tests (Biology, Chemistry, Physics, Literature, Art, etc.).
If youre applying to several different colleges, its especially important to pay careful attention to each campuss unique admissions requirements. After all the time and preparation that it takes to submit a college application, the last thing an applicant wants is to find out his or her application is ineligible because of some minor oversight.
While SAT prep may be a common practice for the nations seventeen-year-olds, a lot of students dont know how to effectively use their time and appropriately prepare for the test. Despite what people with a perfect score might have you believe, the SAT doesnt measure how smart you are, it measures how well you can take the SAT. Understanding how the test works allows you to prepare strategically and maximize your study time.
The SAT Reasoning Test is divided into three different sections: math, critical reading, and writing. Each section is structured differently, and is designed to measure different skills. The math section, also known as the quantitative section, not surprisingly measures quantitative reasoning ability and mathematical computations skills. The writing section is composed of both multiple choice questions and a brief essay. And finally, the critical reading section measures knowledge of sentence structure and reading comprehension.
Studying vocabulary in preparation for the SAT is different from studying regular vocabulary. Generally, the motivation for studying vocabulary is to find the best words to use to express ones thoughts and feelings. But studying SAT vocabulary is its own animal. Test takers need to choose the appropriate vocabulary words to fill in the sentences that the Educational Testing Service (ETS) decides appropriately measures your understanding of the both the word and its place in the context of the sentence.
There are lots of different study guides for preparing for the SAT. While some students will participate in a preparatory course, those courses are often very expensive and time consuming, and theyre not the right option for everyone. Study books and DVDs are a more reasonably priced option that allow students to structure their own study schedule, and finally there are also a plethora of free online resources for preparing for the SAT and other standardized tests. These online sources often include free practice tests to allow students to gauge their test-taking abilities and decide which aspects of the tests they need to focus on most.
Shmoop is an online study guide for SAT, SAT prep and SAT vocabulary and writing skills. Teachers and students should feel confident to cite Shmoop.
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