Month: June 2011

Math Tutor In Cherry Hill NJ

If you’re looking for a godd math tutor in Cherry Hill, I humbly submit our business for your review – Mathnasium of Cherry Hill!

That said, the article which follows will give you a good idea of what to look for when you’re looking to hire a math tutor.

A good Math tutor

A math tutor specializes in tutoring math and normally uses different teaching techniques to suit the concerned child’s learning style and personality. A good math tutor should be able to focus on why the child is facing difficulties and then on how to deal with the problem at hand. This way a deep understanding is achieved and the right concepts taken note of.

Math is a subject that should be given special attention to make sure that your child’s career opportunities are not compromised. Recognizing that your child has difficulties in math early is the best way to deal with the problem before it gets out of hand. Although it is possible for a person to succeed in life without doing well in math, you will soon find out that opportunities are quite limited.

The biggest mistake most teachers make is teaching so that a child can be tested to pass. This in turn leaves lots of gaps and will require a tutor who promotes abstract thinking, thereby building a good foundation. This lies in the fact that math subject is naturally cumulative and therefore a child needs guidance and help before the desire to do better and the confidence is lost.

It is possible for a parent to tell that a child has difficulty when it comes to math as he clearly shows no enthusiasm towards it or has absolutely no confidence when doing his homework. Taking too long in assignment completion and a negative attitude are other signs to look out for in order to save your child early. A child may also feel overwhelmed and lack determination in completing class assignments. These signs are the early tell tale signs that your child needs the help of a good tutor.

Math subjects offered

There are various subjects involved in math and a good tutor should be in a position to manage dealing with all of them to make sure that he can help children from all grades and classes. By having this kind of deep knowledge of all the subjects, your child’s work will be made easier since he can deal with one tutor from one grade to the other.

Most of the subjects concentrated on include middle school topics which include geometry, measurements, graphing equation and algebra among many others. Elementary topics include measurements, money and coins, place values and rounding among many others. Others are high school geometry and high school topics involving geometry 1 and 2.

Author info :

Ms. R. Tutors is the leading provider of in san jose tutoring . Our palo alto tutor , bay area tutor have extensive experience in providing instruction in math, English, science, French, Spanish and more.


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The Magic and The Math

I found a great article on Article that I thought might interest some of you!

Magic Tricks Revealed: The Stunning Genius Magician

Here is a simple card trick that is based on easy math. If you can add up to ten, then you can do this trick. It may take a few minutes of practice during commercials while you are watching TV, but this trick, although deceptively simply, will have a profound impact on your audiences and friends.

This is how the trick will appear to your audience. You can create a long winded metaphor about memory skills, or Las Vegas card counting experts or something. Maybe you went on a retreat with some psychic CIA agents or something. Anything outlandish that will help to engage your audience.

They will naturally want you do give a demonstration of your magnificent skills, and you are naturally more than happy to comply. You pull out a regular deck of cards, and explain that you will ask an audience member to go through the deck and remove on card. Tell them you will only need two passes through the deck, and you’ll know their card. They choose a card, keep it, and sit back down. You flip through casually once, and again a second time, and then tell them their card like it’s no big deal.

Here’s the secret. When you go through the deck, start adding the value of each card together. But as soon as you get over ten, start over again. So if you have a 3, 5, 7 and 9, you will add them together like follows: 3 and 5 is eight, and seven puts it at fifteen, so you’d count that only as five. The next is 9,and 9 and 5 is thirteen, so you your count would be three. Go through the entire deck this way.

Once you are through, the number you have will be the number of their card. So if you end up with the number three, then their card is a three. Then you need to go through the deck once more to identify the suit of their card. Once you announce this, most people will be stunned. But this trick does look deceptively simply. But unless they know the secret math trick, nobody in any audience will be able to do this trick through sheer memory alone, despite how simple it looks. It’s actually good for if somebody in the audience claims they can do it. Simply give them the deck, and let try. When they fail, it will only make you look better.

Obviously, this trick will take some practice. You’ll need to spend a few minutes at home going through a deck and adding up all the numbers as described above. You’ll be amazed, however, how quickly you pick this up. And a side benefit to being able to do this trick quickly and easily in front of others, you’ll skyrocket your ability to do simple math in your head. That in and of itself is a great skill to have, and can be used in many other tricks to quickly amaze your friends. Have fun.


For simple to learn yet amazing tricks that will mesmerize any audience and quickly make you the center of attention at any party or social gathering, head on over to magic tricks revealed today.

So there you have it!

Do you think you can master this trick?

Post and let me know?



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Math Can Be Fun!

Often students find math too challenging simply because they see no application for it. Although we tell them over and over again that there are many practical applications, they can not see it. We present them with reading stories to show the application, but they get lost in the reading and can’t figure out what the question is. In frustration we attempt to show them how to break the story down and a few are able to grasp the concept. How do we reach the rest? Hands-on learning is the easiest way for students to learn.

Hands-on in math? Of course, and don’t forget to make it fun. Children of all ages use math everyday. If a teacher doesn’t have that concept, he/she can’t present that concept to the student. Naturally we can see the use of adding and subtracting. Not surprisingly so can our students. Why? Because they add and subtract. Give a child five pieces of gum and tell them to give a piece to each of two friends. Then ask, “How many pieces will you have left?” The answer will be one of two. . .either the child will tell you, “Three pieces” or the child will tell you, “Five, I won’t share.” Either way, they did the math.

If a child can see the value of math then the concept simply has to be taught. Once taught and captured the child has it for life. Oh, it may have to be added to as the child matures, but the idea is valuable and therefore, the child is willing to learn. So, what kind of lesson plans teach children to desire math? One of my favorite lessons incorporates decimals.

Everyone is familiar with the game Monopoly. In our classroom we play Monopoly as a class. The students love it! The class is divided into small groups of three or four students. Each group forms a corporation. The group designs a logo, address, and name. Of course the name needs to pertain to real estate. The money is divided by 10. For example, if property sells for $200.00 it becomes $20.00. If rent is $18.00 it becomes $1.80. Doing this, students have to use decimals to figure their earnings and spendings (oh, we call them debits and credits.)

To increase the learning challenge we do not use cash. After all in the business world few people do business in cash. Most business is done in notes, checks, or credit applications. To keep it simple we use checks. Each group now has a job to design their checks. I give them copies of real checks from which to work. This, by the way, offers a great opportunity for a field trip.

The local bank enjoys getting involved in this part. I contact them, and arrange a field trip. The bank shows the students the premises and then explains how to keep a check book. This is a great opportunity to help students understand the importance of the financial institution.

The students begin with $150.00 as their bank balance. I am the banker. It is each corporation’s responsibility to keep track of their debits and credits. It is also their responsibility to balance their bank statements with my records at the beginning of each play day (generally, Friday.) Throughout the game, I keep record of transactions. The bank writes checks for both the community chest and chance cards monetary awards. At the end of the day each corporation turns in a deposit slip to the bank with the checks they received throughout the play. These are checked and recorded by me (the banker) and a bank statement is developed for each corporation. A grade is given for their accuracy in bookkeeping.

My students have a blast and beg to play the game. Be aware it is slow going at first. Rules have to be taught and students have to learn to keep records and balance money. Students quickly learn to divide by 10 and to add and subtract decimals. The value of bookkeeping never has to be taught. It now belongs to them.

For more fun ideas go to the teacher’s corner at

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How to Learn Mathematics

Here’s an interesting article I found on Article Alley about how you can learn mathematics!

You are a high school student taking mathematics, more likely unwillingly
than otherwise. Your parents, teachers, school administrators, government, career
advisors tell you that you need to learn this subject. You may or may not agree, but at
least, you want to graduate from school with good grades. However since you entered
middle or high school math has been getting progressively harder and you have
become frustrated thinking that you will never master this subject. Take heart. It may
simply be that your approach needs correction. This article is for you.
To learn math, it is useful to understand the nature of the subject.
Mathematics is sequential. Imagine you are in a building and want to go to a higher
floor, but there is no elevator. You have to go by a staircase; but each step is high.
You cannot skip steps. You have to climb step one then step two, step three etc.
Learning mathematics is like that. You have to understand counting before you can
understand addition and subtraction; addition before multiplication. You should
master angles and equations before you tackle trigonometry. This means you should
not skip classes unnecessarily. You must master all topics, starting with the simplest
ones, especially key topics, not only for themselves, but also because they are
preparation for later work which you will not understand without the proper basis. Do
you think then, that you should miss classes unnecessarily?
Some concepts are more important than others. I think of balancing equations,
substitution, ratio, simplification, directed numbers among others. I say these are
important because they are used over and over in learning mathematics and solving
problems. So learn to identify key concepts (or have them identified for you), how
they are applied and how to apply them since they are used repeatedly. You will find
this more useful than memorising formulae. In fact with this approach you may find
formulae easier to remember, because they will be better understood.
Many learners have difficulty recalling mathematical facts when they need to.

You may have understood the fact or concept before, but at the time when you need
to apply it you cannot bring it to mind. Research shows that keeping knowledge from
being lost depends upon two things; how important the learner perceives it to be at
the time that it is being learned, and how he/she is able to make connections with
earlier learned knowledge. What does this mean practically for learning math?
While learning you may want to think about how important new knowledge will be
to you. Think about how widely the new concept can be applied , how will it help you
to do more mathematics? Of what practical use is it? How will understanding it affect
your grades? How will you feel as an achiever in math? Do you gain a feeling of
power when you rise to a challenge and solve a problem? Will this new learning help
you to regain that feeling? You may have to question your teacher or do some
research on some of these questions.
You must try to see connections between new and old concepts. For instance,
expansion and factorisation are applications of the distributive law, which is a
property of numerical operations that you have been learning from grade one; those
variables in Algebra represent numbers and you are used to numbers; balancing an
equation is a new way of looking at substitution. Concepts in mathematics arise
logically from earlier concepts. This stems from the second important property of
math, it is logical. As I have said before, always ask yourself, your classmates or
your teacher, the question why. The answer will usually reveal a link to a concept
that you already understand and accept. It is easy to make connections in
mathematics, for the concepts are highly linked. If you are not making the
connections, then you are not learning the subject, and to make the connections
increases the likelihood that you will recall the facts as you need them, and more
importantly, be able to apply the concepts in problem solving. Try actively to make
sense of the subject. I repeat. Do all you can to make sense of the subject. Do not be
satisfied to memorise formulae and methods without understanding them. You
understand a step when you not only understand how the result is arrived at , but also
why that operation or method was used.
Explaining mathematics to someone is a good way to deepen your own
understanding and a good aid to recall. Rebecca DeCamillis in her e book (see link
below) suggests working with a ‘study buddy’ or forming a ‘homework club’. In my
opinion, it is also useful to be on the lookout for mathematical patterns and uses for
mathematics in your daily life. You will begin to see more of the relevance of the
subject and you may begin to regard it more highly, resulting in a more positive
attitude which will help to motivate you towards learning the subject. You may even
begin to like it. Finally, try to have fun with math. Go online. Solve some math
puzzles, play some math games, join a math club, enter into math competitions.
You will get a lot out of the subject if you engage with it.

There you go! A not-so-hard way to go about learning math!

See you soon.

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