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Online tutoring help - Times table

Knowledge of the times table is very, very important a knowledge if kids are to do very well in math.

Look carefully at the picture of the times table attached to see if you will find a pattern.

Each row is increasing uniformly by a certain amount. Take row 1 for example, you will notice that each square increases by 1.

Row 2 increases uniformly by 2

Row 3 increases uniformly by 3

Row 4 increases uniformly by 4

Row 5 increases uniformly by 5

The same pattern continues to Row 12 where there is a uniform increment of 12 in each square.

This confirms that:

Multiplication is Repeated addition

Knowledge of the times table is very, very important a knowledge if kids are to do very well in math.

Look carefully at the picture of the times table attached to see if you will find a pattern.

Each row is increasing uniformly by a certain amount. Take row 1 for example, you will notice that each square increases by 1.

Row 2 increases uniformly by 2

Row 3 increases uniformly by 3

Row 4 increases uniformly by 4

Row 5 increases uniformly by 5

The same pattern continues to Row 12 where there is a uniform increment of 12 in each square.

This confirms that:

Multiplication is Repeated addition

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Live Online Math

The NUMERAL TEN (10)

When we add 1 to 9, the number of ones becomes more than 9. Now we cannot write these ones using one symbol.

NOTE -- 1) Each digit is made up of ones

2) Each digit is a symbol of ITS NUMBER OF ONES

We need to use two symbols to write the addition of 1 to 9

9 + 1 equals a collection of ones

This collect of ones is called a TEN

So, 9 + 1 makes 1 TEN and 0 ONES

We write TEN using two symbols 1 and 0

1 represents TENS and 0 represents ONES

Therefore, the number TEN is written as 10

#Agegroup5plus

The NUMERAL TEN (10)

When we add 1 to 9, the number of ones becomes more than 9. Now we cannot write these ones using one symbol.

NOTE -- 1) Each digit is made up of ones

2) Each digit is a symbol of ITS NUMBER OF ONES

We need to use two symbols to write the addition of 1 to 9

9 + 1 equals a collection of ones

This collect of ones is called a TEN

So, 9 + 1 makes 1 TEN and 0 ONES

We write TEN using two symbols 1 and 0

1 represents TENS and 0 represents ONES

Therefore, the number TEN is written as 10

#Agegroup5plus

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Online tutoring help - Digits

Digit is derived from the Greek word δακτυλος (dáktulos) which means finger. Counting started with the use of the fingers.

Each Digit is made up of ones.

Example:

5 = 1 + 1 + 1 + 1 + 1

4 = 1 + 1 + 1 + 1

0 = 0 = (No one)

So, each digit is only a symbol of ITS NUMBER OF ONES

Digit is derived from the Greek word δακτυλος (dáktulos) which means finger. Counting started with the use of the fingers.

Each Digit is made up of ones.

Example:

5 = 1 + 1 + 1 + 1 + 1

4 = 1 + 1 + 1 + 1

0 = 0 = (No one)

So, each digit is only a symbol of ITS NUMBER OF ONES

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Live online Math

NOTE: When you find operations of the same rank like Multiplication and Division in a problem, the rule is to solve from left to the right.

#3rdgrademath

NOTE: When you find operations of the same rank like Multiplication and Division in a problem, the rule is to solve from left to the right.

#3rdgrademath

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Online tutoring help

Addition, subtraction, multiplication, division, exponentiation, and grouping are called OPERATIONS.

To know the ranks of these operations we use the abbreviation "PEMDAS".

"PEMDAS" stands for "Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction".

Parentheses ranks 1st, exponents ranks 2nd, (multiplication and division) both rank 3rd and (addition and subtraction) both rank 4th.

Addition, subtraction, multiplication, division, exponentiation, and grouping are called OPERATIONS.

To know the ranks of these operations we use the abbreviation "PEMDAS".

"PEMDAS" stands for "Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction".

Parentheses ranks 1st, exponents ranks 2nd, (multiplication and division) both rank 3rd and (addition and subtraction) both rank 4th.

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Math Online tutoring help

Most struggling students have experienced frustration and failure so, motivation should be considered in tutoring.

Most struggling students have experienced frustration and failure so, motivation should be considered in tutoring.

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Live online tutoring - 3rd grade math

How many squares are there in each grid? To find out, add the number of squares in each row.

How many squares are there in each grid? To find out, add the number of squares in each row.

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Online math tutoring for kids; how to build confidence in students using games

When students come into the classroom or an online math tutoring session, they come with different beliefs. These beliefs whether favorable or unfavorable will guide their rate of perception of the topic that is taught.

https://www.fxfctutor.com/blog/250-our-math-tutoring-online-help-for-struggling-students

BOTTOM LINE: Interest generated and sustained by the educator will build confidence in the student and make them yearn for more learning.

Lets dig in............

In a math tutoring online help session and indeed all classroom learning, the educator’s role is to find out what beliefs the student comes into the session with.

Since one of the goals of educating the student is to be able to transfer knowledge that the student can apply in future, it is the educator’s role to pay particular attention to the type of favorable or unfavorable beliefs the student comes with into the learning environment.

Many factors will differentiate a good performing student and a student left behind by the pace of any learning environment. Knowledge of the student’s beliefs allows the educator to plan lessons, making use of those favorable beliefs and helping struggling kids reconsider unfavorable beliefs.

Motivating students in every learning environment will provide benefit to the student throughout their lifetime. If this motivation will be sustained and provide advantage to the student, the right environment and belief must be nurtured.

In an algebra tutoring online session, Bob finds it difficult to solve a question posed on the whiteboard. He states he is unable to solve the algebra question because he does not know how to begin. Ashley in contrast, asserts in an online calculus tutoring session she can solve the problem and arrive at the answer with little support from the educator.

Interest is a strong determinant in motivating students and should be advanced in the learning process if the transfer of knowledge will yield fruit.

Ashley comes to the learning environment with a positive belief about math and feels sure in the online calculus tutoring session she can arrive at the answer with little support. This initial interest is the zeal that most students need in other to learn. Interestingly, Bob reveals that he is not able to solve the algebra question and does not know how to begin. The absence of the will to try is a negative belief as Bob views the problem as either difficult or he does not have the interest to try or he lacks the basic foundation knowledge. When this negative feeling has taken a hold on Bob, it produces doubts and nervousness. The final result is failure.

The role of the educator in this situation is to cause a transformation from the negative unfavorable belief to a reassuring favorable belief. Thus promoting interest will assist the student cross over. If this cross over must be beneficial to the student, the educator needs to bring the struggling student to a point of interest to partake in the process.

USING GAMES TO PROMOTE DEEPER LEARNING

One difficulty in online calculus tutoring, algebra tutoring online and indeed all math learning sessions is instilling deeper learning through interest generation.

In K-12 education, design and offering rich learning content to the student can be challenging. In designing and deploying this rich learning content to the student, the educator needs to understand that their primary goal is to generate interest so as transfer knowledge. Once the students’ interest has been gotten, the educator needs to also find a way of keeping this interest throughout the learning session.

One of the ways that Bob will be interested in solving the algebra question is for Bob to be carried along in the learning process via “You Do, I Do” scaffolding technique. This is one scaffolding technique that enhances deeper learning.

As if we do not know what deeper learning is; deeper learning is the process whereby a learner demonstrates the capacity to transfer learning. This means a deeper learner will be able to understand a topic, explain it to others and apply it.

To be able to promote deeper learning in every learning environment, the following learning style will prove effective:

a) Use of real life examples, pictures and drawings the child can relate to their situation.

b) Use of storytelling to make ideas or concept stick.

c) Encourage the child to solve more problems in a variety of ways.

TEACHING THAT GENERATES AND SUSTAINS INTEREST

In the early years of a child, the difference between positive and negative numbers can be confusing. The child first meets the minus sign when it is used to indicate the subtraction operation. In other to avoid confusing the child, teaching negative numbers in the number line should be handled with care. The educator needs to find a practical way to introduce negative and...............

When students come into the classroom or an online math tutoring session, they come with different beliefs. These beliefs whether favorable or unfavorable will guide their rate of perception of the topic that is taught.

https://www.fxfctutor.com/blog/250-our-math-tutoring-online-help-for-struggling-students

BOTTOM LINE: Interest generated and sustained by the educator will build confidence in the student and make them yearn for more learning.

Lets dig in............

In a math tutoring online help session and indeed all classroom learning, the educator’s role is to find out what beliefs the student comes into the session with.

Since one of the goals of educating the student is to be able to transfer knowledge that the student can apply in future, it is the educator’s role to pay particular attention to the type of favorable or unfavorable beliefs the student comes with into the learning environment.

Many factors will differentiate a good performing student and a student left behind by the pace of any learning environment. Knowledge of the student’s beliefs allows the educator to plan lessons, making use of those favorable beliefs and helping struggling kids reconsider unfavorable beliefs.

Motivating students in every learning environment will provide benefit to the student throughout their lifetime. If this motivation will be sustained and provide advantage to the student, the right environment and belief must be nurtured.

In an algebra tutoring online session, Bob finds it difficult to solve a question posed on the whiteboard. He states he is unable to solve the algebra question because he does not know how to begin. Ashley in contrast, asserts in an online calculus tutoring session she can solve the problem and arrive at the answer with little support from the educator.

Interest is a strong determinant in motivating students and should be advanced in the learning process if the transfer of knowledge will yield fruit.

Ashley comes to the learning environment with a positive belief about math and feels sure in the online calculus tutoring session she can arrive at the answer with little support. This initial interest is the zeal that most students need in other to learn. Interestingly, Bob reveals that he is not able to solve the algebra question and does not know how to begin. The absence of the will to try is a negative belief as Bob views the problem as either difficult or he does not have the interest to try or he lacks the basic foundation knowledge. When this negative feeling has taken a hold on Bob, it produces doubts and nervousness. The final result is failure.

The role of the educator in this situation is to cause a transformation from the negative unfavorable belief to a reassuring favorable belief. Thus promoting interest will assist the student cross over. If this cross over must be beneficial to the student, the educator needs to bring the struggling student to a point of interest to partake in the process.

USING GAMES TO PROMOTE DEEPER LEARNING

One difficulty in online calculus tutoring, algebra tutoring online and indeed all math learning sessions is instilling deeper learning through interest generation.

In K-12 education, design and offering rich learning content to the student can be challenging. In designing and deploying this rich learning content to the student, the educator needs to understand that their primary goal is to generate interest so as transfer knowledge. Once the students’ interest has been gotten, the educator needs to also find a way of keeping this interest throughout the learning session.

One of the ways that Bob will be interested in solving the algebra question is for Bob to be carried along in the learning process via “You Do, I Do” scaffolding technique. This is one scaffolding technique that enhances deeper learning.

As if we do not know what deeper learning is; deeper learning is the process whereby a learner demonstrates the capacity to transfer learning. This means a deeper learner will be able to understand a topic, explain it to others and apply it.

To be able to promote deeper learning in every learning environment, the following learning style will prove effective:

a) Use of real life examples, pictures and drawings the child can relate to their situation.

b) Use of storytelling to make ideas or concept stick.

c) Encourage the child to solve more problems in a variety of ways.

TEACHING THAT GENERATES AND SUSTAINS INTEREST

In the early years of a child, the difference between positive and negative numbers can be confusing. The child first meets the minus sign when it is used to indicate the subtraction operation. In other to avoid confusing the child, teaching negative numbers in the number line should be handled with care. The educator needs to find a practical way to introduce negative and...............

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Online tutoring help; A quick way of multiplying 3-digit numbers by 11 every student needs to know.

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Online tutoring services; building Confidence and interest in Struggling students

If zero(0) is a king, then one(1) is a mirror; you see a reflection of yourself in a mirror.

If zero(0) is a king, then one(1) is a mirror; you see a reflection of yourself in a mirror.

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