Addition & Multiplication With Base Ten Blocks (Using Algebra)

Here is another video showing how you use base ten blocks to bring home the basic concepts of addition and multiplication. A very simple concept for very young students to grasp is numbers are made out of other numbers. You need to talk about addends...they get it when you tell them you can make a 5 out of a 3 and a 2. There are 45 addends but rather than doing the same thing over and over again for a whole year, addition in first grade for example, using worksheets and flashcards and drills...why not play and have fun and do many different activities that teach the same thing. Building towers, pyramids, walls and math towns are all activities that teach addends. (Search crewton ramone pyramids or crewton ramone addition) Variety is the spice of life.

 You teach addends, multiplication and the algebra is just along for the ride.

Here is another slightly more advanced way to teach three things at once using base ten blocks. You teach addends, multiplication and "the algebra is just along for the ride." Before you do this you get very comfortable with ONE x² before you add two or three. And you might check out this page that shows you how to present the basic concepts of addition and subtraction using manipulatives too. While you are using two of them you can really bring home the addends if you have a set of multiple tens. If you only have single blue (or whatever color you have) bars, not so much; BUT you can still get addends done if all you have is single bars just name the groups of x and add those.

As an added bonus you are factoring polynomials. I have discovered that a lot of older students have trouble with algebra because they haven't ever mastered their addends and they don't have their multiplication tables mastered either...yet they passed math several years in a row and find themselves in high school.

I left a few things out of the graphic because it was getting too busy. You should also see 9 + 9 and of course 1 + 1 (the x-squareds)  But when counting it up they may do 9 + 1 and 8 + 5 to get 23...at any rate LOTS of math goes on with each problem and the subconscious doesn't miss any of it...

Older students can take the time to draw the problems and write down the symbols. Younger students need speed and repetition so they don't get bored...and taking the time to write it all down slows things down too much...so we just talk about it...this also will come in handy later when you find they can do a lot of math in their heads. No Blocks. No pencil and paper either.




Other comments about this are regarding "mindset". Using algebra to teach basic math works well on all manner of students from various age groups because it changes their minds about math being hard. It's easy and even fun. Once they think it's easy: IT IS. If they think it's hard, math is much more difficult.

The next idea is working with older students who need to master multiplication and all 45 addends using traditional methods can make them feel stupid or inferior because they know they are doing work that is "beneath their level" or that younger kids do...this can be damaging to their self esteem and further turn them off to math. Recently a parent asked me what I thought of the math tutoring a public school had after school..."more math the same way they didn't get the first time. SO lets do it over again and perhaps they will get it this time." Even if they do they will have less than positive associations with math.

If you use algebra and it's fun and easy to start and stays easy, they have fun feel smart because they are doing algebra which they know in kid culture is supposed to be hard AND they get the practice they need to enhance their skill sets in addition and multiplication. Plus playing with base ten blocks is fun--they look like toys. They are toys. Powerful toys that teach math. Toys that make math child's play. In your hands they are powerful tools when used correctly.

They MUST get their hands on the blocks. This way you reach all learning styles and oddly enough several universities have recently made the discovery that the more senses you use the better and easier learning is...and the more learning takes place.

Also note BOTH hands make for a whole brain activity. This is why I have success with so many different students.

 The only way to learn math is to do math, have fun while you're at it.


I found early on as a salesman for this method that sales sky rocketed when we had enough kits for everybody in the room and everybody got their hands on the blocks...they understood it, they saw it made it easy they got a kit. Otherwise it was just more math.

Also athletes and other learners that are more kinesthetic excel using this method, and this is also why we do so well with special need learners.

I have made many posts about using algebra to teach basic operations. See the links below. You can also use fractions to teach addends and multiplication but that's another post and another video.

The previous post Algebra With Base Ten Blocks For Addends And Multiplication this could be considered part 1 and the one you are reading now part 2.

More on using algebra to teach other operations:
Using Algebra To Teach Multiplication.

Algebra its many uses.

Here is an older post, contains no video just words and pictures:

Using Algebra To Teach Basic Operations.

And here is a pile of screencasts on various topics:

Crewton Ramone on Screencast-O-Matic.

Use base ten blocks to explain the distributive property.

Shortly there will be another post with Commander Colby showing how to use algebra for remedial math without damaging the child's self esteem or making them feel stupid or like they are behind.

Algebra With Base Ten Blocks For Addends And Multiplication

Trying to get people to understand that you can use algebra to teach addends and multiplication can be a little frustrating. People (including teachers) are so stuck with the rigid and foolish way we have structured mathematics instruction in the USA that using algebra to teach addition or subtraction or fractions to teach multiplication are practically inconceivable. Compound teaching is; however, a very effective method for teaching math and base ten blocks definitely help.



In the picture above she has to tell me the whole rectangle...x² + 16x + 63...she has to add the x and multiply the 9 and 7...and we do it fast. There are only 45 addends, they need to be mastered. There are only We go through lots of problems quickly as you can see here:



This is video from an actual tutoring session. The little girl has all manner of distractions and yet we cover more math in an hour than she'll get in several days at school. And it's fun. Rather than spending days and days doing the same multiplication problems amd filling out works sheets, why not use base ten blocks and do lots of problems quickly. Remember the brain likes to work quickly. And the more impression it get the more likely the information is to be transferred from short term to mid term memory and finally into long term memory and with more impressions the info is available for instant recall. It is more likely to get there if you are having fun than if you are drilling and it's drudgery. The child is engaged, the brain is engaged learning is taking place.

By the time this video started we'd been playing for a good 10 or 15 minutes. Also it was self directed: she could use any two multi ten blocks she wanted, (these are base ten blocks that make building super fast because we don't have fool with getting out tens or x one at a time).

Also note you still have to work with them to get them to add two numbers instead of counting each block, and the more they do it, the faster they get. Same with the multiplication. All it takes is pratice and it's kind of fun to have the control of making up your own problems. She showed her little brother how easy it was to do algebra..."all you do is count," she says triumphantly.



With drill work and work sheets the brain eventually shuts down and it's boring you may even see them begin to yawn. Be careful with worksheets. Using base ten blocks engages all the senses. It's fun an you get more work done in less time. They learn more, faster.

When you can do your math and you get it, it's fun and it makes you feel good because learning is fun and sets off all manner of endorphins in the brain. Declaring yourself queen of math never hurt anything anyway. I am especially aware of little girls having their self esteem damaged when they fail at math. The psychology of the female is to take it personally, more so than boys as it was explained to me by a person who had a degree in the psychology of mathematics, little girls tend to think something is wrong with them when they don't get it, little boys tend to think there is something wrong with you if they don't get it. This is an over simplification and generalization but it is backed up with direct observation and anecdotal evidence during my travels.

You can play want to be a ten with the multi ten blocks...only it's actually, "want to be a hundred." 3 tens wants 7 tens...etc...7 ten and 6 tens is 13 tens...same blocks we are playing in algebra so 7x plus 6x is 13x...simple.

You will need a password but you can see the same principles at work when we work with negative factors: and we end up practicing adding integers. They learn about hero zero too, and they will often freestyle their way into concepts like the difference of two squares compare them to square algebraic expressions like (x+1)² and SEE what to do. [Soon there will be a link to a page and vid where a ten year old boy does so called, "advanced algebra." Meantime use the links below for more on using algebra to teach basic math.]

Here is another blogpost Algebra For Addends and Multiplication. You can also use algebra to teach remedial math, I have a student who has a hard time with multiplication and subtractions and fractions and...so we do algebra and then evaluate the polynomials for various numbers. This "tricks" him into doing his remedial work while he learns algebra and he doesn't realize we are doing stuff he should have learned already because he likes algebra, it makes him feel smart. Thus preserving his self esteem AND getting the work and practice done that he needs.

And here is a Video just learning about addends and playing and we don't do any algebra. But we could be doing algebra if we wanted and this student liked playing in algebra but in this vid she opted for building a town instead. This vid is about 30 minutes long. We just play blocks. I have been told this is a great video, might be worth your time:



The point is you can use algebra for teaching right along side, concurrently with, so called simple, basic lessons on addition, addends and multiplication.

More on using algebra to teach other operations:
Using Algebra To Teach Multiplication.

Algebra its many uses.

Here is an older post, contains no video just words and pictures:

Using Algebra To Teach Basic Operations.

And here is a pile of screencasts on various topics:

Crewton Ramone on Screencast-O-Matic.

and if you liked this page which is basically Algebra for little kids you should also like Trig For Little Kids too.

Now you can comment here using the blog commenter or with facebook:

3rd Power In His Head

Here is a gem. Don't tell me they have to have base 10 blocks or they will become block dependent using this method. Watch the older boy picture this problem

x³ + 9x² + 23x + 16 =

in his head...counting out the parts as he goes and then give it to me to solve.

This is a lesson on factoring and counting and multiplication...and how to be cool and have fun when you do math. The reason they don't need base 10 blocks is because they have been using base ten blocks...and we are learning by drawing and visualizing. Here is a post on 3rd power algebra where you can get an idea of what it is he is "looking at" in his head. We baby stepped our way here but now you begin to see the POWERFUL results of using this method.




More algebra at CRHOM. If you want to see more "advanced" algebra click on the "advanced algebra" tab.

We watched this together. The youngest boy pointed out that he drew 6x² + 10x + 4 and didn't get very much attention for it. He also told me the factors (you can see the drawing in black in front of him) (3x + 2)(2x + 2). "Come on, that was pretty cool dad." So we are going to make a new vid where he gets as much attention as his brother...

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Simple 3rd Power Algebra With Dboyz

Happy New Year!

Here we play around with algebra concepts. This "simple" problem can be drawn three ways.

x³ + 6x² + 11x + 6 =

(x+1)(x+2)(x+3) =

(x+1)(x+2)*(x+3) =

(x+1)(x+3)*(x+2) =

(x+2)(x+3)*(x+1)

We stay in two dimensions and simply change the sides because in this case the long side can be factored.

In the video we play with it a little and talk about x to the fourth too.

This video had several takes in this take we miss them counting each rectangle carefully before they realize all three have the same amount, they are just shaped differently, that is they have different factors...too bad too because you could really see them using their skills with multiplication and addends. I have written entire articles about the importance of addends and how they need to be mastered. Here they add to their mastery of addends subconsciously.

Keeping it in two dimensions makes the arithmetic easy. You will note I did not write out all the different symbols for all three but we did talk about them and the side that can be factored is drawn again to the right. At this age we are more interested in counting, addition and multiplication and addends than we are in the actual algebra. We make no attempt to set it equal to zero, don't talk about roots, or graphing we are just playing and counting more will be added later after we have done lots of problems with sides that can be factored and ones that can't.

Then when we return to this simple one and when we add new concepts they will be easy, unclouded by concepts that we have already mastered. Math the regular way introduces everything at once and it can be daunting. We use degree of difficulty to baby step our way to the "higher" mathematics. If you have to try and learn all of it at once it can be overwhelming. Better to build a firm foundation. Then when I talk about it having 3 real roots and hero zero that's the only part they have to focus on, the rest is already understood.

Here is an older student working on factoring by grouping. She never got to see these as a kid so it gave her a little trouble at first.

And here we play with a 10, 000 square, just talking about it and understanding the dimensions it represents.

Here we begin to see why Mortensen Math is head and shoulders above other manipulative teaching systems, and how Jerry took the Montessori method and ran with it. These boys are 6 and 7...and as I explain in the video we get to see a synthesis of counting all in one lesson. The algebra is just along for the ride.

More algebra at CRHOM.

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Soh Cah Toa Again.

Here is a fast lesson on the special triangle that is 30, 60, 90 with a hypotenuse of 2. Later, when I talk about the unit circle and dividing all the sides by 2 it will already be somewhat familiar. In the picture above you can see the lesson on Pythagorean Theorem using the blocks to show a 3,4,5 triangle. And bring home the point that we have to take the square root to find the side it's not 25 it's 5 just as it's not 4 on the triangle we are studying it's 2.

During the lesson which I failed to film I used the three period lesson to drive home the names of the sides and we used Pythagoras to help figure out what the hypotenuse HAD to be if the sides were 1 and √3...later I will take an equilateral triangle with sides of 1 cut it in half and talk about the special triangle that is formed. I did this but due to equipment malfunction the little boy accidentally ejected the battery while filming me we lost the lesson. I will record it again another day.



It was good for me as a teacher to spend the time with this student because he asked the exact same questions I get from high school and college students as if he were reading from a script...why does the opposite side change when the hypotenuse stays the same? I usually get them to answer their own questions by asking them questions...

I also think you should approach a lot of this as vocabulary, but not all of it. Many "just memorize it" when in fact you can figure it out if you know the definitions of the words, like hypotenuse: the longest side. We had a discussion about how not all triangles have a hypotenuse, and more.

We already knew x/x = 1 so square root of three over square root of three (√3/√3 =1) being one wasn't a scary concept or hard to understand...he also understand the identity that when you multiply by one you don't really change the thing you multiplied although the symbols may change. Concept based teaching begins to compound.

He also understood that √4 = 2...a common question is where does the 2 come from if the student doesn't fully understand Pythagorean Theorem...I made him do it on the white board (it got erased) at first we had √4 for the hypotenuse but that just a complicated way of saying 2....but the step should not be skipped.

We also applied this same lesson to the 3,4,5 triangle...found Soh Cah Toa for angles and looked at the fractions as RELATIONSHIPS of the sides...for example 3/5 HAD TO BE the Sin 30 on that triangle and he discovered that the opposite side of the small angle was of course shorter than the opposite side of the larger angle (60°) and of course the longest side was opposite the largest angle...the 90. I didn't tell him he figured it out...important concept. You can learn a lot by studying a triangle instead of just memorizing the sides and sin cos or tan for the angles...

Sample Lesson Math Vocab

Here is a sample lesson where we learn a little math vocabulary. It's important to know what the words mean...in the mathematics the words sound funny to little kids because they come to us from the Greeks and from Latin...but the concepts are easily understood.

You should also be able to see how the concepts of area and perimeter NATURALLY lead to practice with addends and multiplication and division. This goes well with basic lessons about addition.



I employ the three period lesson and you will note the repetition and lack of the word "no". If they get point to radius when I ask for diameter I tell them that's the radius show me the diameter...no need for the word NO.

The vid is a little long but it's a useful as a sample lesson and will appear on the Sample Lessons page.

Here is a short vid from a little later in the lesson where we are just playing with blocks and learning and reinforcing addends:

A Glimpse Into Video Tutoring

People always ask, "how do you do it?" or "what goes on in a video lesson?"

See for yourself:



For teachers and parents the other thing I was looking for in the video was the addend you get when you figure out the problem... x + 9 = 15 is the same as 15 - 9 = x AND the same as 1 + 5 = 6...one being the addend for the nine.

And here is some Algebra where we learn a lot more than factoring...she gets addends and multiplication and more:



Pretty easy, and fun. The magic (if there is any) is in the blocks and the way they speak to the subconscious mind...also we know there is power in including more senses in the learning process. Getting her hands on the blocks makes a difference...more sensory input = more learning, easier and faster.

If you are interested in video tutoring there's more information here but basically I charge the ridiculously low rate of $40.00...you need a set of blocks on your end and google vid chat or skype and off we go.

A little Q&A with Crewton Ramone.

I get a heck of a lot of email. I answer all of it. Eventually. Here are a couple recent ones:



On Wed, Nov 7, 2012 at 11:52 AM,

Dear Crewton,
I have been browsing your website for a while and I love your approach to teaching maths. I have two young children, the youngest is two and a half, and the other one almost five. I found a small set of manipulatives second-hand, and together we've been playing around a bit with them. I have sometimes difficulty finding a good balance between introducing new insights and making sure it all sinks in and they're fluent with it (I am so afraid I will bore them that I tend to charge ahead). So, with the eldest just having started school, I was looking for some tools to bring a bit more structure to our sessions, and to have some materials to make it feel a bit more like 'real' school (he's so keen it's almost funny).

So, I was thinking of ordering a curriculum starter kit, but I had a few more questions. Firstly, have you any idea how long international shipment would take? We're based in Ireland, so virtually the opposite side of the globe. If that boat is taking 6 weeks to reach the west coast, god knows how long before it reaches these shores. We do have friends living in the states (Texas) who are planning to visit us over Thanksgiving. Would priority shipment to their address still be feasible?

Another question I have is what the range of material is that is included in the curriculum starter kit. What kind of ground does it cover compared to school. Is it first grade, or first and second grade? Or does it go further? Mind you, part of the appeal of your approach, I feel, is that it is so different from the way things are being approached in primary school. The more I can keep the disconnect, the better!

Finally, beyond 'straight counting' (addition, subtraction, multiplication, division) where can the visual approach with manipulatives be taken further to? You eloquently demonstrate basic algebra, such as polynomial multiplication and factorization. But what about, say, geometry? To what level has the Mortensen math approach been elaborated? At what point are students meant to join the mainstream approach? With so young children, this is not an immediate concern, obviously! But I'm just curious where this path leads to over the horizon. :)
kind regards,
-D from Ireland


Okay, I think the best way would be to priority mail it to Texas which would take about a week and then they could just bring it with them...however you have to make sure they search it ahead of time and then tape it shut because if they open it TSA is probably not clever enough to close it back up properly...there is no international parcel post anymore, you have your choice between expensive and really expensive. Send me your address and I'll get you a quote...

At that age lots of repetition is required and you play a lot of the same games over and over again...there a host of games and even the pdf of the games and activity manual...play them, different activities and building projects keep it fresh and fun...play until they know it without symbols then introduce pictures, then symbols the same way they learn to read English...

Here is a link that will answer most of your questions:
http://www.crewtonramoneshouseofmath.com/Getting-Started.html

And here are some general questions answered:
http://www.crewtonramoneshouseofmath.com/Math-FAQ.html

Very hard to compare the traditional method of grade levels with Mortensen because we teach them math concepts from day one which include algebra and problem solving...once you understand math and can decode the symbols you can see how the basic concepts apply to what they call higher mathematics...I have students bring their text books all the time and then show them with blocks what the symbols mean and WHY they learn the rules and process that they do.

With some creativity and imagination there is very little the blocks can't show...counting through calculus. The Geometry in found in the measurement books. And the books cover many math concepts but certainly not all of them. However it has been my experience that with the firm foundation it gives the math becomes easy and understandable, especially when approached with a "can do" attitude. Students can jump in and out of the mainstream approach with ease...because they can see what they are doing and what the symbols mean.

Take a look around my website and blog and if more questions arise: ask.

Here are some classic algebra problems. Note the use of the blocks or pictures to make some problems easy but by now we are focused on applying the basic concepts...

http://crewtonramoneshouseofmath.blogspot.com/2012/10/classic-algebra-problems.html

When you get to the password pages even more will open for you and yours.

Best Regards,

CR

Hi Mr. Ramone,
I am in college algebra at Germanna Community College, recently, I stumbled across your site and was really surprised to see how enjoyable you make learning math. I have struggled with math for so many years, and I have only recently begun to enjoy math and slowly, but surely I am beginning to see how simple even the most complex math problems can be. I believe that having a concrete foundation of mathematical concepts opens up a world of opportunities for an individual, and individuals like you really make a difference in the lives of students.Thank you for sharing your knowledge and gift for teaching, I have told many other students in my class about your website and I know you are making math so much easier for my college algebra class.I would love to utilize your website even more, and If possible, I was hoping I could receive a password for tweets and/or FB postings?
I look forward to hearing from you.
Respectfully,
PK


HELL YES!

Just don't share it with all your friends:

**************

http://www.crewtonramoneshouseofmath.com/Dboyz.html

Do some searches like "Crewton Ramone Kyle" and you will get some precal lessons that way. Also I just uploaded these:

http://www.youtube.com/watch?v=FoCEQRe3sOA

http://www.youtube.com/watch?v=7NvnLPwkZVw

http://www.youtube.com/watch?v=StDPwJFbvso

http://www.youtube.com/watch?v=2tk7g_BdyBo

There are lots of vids and blog posts...too.

And please tweet the *explitive deleted* out of this: http://igg.me/p/229603?a=1258444

~Crewton Ramone


Comment:
I am tutoring an adult student GED math with strategies and methods from Crewton Ramone’s House of Math. She doesn’t know most of her multiplication tables and has a difficult time retaining information. With help from theh CR website, I am able to teach her area, squares and square roots, percents, ratio and proportion, and solving 2 step algebra equations WHILE she learns her times tables.



Hey Crewton,
Just to clarify, how long does it take to get materials from you?
Thanks! ~CH

to CH
Depends on what you order and how you want it shipped.

If it goes priority mail a week if it goes parcel post for the big items 4 to 6 (6 to 8) weeks...

Also if it's drop shipped by mortensen co it can take a week or two...but often if you order Monday you'll have it by Friday or the following Monday.


Hi again Crewton,
I have two daughters ages 8 and 9 that I homeschool and I am in need of a good math program. Question: Does Mortensen Math work well even if I do not consider myself a math type? I am one of those countless females who were told at a young age that "girls aren't any good at math" and believed it. But I do not want my girls buying into the same lie. And I am really having a difficult time deciding which direction and curriculum to go with this. Last year someone recommended Rod and Staff to me and that was a big mistake. My oldest never did learn how to subtract very well from it.

And my other daughter has only been here with us from China for 10 months now and recovering from orphanage trauma, also having never gone to school before a day in her life until now.

I hope you can help.
~CH


Oct 4

to Cheryl
Just spend more time on my website and blog.
You and your kids can learn math together and it will be fun for everybody...


~CR

FaceBookers: you have questions, I might have answers:

More Fun With Addends And Symbols For Little Kids

More from the make math fun file. Two brothers playing and learning together.

Here is a clip from a session with a couple of little boys who are just getting the hang of addends. One is 5 and has had very little exposure to math concepts or numbers and the other is older but has a few 'challenges' but is eager to learn.

The basic concept here is numbers are made out of other numbers and we also get some addends practice by solving for x (which is of course "the trick") where they figure out what's under the cloth...listen to the excitement and the laughter. IT'S FUN.



Math can be fun if you let it.

Also note that like a lot of kids the one child is still not sure of the symbols and what they mean so we do a quick digression into what the symbols mean but then return to the fun part where we are basically playing what's under the cup but have a cloth instead. It's not magic it's math. The younger boy still has to count because he doesn't know his addends. The older boy has more experience and it builds his confidence as he gets answers right.

They both laugh and have fun and although there is always competition and sibling rivalry we use it to best effect as motivation, and we keep it lively, light and fun.

This is a fun way teach addition using addends. As the younger boy gets some practice he won't have to count one by one he'll be able to use the addend to make it faster.

At the end the older boy has made a problem for me...that's fun too. It also tells you if they understand the problems well enough to create one. It helps them attain mastery to make up their own problems and is an extremely effective teaching tool. The children are placed in a math rich environment where they can not fail, and then encouraged to do some self directed learning. Note how we can see the associative property of addition but we never even mention it, but when we do it will be easy to understand because they have SEEN it already.

Obviously I don't have permission to show their faces, you are forewarned, starting Jan 1, 2013 those who don't give permission to use their kids in vids and on the websites are going to get 86'd as 2013 will be all work on the web all the time. My one on one tutoring days are drawing to a close. Will be focusing on groups and if it is solo then the sessions will be used to train others too via youtube vids and web pages and maybe even video products.


http://www.crewtonramoneshouseofmath.com/

Classic Algebra Problems

Here are some videos I've made covering those Perennial Algebra Problems...the ones you'll find in every Algebra Text Book or course.

These "exercises" are supposed to teach you about fog, substitution/evaluation and how to express one thing in terms of another. Instead of f(x) for the function they want f(h)...in order to do that you have to put x in terms of h.

In this case you have to figure out that x = h/2 and you have to know how to find the area of a triangle...

It helps to understand rectangles and that all it is is A = (1/2)LW but instead of Length and Width we are talking about Base and Height so we get A = (1/2)bh and all we have is a special triangle that is 30-60-90 so the base is h/2 and the (√3)(h/2) or vise versa depending on how you look at your triangle. So then all you do is substitute terms and you're done. Somehow they usually don't make it that easy.

Express The Area Of A 30-60-90 Triangle In terms Of Hypotenuse:


Crewton Ramone Express Hypotenuse In Terms Of Perimeter of a Triangle.



Explaining via Mortensen Math...this is basically the same as this vid except I explain it with the emphasis for teachers and trainers who are using the Mortensen method...here is regular explanation: http://youtu.be/7NvnLPwkZVw



In this vid I talk about the concepts of Hero Zero and No Fun Get Back To One as well as the rectangle and SAME.

I left out the concept of the rectangle and squares...and that

(a+b)² = a² + 2ab + b² which should be familiar. (x+1)² = x² + 2x + 1 or x² + 2x + 1²...

Here are little boys playing with the concept of (a+b)² or (x+1)² or (x+y)²:



Important concepts to understand here. They stumble in exactly the same places high school and college kids do...but by the time they are teens these concepts will be second nature.

It got cut off at the end, but basically I was explaining that I give him a hard time because he's my son...but that I was very pleased with his work today. And then they did their usual Crewton Ramone's house of math sign off...but the camera died. Happily the lesson was over so we didn't really lose anything...less than 30 seconds got cut off.

Also we talked about it afterwards and the reason he said 14 when adding 6 + 5 is that he was looking at it upside down and the 6 does indeed look like a 9 when you are looking at it upside down so he automatically decoded the symbols as 9 + 5 and got 14 even though he heard 6 + 5..."I know what 6 + 5 is dad...I've been doing it my whole life!"

A note to those with dyslexic kids...what they "see" and the decoding going on there is usually more "powerful" than what they hear.

More videos and sample lessons you won't find anywhere else with these two are here:
http://www.crewtonramoneshouseofmath.com/Dboyz.html There are several hours worth of video there now. You need a password.

Here is some more typical high school algebra:

These are screencasts.



Yet more:



And last but not leaste a problem where we put Pythagoras to the test:



Here a blogpost on using Pythagorean theorem.

All of these problems can be fun if presented properly and if the students have a firm foundation in mathematical concepts. If not they tend to strike fear and cause confusion and delay to quote Thomas and Friends. Just remember rectangles are easy to count and triangles can be a bitch to count so we turn them into rectangles. We also do this with circles and areas under curves.

Be sure to find us on Facebook. And be sure to share this post with kids and teachers you know that are stuck in algebra class.