Soulprints - Amyline Quien Ching

The Road to a Decent Math Grade

The road towards a decent math grade need not be treacherous.

While the thought of confronting yet again a series of utterly confusing number computations in a test paper is enough to send the average student to bedlam, it is still a (sad) fact of life that mathematics will always be a permanent fixture in our daily lives. (I’m sure I am not alone in this sentiment.) Not only do we need math to calculate for the X in our algebra class or for the distance traveled in our physics class, we also deal with numbers every time we pay for something or each time we try to squeeze in an extra in our already tight allowance.

Not all of us could aspire for Math Olympiad championships… or couldn't we? According to Merle S. Alferez, directress of the MSA Academic and Advancement Institute, it’s not true that math skills cannot be learned. “Even children who are supposedly weak in math can learn it if they are properly motivated and given enough encouragement.” In fact, most students who come to MSA initially get low marks in diagnostic exams. “Some students would even ask trainers to be patient with them because they really suck at math,” she recalled. Much to the surprise of their school teachers and even their parents, these students went on to become math wizards, not only excelling in class but also in math contests. Ms Alferez, of course, was not surprised at all. “Mathematics is not so hard if you know the techniques and you have the determination and the willingness to learn,” she pointed out.

The Fear Factor

Most children would cringe at the thought of yet another encounter with those pesky equations and formulas. It is not that Filipinos are poor in Mathematics; we just do not strive enough to be good at it. Fear, I fear, is the culprit. And who could blame these students if they hate math? For most of us (including me), math has always been synonymous with test disorientation and red marks. Class would often involve a confusing jumble of numbers and letters. As if this is not enough, the pi (p) and the factorial (!) would go into the mix. Freddy Krueger is a lamb compared to the math professor. “The problem lies in how we teach mathematics in school,” observed Ms. Alferez. Teachers, according to her, should use more visuals and incorporate games in the classroom. “Illustrations and games such as those lessen the fear of math. Students will come to love the subject if they are having fun in the classroom.” Constant practice is a must. “Their minds lack exercise. Whenever they have something to compute, they just get their calculators,” she pointed out. This is why teachers should give math drills and math homeworks. “Daily drills should be a part of the students’ routine,” she stressed. Of course, teachers should not bear the brunt. Parents should also help by cultivating their children’s interest through educational toys and TV programs. Students should be made to realize that learning math is not only vital to their class standings but also to their “life standings”.


Mental Math

If you think that only a math genius could ever compute for the product of 28 and 50 without ever having to spill a drop of ink on paper, better put those brain gears into use again.

“Mentally solving a math problem is actually quite easy… if you know the shortcuts,” divulged Ms. Alferez. Math is made up of patterns that we might not always see. As we learn mental math, we will discover and recognize these patterns. Once you have mastered the patterns, subtracting, adding, multiplying and dividing would be a breeze. “Learning it is so easy that even children in the first grade could get the feel of it.” she assured. Letting us in on a secret, she illustrated for us some of the shortcuts she uses in MSA. And they were not called shortcuts for nothing. By just learning three simple steps, you can be on your way to multiplying large numbers in seconds. You’ll start wowing your friends with your uncanny math prowess in no time. So let’s save this balderdash and get on with the program.

In multiplying a compound number by eleven, just copy the first number, add the two numbers and copy the second number.

45
*
11
___________
495

If the sum of the two numbers exceeds 10, add the excess number to the tens digit.

56
*
11
__________
616

(Copy the 6; 5+6 = 11; Put 1; Copy 5 and add the excess, which is 1)


Even in multiplying large numbers by 11, the same principle is used.

2345
*
11
---------------
25795

(Bring down 5; add 4 and 5; add 4 and 3; add 3 and 2; bring down 2)

To add 9 without carrying, add 1 to the tens digit and subtract 1 from the other unit digits.


78
+
9
____________
87

(8 –1 = 7; 7+1 = 8)

To subtract 9 without borrowing, just do the reverse. Subtract 1 to the other digits and add 1 to the ones digit.

196
-
9
__________
187

(add 1 to 6, which is the tens digit; subtract 1 from 19)

To add 99 without carrying, just write or add 1 for the hundreds digit. Subtract 1 from the digits.

68
+
99
________
167

(Write 1 for 100; 68-1= 67)

152
+
99
______
251

(Add 1 to the 1 in the hundreds place; 52-1 =51)


Impressed? I know I am. This is just a few of the mental math techniques that you can learn. “I believe in the power of the mind. It can process faster than we realize,” she said. As students become familiar with the ins and outs of mental math, they will soon find that they could solve a problem as fast as they can write it down. And if this is the kind of road that I would have to traverse to get a decent math grade then sign me up. I would gladly take the trip, enjoy myself and survive. So could you.

posted by Amyline Quien Ching @ 11:17 PM