## Pascal’s Triangle

One of the most interesting Number Patterns is Pascal’s Triangle a very interesting and useful number sequence.

One of the most interesting Number Patterns is Pascal’s Triangle a very interesting and useful number sequence.

New Year’s resolutions for children ages 5 to 12, when done well, can be a positive experience. However, if done poorly, they can set up a child to feel disappointed and inadequate, according to mother of three and family therapist Michele Southworth of the Council for Relationships in Philadelphia PA. Unkept New Year’s resolutions can be even more demotivating for kids, than they can be for adults. “New Year’s resolutions are hard enough for adults. Let’s not model for our children the feelings of making a promise to change that, by February 1, they’ve forgotten or failed; let’s not set up our kids to have that experience,” said Ms. Southworth.

**Resolutions can Help Teach your Children about the Decision-Making Process**

According to Ms. Southworth, resolutions can be looked at as laying the groundwork to help children learn about the decision-making process and, when achieved, can build confidence for many kids. They can be an opportunity to help children learn how to set realistic goals, and to spearhead a discussion on realistic thinking. Parents and children can have a very fruitful conversation – how to go about making choices for yourself, and being responsible for your own success and how having goals can be helpful in life. “Achieving a New Year’s resolution can help children develop a sense of self, and of being a capable person. It can help them learn to make a decision, to evaluate it, and then to make it happen,” Ms. Southworth said. “These are work-related skills that can have a lot of value over time, but they are **most** effective when there is no parental pressure, and when the goals are realistic and internally-driven,” she added.

**Two Concerns to Watch for When Setting New Year’s Resolutions with Kids**

Parents need to guide children in a reality-based discussion that is supportive in helping a child develop the skills to make decisions. “There needs to be a balance between setting **realistic**, achievable goals and perhaps pushing themselves a bit to reach them, **rather** than feeling parental pressure to do so,” Ms. Southworh said.

**Resolutions Need to Come from the Child, not the Parents**

“One thing to definitely watch for is parents suggesting or setting goals **for **kids, rather than the child selecting a goal for him or herself,” said Southworth. For example, if a child says, “I don’t know what I should pick as a resolution,” a parent suggesting, “Wouldn’t it be great if your New Year’s resolution was to lose some weight,” is loaded with problems. “Parents should not try and sell their own ideas of a resolution to the kids. Adults need to be **very** clear whose goal it is,” she added. Externally-motivated resolutions can set up destructive habit patterns of pleasing others at the expense of one’s own needs, and a feeling of failure, even though the goal was not something they really wanted. If parents wish the child would pick a resolution like, “I will get my homework done on time,” the parent should really think of making their OWN resolution **instead **along the lines of, “I find ways to make it easier for my child to get his/her homework done on time this year,” and let the child select something of his/her own desires.

**Resolutions for Children Younger than 10**

“Most kids under 10 don’t really have enough of a sense of time or managing themselves for resolutions to really work,” according to Ms. Southworth. To increase the potential for success for children under 10 pick very simple and achievable goals. Recognize that for your child to be successful, parental involvement may be required. With young children, you might think about a one-time goal, or something that can be repeated monthly, rather than a longer, broader goal. One resolution is more than enough for most children.

**How to Start a Conversation about New Year’s Resolutions**

Ms. Southworth suggested a conversation starter such as: with the new year coming up, some people choose to create a New Year’s resolution to help them make changes in the coming year. “Is there anything that **you **would like to be doing differently this year? Or something you want to learn to do, or to do more of, or less of than you’ve been doing?” The younger the child, the simpler the resolution should be.

If the child picks a wildly unreachable goal parents can talk them through the decision process, “Let’s think how complicated or not that goal is – what’s going to be involved in your doing that?” Without squashing their enthusiasm, adults can talk through the mechanics – asking, “How hard will it be to do that?” said Ms. Southworth. You can talk about how aiming very high **can **help them push their boundaries and achieve more than they thought, but that setting a goal **too **high can leave them frustrated and disappointed if they end up not achieving it.

**Resolutions for an Older or more Mature for their Age Child**

Another thing to discuss with older children is to ask how will the child know if they succeeded, how can they measure how well they did? Again, without adding pressure. Ms. Southworth suggested that giving incentives if they follow through on a resolution is usually not effective. Is the child doing the resolution because of an internal motivation or only for the reward? Incentives can also lead to more pressure around the resolution than is good for kids.

One of the goals of ALOHA Mind Math’s programs is to build confidence in our students. We hope this article helps you decide if New Year’s resolutions can help build **your** child’s confidence or not, and if so, how to go about it constructively.

At Aloha Mind Math Canada, with the help of Abacus learning, we teach students the skills to quickly analyze and deliver answers to complex math problems within seconds. This help a child’s mental learning abilities, concentration power, and holistic development of the brain. Time is essential, get your child ahead of the race. You can enroll your child for mental math classes at Aloha. Register online here or call 604-597-8663 for more details.

Getting involved in volunteering activities form a young age can reap in huge benefits on the overall development. Volunteering inculcates a sense of purpose and commitment in their life. There are various reasons why students should volunteer while they still go to school.

Volunteering helps you gain invaluable work experience other than just finishing off your assignments and getting good grades. This gets you ahead of the pack by a long margin. There are a lot of volunteering opportunities for students which helps in developing social, technical and soft skills that is required in the job market today.

How often have you noticed the need of work experience even with entry-level job postings? Employers prefer work experience from a candidate before hiring them. What if you don’t have that work experience? You must start somewhere! Volunteer experience comes to the rescue. Having a volunteering experience before you graduate school can work wonders for your profile and can add a great deal of substance to your resume.

With the competition so fierce, it is a given that only skill and knowledge does not get you through. Networking and people skills play a very important role towards your path to success. It is a connected world. Do you know most jobs are filled within the inside network or recommendations? Volunteering helps you make those worthy connections at a professional level and you also make some great friends along the way.

More often, the most valuable lessons are taught outside the classroom. You learn these lessons through life experiences. Volunteering lets you gain these invaluable life experiences at various stages. Helping the community, rooting for a cause, opening to new opportunities, getting into unexplored ventures are some of the experience which you come across while you volunteer. A hands-on experience surely helps you to develop your social skills at a higher level.

What social causes do you feel strongly about? What can you do to help? These are some of the basic questions you want to ask yourself before deciding where you want to volunteer at. Is it the environment, education, sports, NGO work, or events? Make your pick wisely because you will only enjoy volunteer work if you truly believe in what you are doing.

Note for Parents: At Aloha Mind Math Canada we provide Aloha graduates and students an opportunity to participate in volunteer work at all Aloha centers. Apart from the work experience they gain while conducting classes, marking papers, maintaining daily logs etc. this volunteering experience also allows them to accumulate important volunteering hours, volunteering certificate and a letter of recommendation. For more information on our programs and current volunteer opportunities please contact 604-597-8663 or fill out your contact information here.

It is important that everybody learn to do some calculations mentally when paper and pencil or a calculator is not handy. This article, Part 1, suggests a few beginning mental math strategies that a parent might help a child learn at home.

Mental math should not be confused with the memorization of basic mathematics facts— such as knowing the times-tables by heart. While memorizing basic facts makes mental math easier, doing mathematics mentally requires both memorized facts and the manipulation (strategies) of numbers and operations in order to solve problems that are much more complex than the simple number facts we can easily memorize.

The following mental math strategies are arranged in general order from the easiest strategies children can learn to perform in their head to more difficult and challenging mental math gymnastics.

Doing addition problems in your head is probably the best way to start doing mental math. Even young children—5, 6, and 7 year olds—can do the easiest strategies below.

while the first few may seem trivial to adults, they are a good way for children to begin learning to do mental math.

when the words “hearing” and “saying” are used in these strategies, they mean “hearing in your head” and “saying in your head.”

Adding one means hearing a number, then saying one number up—or counting up one number. The best way to introduce this to your children is to say a number out loud and then, after allowing they time to think, have them tell you the next higher number. Make it fun by having your children tell you a number and then you tell them the next number. Start with low numbers and, when your children are able to count higher, move to larger numbers.

Adding two means hearing a number, and then saying the number that is two more. To do this, children can either mentally add two or count up by two. If you first teach your children to count by twos: 2, 4, 6, 8, 10, etc., it will be easier for them to add two mentally. However, remember that they will also have to learn how to count by the odd numbers: 1, 3, 5, 7, 9, Also, if children understand that any odd number, plus 2, will always be another odd number, and that any even number, plus two, will always be another even number, these mathematics concepts can help them check their answers mentally.

Counting-on is one of the simple but powerful mental math strategies children can learn and is the easiest for most students—many children figure out this strategy naturally. Counting-on means a child mentally says the biggest number to add, and then counts-up the second number, one (or two) at a time. For example, in the equation 5 + 3, you start with the 5 in your head, and then count up: . . . 6, 7, 8. You might suggest to your children that if they want to add 2 + 6 in their head, they should start with the bigger number, in this case 6, and count up (. . . 7, 8) since, with addition, you can add numbers in any order and get the same answer—order does not matter. This is called the commutative property of addition.

When mentally counting-on, children and adults often resort to using their fingers to count up (or down), simultaneously counting on their fingers while they count in their heads. If your children use this handy device, let them. It is not harmful if it helps to make counting-on a useful mental math strategy.

Since ten is the basis of our number system, students who know all the single-digit combinations that equal 10 can make good use of them in doing mental math. The making ten strategy involves memorizing the number combinations that add to ten: 7 + 3, 8 + 2, 5 + 5, etc.—they are not as useful if children need to think hard to remember these combinations. Once students memorize these, counting-on or other strategies become easier. For example, 6 + 4 = 10 may be a trivial problem, but if you know your combinations of ten, this strategy can then be extended to harder problems, such as 76 + 4, since 76 + 4 = 70 + 6 + 4 = 70 + 10 = 80—easy!

On paper, we tend to calculate with numbers in the order they are given. Doing mathematics mentally frees us to do calculations in the order we choose and can do more easily. For example, if we do 6 – 3 + 2 + 4 + 8 in our heads, we can rearrange it as (6 + 4) + (2 + 8) – 3—two combinations of 10, then subtract 3 last. However, to do this, a child must be able to remember the numbers and rearrange them mentally. This is hard for some people.

Number lines, such as those found on the wall in many classrooms, are a visual model of our number system and can be very helpful for children who need to see how numbers are logically arranged. If children can close their eyes and visualize a mental number line, this too can be helpful in doing mental math. The best way to help students picture a number line is to post a paper number line in your home where your children can see it and use it regularly when they do mathematics. They will begin to notice all the wonderful number patterns, the twos, the fives, the tens—and many more. If they can then see the number line when they close their eyes, they can use these patterns to do mental math.

The number line can teach students that adding ten is easy because ten is an easy “jump” up the number line. No matter what number you start with, the one’s digit stays the same but the ten’s digit increases by one. For example: 5 + 10 = 15, 12 + 10 = 22, 23 + 10 = 33, etc.

Once adding ten is easy to do, adding nine is the next strategy to learn. To add nine, a student just adds ten, and then counts down by one. A child would mentally say 5 + 9 = 5 + 10 – 1 = 15 – 1. Once understood, this mental math strategy is almost as simple as adding ten.

Making use of doubles—5 + 5, 7 + 7, etc.—is a bit harder, but can be very useful for mental math. Doubles come up often in calculations, so if all the single-digit doubles are memorized, students can combine these known facts with the mental math strategies already mentioned. For example, when faced with the problem 76 + 6, students can think of it as 70 + 6 + 6. If they remember that 6 + 6 = 12, then they can rearrange the problem as 70 + 12, and then again rearrange the problem as 70 + 10 + 2 = 82—making it an easy mental math problem.

Once students have memorized their doubles; the use of near-doubles in mental math follows easily. For example, in the expression 5 + 6, if students first remember the double, 5 + 5 = 10, then it is easy to add one more, getting an answer of 11. Children actually do not have to memorize the near-doubles if they know their doubles. For example, in the equation 37 + 8, when children use the near doubles strategy, it follows that 30 + 7 + 7 + 1 = 30 + 14 + 1 = 44 + 1 = 45.

We frequently do mathematics differently in our heads than we do with paper and pencil. The typical way to add a pair of two-digit numbers is to add the digits in the ones place first, carry ten if necessary, add the digits in the tens place next, and finish by combining the tens and ones results. However, many people can keep track of these calculations more easily in their minds if they reverse this order—adding the tens first, remembering that number, then adding the ones, and only then combining the tens and ones. For example, in the problem 65 + 26, if students first mentally calculate 60 + 20 = 80, the number 80 is pretty easy to remember—to store away mentally for a few moments. If they then add the ones, 5 + 6 = 11, they can recall the easily remembered number, and compute 80 + 11 = 91. Not everyone prefers front-end addition, but those who do often use this strategy without thinking about it.

certain number pairs go together nicely and are easy to work within our heads; we call these friendly numbers. For example, 75 + 25 totals 100—we know this well from using money. Although we do not often get many problems as simple as 75 + 25, we can combine this friendly number strategy with other mental math strategies. For example, to add 78 + 25 students would instead think 75 + 25 + 3, changing it into two friendly numbers and one easily added number instead.

Balancing numbers before you add them is a variation of the friendly number strategy. This strategy involves “borrowing” one or more from one number and “trading” it to the other number to make two numbers that are friendly. For example, 68 + 57 are not friendly numbers, but if you mentally borrow 2 from 57 and add it to the 68, the problem now becomes 70 + 55—a much easier problem to do mentally.

For some students these mental math strategies will be interesting and fun—and may even make them feel mathematically powerful. However, what appeals to one child may be uninteresting and hard to another. If there is one important bit of advice before you share any of these strategies with your children, it is: go slow and proceed only IF your children enjoy learning how to do mathematics in their head. A few minutes of playing with mental math are plenty—do not make it tedious. If learning mental math tricks is not fun for your children, it is best if you stop and look for other areas of mathematics, such as geometry or puzzles, that will appeal to your children more than mental math.

*by Paul Giganti, Jr., CMC Math Festival Program*

*CMC ComMuniCator*

*pgiganti@berkeley.edu*

You’re invited!

Join us on March 5th for our National Competition at

Mirage Banquet Hall

(#201-17767 64 Ave surrey B.C.)

Doors open at 11am

Hope to see you there!

Teaching sequential math is just as important as teaching someone how to drive by showing them one step at a time.

Imagine if someone tried to teach you to drive by giving you the keys and telling you to drive home. Without learning basic skills like how to brake or use turn signals, you would be ill-prepared to actually drive and would probably wind up crashing.

**Teaching sequential math is just as important as teaching someone how to drive by showing them one step at a time. **This is mostly understood in the very beginning of a child’s education when we teach numbers and basic addition and subtraction. But often, the further along we go, the less the emphasis is on sequential learning. For example, mastering the order of operations is essential to mastering algebra, but frequently order of operations is only dwelt on briefly and then it’s on to the next topic before students have the chance to really master the material. When we learn in sequence, mastering each concept before moving on to the next, we are able to tackle harder problems and learn tougher concepts more easily because we have a foundation on which that learning can take place. When we learn out of sequence or move on to the next topic before we’ve mastered the current topic, it becomes much more difficult to continue learning.

**There is a problem with sequential learning: students don’t learn concepts at the same speed and pace as other students.** A student may learn one math concept in a matter of days while another concept takes him weeks or longer to master. One of the problems with modern education is that there is often no time for a student to work through difficult math concepts until full mastery is achieved. Sequential learning must go hand in hand with an individualized pace for each student.

**As parents, we need to be proactive in making sure that our children are mastering math.**

1. Ask your kids if they feel comfortable with the speed at which the math is being taught. Take additional time to focus on foundation concepts that they struggle with to help them master the material.

2. Frequently review previously learned math skills with your children — if your children are learning basic multiplication, review addition with them to make sure they have mastered it.

3. Pay attention if your children seem continually frustrated with learning math — frustration is often a sign that they have not mastered previous material and that is interfering with new learning. Learning math in sequence and at an individualized pace is absolutely crucial for success in learning.

one of the abilities needed to achieve success inside the 21st century, basic math is becoming an increasingly important part of early formative years education.

in line with the country wide affiliation for the training of younger youngsters, the maths skills that scholars study at a young age build a foundation for future mastering endeavors and can be a very good indicator of whether or not or no longer young people may be capable of meet and conquer new challenges as they mature.

“Mastery of early math abilties predicts now not most effective destiny math fulfillment, it also predicts destiny analyzing fulfillment,” Greg Duncan, a researcher at Northwestern college, stated in a assertion.

an academic observe of 35,000 preschoolers performed by Duncan found out that the importance of early math skills is paramount. in line with the research, college students who input kindergarten with primary math talents and are capable of construct on the ones competencies are more likely to experience subsequent educational fulfillment, regardless of whether or not they’re dealing with social or emotional problems.

“we discover the single maximum essential component in predicting later educational fulfillment is that children start school with a mastery of early math and literacy standards,” Duncan stated.

A awesome deal of research and professional opinion echoes Duncan’s findings. even though math teaching techniques within the classroom have advanced over the decades to offer college students a extra threat of success, dad and mom can do a remarkable deal to help their youngsters at home with the aid of speakme approximately numbers and mathematics.

There are a diffusion of simple math sports that parents can appoint to engage their kids and prepare them for simple math. as an instance, parents of younger youngsters can factor out numbers on signs and symptoms while walking or riding. it is also important to insert numbers into everyday conversations, asking children how many toys they plan on gambling with or what number of motors are inside the driveway.

With parental assist, teachers can construct on these crucial math skills through introducing youngsters to key mathematical standards and fostering trouble-solving skills at school. instructional films and adaptive learning programs also can enhance the math skills of students who are developing up in an an increasing number of digitized world.

in step with NAEYC, kids show a natural interest in mathematics at a young age, and it is crucial that mother and father and instructors take advantage of this vital time in a child’s education to build the muse that will allow that hobby and engagement to continue well into adulthood.

If dad and mom and teachers get the communication about arithmetic going and continue to combine instruction into college students’ lives, young kids may be put on the path to achievement inside the twenty first century.

Kids aged between 5 and 6 years are eligible for the ALOHA Junior program. This is a prime age for developing mental arithmetic skills. Students are provided Abacus Math Classes where they use Abacus and standardized books with a carefully structured syllabus for the little ones. The books are Activity based which makes Math interesting at this level. ALOHA Junior molds and motivates the minds of the children by introducing interesting techniques using abacus. ALOHA Junior initially uses ABACUS as an ideal learning tool to teach fundamental Math. The activity based materials encourage their minds to think in different possible directions.

- Learning becomes a fun filled activity which keeps the little ones interested
- Small batches to provide individual attention focusing on each kid’s needs
- Well trained teachers who can efficiently handle kindergartners and first graders
- By the end of this program, children are able to handle numbers with multiple digits

- Creates a strong foundation in math.
- Increases memory power, focusing skills and confidence at an early age.
- Helps in developing a liking for math.
- Improves concentration skills for a more focused learning

The Junior Level course consists of 10 levels, with a 3 month period in each level. The classes are once a week and the time duration is 2 hours. A Performance evaluation is completed at the end of each level.

We all have only one brain, of course. Then why is there a left brain or right brain? If you want to know, then you are reading the right article. Okay, let me brief you up about the article.

Our brain is divided into two hemispheres from the middle. And surprisingly each of the part is distinct from the other. They have different functions and response. The picture below might give you an idea about what the two sides are made to do. And there’s much more of it.

Well, you might come across some strange weird words, they are just some biological terms. Don’t run away. We will keep this simple.

The

lateralization of brain functionrefers to how some neural functions, or cognitive processes tend be more dominant in one hemisphere than the other. The medial longitudinal fissure separates thehuman brain into two distinct cerebral hemispheres, connected by the corpus callosum. Although the macrostructure of the two hemispheres appear to be almost identical, different composition of neuronal networks allow for specialized function that is different in each hemisphere. – Wikipedia

Corpus callosum, is this an English word? Biological terms. The corpus callosum connects the two hemispheres of the brain and allows them to communicate. It acts as a intermediate or interface.

What are the functions of left-brain? How does it work? And what happens if it’s disabled? You might have a lot of questions roaming in your mind, are the questions coming from the right side or the left? Haha, relax.

**The left-brain**

Left-hemisphere controls the muscles on the right side of your body. A person who is “left-brained” is often said to be more logical, analytical, and objective.

The left-side of the brain is considered to be adept at tasks that involve logic, language, and analytical thinking. The left-brain is described as being better at:

- Language
- Logic
- Critical thinking
- Numbers
- Reasoning

**The right-side**

The right hemisphere controls the muscles on the left side of your body. The right hemisphere is mainly in charge of spatial abilities, face recognition and processing music.

Right side of the brain can be characterized by the following abilities :

- Recognizing faces
- Expressing emotions
- Music
- Reading emotions
- Color
- Images
- Intuition
- Creativity

It is not merely left vs right. It is complex. *For example*, some people throw a ball with their right hand but write with their left. Being right-brained is not superior tan being left-brained. What is important is to be aware that there are different ways of thinking, and by knowing what your natural preference is, you can pay attention to your less dominant side to improve the same. *For example, *by consciously using the right side of our brain, we can be more creative. More so , because left brain strategies are the ones used most often in the classroom, right brain students sometimes feel neglected.

*By activating the power of both hemispheres, a child will be able to retain knowledge better and become proficient in any subject, especially math.*

Research by Michael Gazzaniga and Roger Wolcott Sperry in the 1960s on split-brain patients led to an even greater understanding. Split-brain patients are patients who have undergone corpus callosotomy (usually as a treatment for severe epilepsy), a severing of a large part of the corpus callosum.-Wikipedia

When the callosum is cut, there is reduction in the communication between the two hemispheres. This affects in a wide way. And this has helped in understanding and analyzing the working of both the hemispheres.

The brain carefully balances and assigns control of certain functions to each side it’s all nature’s way of ensuring that the brain ultimately splits up tasks to maximize efficiency.

Source: Icytales

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