Transcript Document

“Olympic Math”
The Math Program Leads to Excellence
Olympic Education Institute, Inc.
P.O. Box 502615, San Diego, CA 92150-2615
Tel: (858)487-9288 www.oeiedu.com
What we believe:
We believe every child is uniquely created by God. Helping them reaching
their fullest potential is our primary goal.
We believe that with the right approach, every child can overcome the
anxiety of math, and use it as a tool for reasoning and problem solving.
We believe that “not only to know how but also why,” is the key to be
proficient in math. No problem is too difficult if you have precise math
concept.
Olympic Math can give your child the
best possible start in math that
he/she needs to build a high selfesteem and a love for learning that
will last a lifetime
How we approach…
The curriculum designed is coordinate with the child’s comprehension and
language development process.
At early stage, namely from kindergarten to 2
grade, we emphasize on
developing children’s number concepts as well as capability of observation and
discernment. Word problems are not yet appropriate, due to children’s
limitation on reading. Analogies, number/geometry patterns are the main body
of OM curriculum at this stage.
nd
Develop critical and logical thinking through finding the rule of analogies and
patterns.
Numbers become real, meaningful, and alive through OM innovative approach of
number concept.
Prototypes of Algebra and Function are introduced. Can you image a 1st or 2nd
grader that already has the concept of linear algebra and function?!
How we approach…
At middle stage, 3
to 5th grade, problem solving skills and accurate math
concepts are OM’s focus. “Not only know how but also why” enable OM’s students
to solve any challenging problems.
For 6
rd
to 8th graders, they will explore various problem styles to facilitate
the skills they have already learned. At this stage, more problem solving skills
will be taught to enhance their capability to solve different problem styles
with different approaches. Solving problems in an accurate and timely manner
is our focus to help them to reach the highest possible score in various tests.
th
Olympic Math has worked
miracles for thousands of
students
Early stage (kindergarten – 2nd grade)
limitations
Focus
Language & comprehension
Ex:
Ex:
curriculum
critical & logical thinking
number concept & basic skills
In out
1 2
3 4
4
7
Rule:
In
out
4
5
7
+1
analogy
number/geometry patterns
10’s and 5’s combination/resolution
ƒ(+1)
8
Prototype of function
now
+ 2 = 5,
ƒ(x):x+1
future
= _____
prototype of linear algebra
x + 2 = 5,
x = _____
No longer struggle with borrowing and carrying over with Olympic Math’s
innovative 10’s and 5’s combination and resolution concept:
diagram
thinking process
Ex:
+ 9 = - 1 + 10
2+9=
1
(2 – 1)
+ 10
+
= 11
2
+ 8 = -2 + 10
.
.
.
-9 = – 10 + 1
-8 = – 10 + 2
.
.
.
4+8=
(4 –2)
+ 10
+
= 12
Middle stage (3rd grade – 5th grade)
difficulties
Focus
transform “abstract”
statements into “real” images.
math concepts
curriculum
problem solving
word problems, multiplication,
Not only know “how” but also
division, decimal, fraction,
“why” for each concept
percentage, estimate, measurement,
demonstrate math concepts
average, circle linking, ratio,
with diagram & precise definition
Explain math concepts is always a challenge to many teachers and parents,
OM has different stories:
Use the language/tool your child can understand ..
1
1
Why 2
is bigger than 3
?
Because you will have bigger piece if you share
a pizza with 1 people than share with 2 people. See
1
2
2
Why 2 x 5 = 5 x 2? Because …..
5
See
Why
1
2
=
2
4
=
3
6
2x5
=
because..
1
2
=
2
4
=
3
6
5x2
>
1
3
Your child will become a problem solver in no time
Problem solving and arithmetic operation is a transforming process from abstract to realistic. That’s why
we say “real-ize” when we comprehend a concept or problem.
words
Abstract
figures
process
realistic
3
7
Ex:
The reason why many children are troubled by problem solving is because they have difficulty to
transform “abstract” statements into “real”.
There are 2 baskets, each basket has 3 apples. How many apples are there in all?
Many children will do this way: 2 + 3 = 5, the answer is 5.
Wrong
Olympic Math designed to lead children’s thinking process to transform “abstract/complicate”
statements into “real/simple” image. Our students will do this way:
There are 2 baskets
Each basket has 3 apples:
The total: 2 x 3 = 6 or 3 + 3 = 6 (they can still solve the problem even they haven’t learned
multiplication yet)
“Knowing why” is the key
Ex:
Multiplication concept: 2 x 3 means keep adding 2 three times = 2 + 2 + 2,
2 x 4 means keep adding 2 four times = 2 + 2 + 2 + 2
Test: 8794 x 2345 is how much more than 8794 x 2344?
2345 of 8794
8794 x 2345 = 8794 + 8794 + ……………………………+ 8794 + 8794
8794 x 2344 = 8794 + 8794 + ……………………………+ 8794
2344 of 8794
8794 x 2345 is 1 more of 8794 than 8794 x 2344, so the answer is 8794
(you should solve this problem in a second)
Ex:
Part
whole
Fraction concept: Fraction means part of a whole
What fraction of the shapes is
What fraction of the
?
is shaded?
What fraction of the shaded shapes is
=2
Part =
whole = shapes = 5
=1
Part = shaded
=2
whole =
2
5
1
2
=1
Part = shaded
? whole = shaded shapes = 3
1
3
Advance stage (6th grade - 8th grade)
difficulties
apply skills to problem solving
scared/confused by variables
and factoring
positive/negative, like terms
Ex:
Focus
curriculum
more problem solving techniques
solve problems with accuracy
and speedy
various types of word and
mathematics problems
GCF, LCM/LCD, algebra I & II
Solve the problems in short cut:
3 people can finish a project in 4 days, how many days will it take if 4 people work together?
How about 6 people?
= 3
4
4
4
3
3
3
= 12
The answer is 3 days for 4 people,
2 days for 6 people
# of people
# of days
=
2
2
2
2
2
2
Different types of problems have different approaches..
Ex:
Yankee won 50% of the games in the first 1/3 of the season, what percentage of the games does it need
to win for the rest of the season to finish with 60% of winning rate?
The best way to solve this kind of problem is to use assuming numbers to substitute the percent and
fraction. Since it’s a percentage question, we can assume there are 100 games in 1/3 of the season.
It means Yankee won 50 games in the first 1/3 of the season and that will be 300 games for the whole
season . The goal for Yankee is 60% for the whole season, 60% of 300 is 180. Therefore. Yankee has to
win 130 more games from the rest 200 games. 130/200 is 65%. So the answer is 65%.
Solving problems can be fast and accurate with clear concept
and keen observation
Ex:
1. What’s the one’s digit for 91 x 92 x 93 x …x 99
2. The hundreds’ digit of the product (5000 + 400 + 30 + 2) x 8
3. (999 + 888 + 777 +….+ 111) = 555 x ?
4. Which of the following numbers divided by 4 has remainder 1? A) 7679 b) 6353 c) 7631 d) 9455
Poor students
1. 91 x 92 x…x99= #####….0
Average students
Olympic Math students
1 x 2 x… x9 =362880
..x 2 x.. x 5. x.. = 0
(8 x 4(00) = 32(00), 8 x 4(0) = 32(0))
2. 5432 x 8 = 43456
3.
432 x 8 = 3456
4995 ÷ 555 = 9
4. Try every number and finally find the answer is 6353
(takes 5-10 minutes)
2+2=4
2x4+1=9
use last 2 digit and quickly find the
answer is 6353 (less than 1 minutes)
Conclusion
Using Olympic Math, our students see greater achievement for their
efforts than with traditional techniques. When started early, your
child develops high confidence, avoiding “math-phobia” that sets in
between 3rd and 4th grade.
Olympic Math can give your child the best possible start in math
that he/she needs to build a high self-esteem and a love for learning
that will last a lifetime.