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A majority of students do not know how to grid-in recurring or repeating decimals on the student-response sheet. Here is an example to prove my point. Suppose your answer turns out to be 0.333333 recurring. And you have to grid-in your answer 0.333. But you have to use all for places on the grid. The decimal point must be registered in the grid- it takes up one place on the grid. Filling in .3 or .33 will not qualify for a right answer. The College Board expects you to enter .333 or .334 wherein you have rounded up the number on the decimal.

Students I work with initially report having non-mathematical minds or just simply say that they love school but dislike their math classes. Part of this Math-Fear responsibility falls squarely on our schools and how they've been teaching the forbidden subject for so long. Teachers change their attitudes as they grab their thick Glencoe textbooks in the early grades and Fun briskly opens the door and leaves the room. But listen - you're not just bad at math - or at least, you'd be better at math if you stopped thinking you were. Think back to those moments where other students, teachers, media and parents were taking Fun out of math in front of your very eyes and contextualize your Math-Fear.

What is important for you as a parent is to involve your children into math and best and easiest way to do this is play with them. Chat with them with math situations. These days there are hundreds of education toys available in the market. Perhaps buy that for them. Play with those toys and see the difference. There must be loads of educational toys right from Simple Dinner Table Mats, homepage math Card Games, Cubes out there for you and all you need to do is get one of those and involve your child. Keep increasing the levels so that the child doesn't get bored. Remember children's attention span is very short and you have to keep refreshing the game to keep them involved.

F. Work with manipulatives - cubes or pattern blocks. Jump on a trampoline while solving math problems, or recite multiplication tables while hopping.

Buy lots of workbooks for your child. Get her to solve lots of math problems. You can also download worksheets from the internet. You can start slow but over time your child should be spending at least an hour a day on math. I am not joking. Since your child is starting with math problems at a lower grade level she shouldn't find it all that difficult and dreary.

It also makes it easier for your child to understand re-grouping, as when we add 17 and 26. There is no need for long explanations because the answer becomes obvious.

Because we live in a world where grades and formalized assessments are so important, work with the system by differentiating assessment for learning and homepage - diakov.net - assessment of learning.