Article

What kind of fraction is this? The kind of fraction here is 15th’s, written as fifteenths. Whatever
it was that was a whole, such as a pie, has been divided into 15 parts. How many fifteenths?
There are 7, written as seven, fifteenths in the fraction. In this fraction, 7 is to be divided by 15,
and we know that because the line under the 7, the fraction bar means division.
Why is all of this important to know? Defining the meaning of words helps us to understand
what is being discussed. One is not stupid if the teacher speaks in Farsi and the listener doesn’t
speak that language. (Farsi, incidentally, is spoken only in Iran.) Additionally, the significance
of the denominator is better grasped when we consider that a group of 7 tigers may be added
arithmetically to another group of 4 tigers to produce 11 tigers in all. Notice that by adding the
two groups the animals did not suddenly change into a new kind of animal. But a group of 7
tigers may not be added to a group of, say, palm trees, because theses are different kinds of living
things. In other words, we have just prepared the student for the, sometimes confusing, subject of
the addition of fractions when the denominators are different. We cannot add fractions unless,
like the example of the tigers, the fractions are the same kind. In other words, we may add
fractions directly only when they are the same kind of fractions. And, when we add fractions that
have the same denominators, they do not suddenly become a new kind of fraction. Now the
student is ready to learn how to add fractions. The numerators may be added arithmetically only
when the denominators are the same.
We state here, emphatically, that our mathematics program does not teach anything that is not
consistent with accepted mathematical principles. Our approach to teaching mathematics,
however, does provide powerful tools that children can readily grasp because everything we teach
is added to previously learned, and mastered, information. The logic is this: If the student is able
to solve simple number problems using powerful tools in the process, the student is then prepared
to solve more complex problems that require the use of those same powerful tools. In other
words, our mathematics program prepares the student for more difficult math work in a structured
and gradual manner. The fear of mathematics is eliminated, because new subjects to be studied
are built on previously learned mathematics.
We are developing a complete program for 6th, 7th, and 8th graders. Our program is not designed
to replace the text or other material used by your child’s teacher. It is designed as a supplement to
whatever program is currently utilized. The exciting part of our math program is its availability
to you by increments. For example, if your child is having difficulty with the study of fractions,
you may order just that material from us at the nominal cost of 15.95 per lesson.
Here is a partial list of subject material available now:
· Place Value and the Arabic-Hindu Number System.
· Fractions, Addition, Subtraction, Multiplication and Division of
· Reducing Fractions
· Perimeter and Area
· Natural Numbers, Whole Numbers, and Integers
· Prime Numbers
· Ratio and Proportions
· Scientific Notation
· Circles
· Volume
There is, as said previously, a logical continuity in mathematics. Place value, for example, ties in
with scientific notation. Understanding the addition of fractions whose denominators are
different establishes a foundation for the future discussion of abstract and complex fractions.
Fractions build a bridge to the study of ratio and proportions. The study of area leads to the
volumetric measure of composite solid figures. Prime numbers, natural numbers, whole numbers,
and integers are central to many other discussions and considerations.
Is your child having difficulty with a math topic not listed above? Call us, and tell us. We will
make every effort to prepare a thorough presentation for you. The discussion above may lead the
reader to believe the math material offered here is for parents whose children are having math
difficulties. But, as teachers know, very often the prescribed math texts don’t work with all
children in the class. This series is intended to provide teachers with a different, time proven,
explanation that will benefit both the teacher and the student alike. Teachers have expressed
enthusiasm and excitement after our seminar workshops on mathematics, The Marva Collins
Way. Their comments express sentiments such as, “I wish I had you when I was studying math,”
or, “I understood what you said, and I wasn’t scared as I usually become when math is being
taught.” Recently, we visited a classroom in Vancouver, Canada. The 7th grade students wrote to
us to express their amazement at what they were able to learn in just one hour. Their awe was
added to by their teacher who informed them that they were learning, and understanding, 11th
grade mathematics. As Marva Collins says, “On the day of victory, nobody is tired!”