Mathnasium training (Videos) – Complete Study Guide, Exams of Mathematics

Mathnasium training (Videos) – Complete Study Guide

Typology: Exams

2025/2026

Available from 05/12/2026

may-blessed
may-blessed 🇺🇸

4.1

(8)

31K documents

1 / 10

Toggle sidebar

This page cannot be seen from the preview

Don't miss anything!

bg1
Mathnasium training (Videos) – Complete
Study Guide
Learning Center Basics
What are the three components of the Mathnasium Method?
Correct Ans - - 10 Rules of Engagement
- Curriculum Icons
- Mathnasium Vocabulary
What are the 10 Mathnasium Rules of Engagement? Correct
Ans - 1) Use the Mathnasium Teaching Constructs. Use the
Teaching Icons as guides
2) Do not repeat inefficient explanations
3) Reteach concepts if a student is struggling. Extend knowledge
back to the point at which they were
4) Praise, encourage, and criticize
5) Use Socratic Questioning when it's appropriate. Use Direct
Teaching when it's appropriate
6) Use Mathnasium vocabulary because it makes sense. Avoid
confusing nomenclature
7) Use manipulatives and Desk Tools when appropriate to clarify
and reinforce concepts visually.
8) Enable students to achieve metacognition, an awareness of
one's own thinking process.
9) Require students to use mental math to enhance numerical
fluency and limit reliance on pencil and paper
10) Master Team Teaching.
List and quickly summarize all key icons: Correct Ans -
Quantity, Denomination, and the Law of SAMEness: Tells
instructor to teach what is in the name
Manipulatives: Instructor should use manipulatives to help
student
Bypass Page:
pf3
pf4
pf5
pf8
pf9
pfa

Partial preview of the text

Download Mathnasium training (Videos) – Complete Study Guide and more Exams Mathematics in PDF only on Docsity!

Mathnasium training (Videos) – Complete

Study Guide

Learning Center Basics What are the three components of the Mathnasium Method? Correct Ans - - 10 Rules of Engagement

  • Curriculum Icons
  • Mathnasium Vocabulary What are the 10 Mathnasium Rules of Engagement? Correct Ans - 1) Use the Mathnasium Teaching Constructs. Use the Teaching Icons as guides
  1. Do not repeat inefficient explanations
  2. Reteach concepts if a student is struggling. Extend knowledge back to the point at which they were
  3. Praise, encourage, and criticize
  4. Use Socratic Questioning when it's appropriate. Use Direct Teaching when it's appropriate
  5. Use Mathnasium vocabulary because it makes sense. Avoid confusing nomenclature
  6. Use manipulatives and Desk Tools when appropriate to clarify and reinforce concepts visually.
  7. Enable students to achieve metacognition, an awareness of one's own thinking process.
  8. Require students to use mental math to enhance numerical fluency and limit reliance on pencil and paper
  9. Master Team Teaching. List and quickly summarize all key icons: Correct Ans - Quantity, Denomination, and the Law of SAMEness: Tells instructor to teach what is in the name Manipulatives: Instructor should use manipulatives to help student Bypass Page:

Proof Bypass Page: Thinking in 10s: Instructor should use thinking in 10s strategy Draw a picture Wholes and Parts: When ascepts of wholes and parts need to be emphasized Complements: Whole minus part should be used to solve the problem Proportional thinking: This should be used while doing the work Direct Teaching Point out a Pattern: Student/Instructor should point out what being repeated in a set of problems Extending Knowledge: Instructor has opportunity to extend knowledge Place Value: Instructor should think of place value when teaching student Doubling: Should be used to solve the problem Mental Math Desk tools Counting Grouping: Grouping strategy can be used for work Use a calculator Socratic Questioning

  • For students who don't want to continue work w/o instructor, tell them you'll be near to help if they need it, compliment their efforts thus far, offer extra punches, offer to play a game afterwards Document session progress on workout plan Communicate and Re-enter Rotation
  • Immediate concerns should be told to center director immediately Notes to Center Director
  • Summarize student progress
  • Actions needed for a student's learning plan Final Engagement
  • Have at leas a page w/ Mastery check
  • Write down any concepts or misconceptions for review in the future ("Things to work on next session" section) What is the difference between proactive and responsive engagement? Correct Ans - Responsive engagement: Response to students in time, be genuine in helping the student Proactive engagement:
  • Seek opportunities
  • Monitor students
  • Follow-up on previously assigned tasks
  • Correct errors before they become habits
  • Intervene to correct behavior What are the types of student interactions? Correct Ans - Normal instruction
  • Responsive or proactive
  • Determine teaching methods (socratic, direct, or both) use icons for visual cues as to how to teach
  • General approach to instruction
  1. Show the student how to do it on one problem
  2. Watch the student work on another exercise, correcting, commenting, or asking them questions when necessary
  3. Disengage and give them some problems to work on Correcting student work
  • Pages should be corrected as soon as possible
  • Ask students to explain answers, even if it's correct
  • Spot-check written work while rotating around the floor; intervene if you see an error being made Mastery Checks Transitioning between activities Re-engaging a student What does the Number Sense Triangle consist of? Summarize each part. Correct Ans - - Counting
  • Wholes and parts: whole = part + part...; part = whole - part + part...
  • Proportional thinking
  • Quantity and Denomination: How much of what (denomination = name)
  • The Law of SAMEness (can only combine things with the same denomination How can you help students achieve metacognition? Correct Ans - How do you teach the Mathnasium way? Correct Ans - - Help student at the right time
  • Assist/Teach student based on what they need
  • Leave student with a goal/task
  • Read the room; look to see if any students need help What are the five modes used to deliver the Mathnasium program? Correct Ans - Mental: Doing math in your head Visual: Pictures Verbal: Direct teaching + Socratic questioning + asking students how they got their answer Tactile: Desk tools and manipulatives Written: Solving problem on paper
  • 10 and how much more would make [sum]
  • Tell students that teen numbers can be broken down into 10 and a digit Doubles:
  • How much is quantity + same quantity? (all the way up to 12+12) When does a student have Numerical Fluency? Correct Ans
  • When they can effortlessly recall basic operation problems What are the fact fluency problems of concern? What do you while they complete them? Correct Ans - - Addition facts with sums over 10
  • Subtraction facts with minuends over 10 Ask them: "Are you sure?" Or if they're right "How did you get that?" Addition and Subtraction fact techniques are...? What prerequisite knowledge is needed? Correct Ans - Up to and Over 10: 8+5 -> 8+2+ -Know what can create 10 (complements of 10) -How to break apart and put numbers back
  • Find 10 + single digit number Doubles +/- one (7+7 = 14, therefore, 7+8=15)
  • Students need to know doubles facts (1+1, 12+12, etc.) How far apart? - Up to and Over 10 (17-9 -> to get to 9 to 10 is one jump, the rest is 7, 1+7=8)
  • Sums under 10
  • Complements of 10
  • 10 + single-digit number DeskTools and Manipulatives Correct Ans - note:
  • pt. 1 + 1/2 of pt. 2 -> example teaching of drawings
  • rest of pt. 2 + pt. 3 example teachings of manipulatives

What rule do you carry out when you use desk tools? Correct Ans - 7th rule of engagement What are desk tools? When do you use them? Correct Ans -

  • Desk tools are lamented pictures, not literal desk tools

Are manipulatives like desk tools? Correct Ans - These are physical objects Multiplication Fact Fluency Instruction Correct Ans - ... What do basic number facts consist of? When does a student have basic number fact fluency? How do you make sure of this? Correct Ans - - Basic operations

  • When they can effortlessly answer basic number problems; no hesitation in answers AND they can teach their process
  • Pay attention to how they find the solutions Name the "Multiplication Fact Fluency" key terms and describe them Correct Ans - - Factor: Two or more numbers in a problem that create a product
  • Multiplicand: The factor that will be multiplied (like how the first term in a division problem is being divided)
  • Multiplier: The number that states how many times the multiplicand will be multiplied
  • Multiplication Fact: A problem that comes directly from the multiplication table b/w 0x0 - 12x
  • Product
  • Repeated addition: A number added a certain amount of times
  • Commutative property of Multiplication: states that factors switched will still give the same product

12s - Separate 12 so that you have 10s and other number. Do 10 times multiplier, 2 times multiplier, then add 9s - Find 10 times multiplier, then subtract once by multiplier ( = 10 - 1) 6s - 5s facts; Find 6 times 5, then one more 6 7s - 5s, 2s; Multiply multiplicand by 5, then 2, then add together 8s- Similar to 9, will use 10s and 2s; doubling technique: double multiplicand by 2s, 4s, 8s What should you look for when you Administer the Multiplication Fact Fluency Checkup? Correct Ans - - Watch for finger counting or other bad techniques

  • If two of the first 5 questions are missed, students will have to go through Numerical Fluency Addition and Subtraction Facts
  • Ask students how they got that to make sure addition and subtraction fluency are good