Archimedes Plutonium

2018-02-04 01:17:25 UTC

#1 TEACHING TRUE MATHEMATICS, 2018, by Archimedes Plutonium

Preface:

Alright I devote the entire year 2018 to doing this textbook on math. A textbook like none other for it takes the student from age 8 until age 26, throughout the subject of mathematics. The one book for all of mathematics.

It is historic in the sense that it cleans out all the errors of Old Math, and believe you me, the errors in Old Math were vast. So vast, that the best thing is to rewrite all the math textbooks, throw out the old.

And historic in the sense the book is used from ages 8 to 26 as a single math text, where teachers supplement blank pages to tailor fit their class. I write this textbook with the Common Core Curriculum in the USA, in mind. So I know what Grade level students are taught specific topics.

I write this textbook in a style never seen before in science textbooks, for I am talking most often to the student, but also, talking very much to the teacher. So both the student and teacher are addressed in this textbook.

This book is unique, in that you need only this text of math for all school needs. None of this buying a new book for each course. And it requires work by the teacher to fill in blanks. I cover only the very basic. But the beauty of that, is many students bored with the lessons on hand will keep on looking further ahead in the pages, at more advanced math-- for it is available and open to their eyes to wander on into what their future math lessons are going to be. I am a pragmatist teacher myself, and know that if math is available, only more advanced, that the students will often exceed expectations and learn what was meant for them years into the future. I see it the case that some very bright High School students will have mastered the College level math from this textbook, just because it is in plain sight.

Now in writing this text I need commentary along with lessons. So the structure of the book is lessons and then commentary. Arranged in chapters, and arranged for age level of students. The 8 year old starts at the beginning. The High School student starts near the middle, the college student starts near the end. But all ages can wander through this textbook learning more and more about math.

And this textbook is unique in another way, it is written Logically, a logical minded author, am I. Logic means clarity and order. So few, so very very few books of science are written by authors who possess logic.

But, I was a teacher myself, and know the key number one element of being a teacher, a good teacher, is that a good teacher teaches students at a level of age, that the student can readily comprehend and understand the material. If a student cannot understand what is being taught, is a bad teacher. It is not the student's fault, but the teachers fault. The teacher is not at the level where the student can learn. The teacher is "over the heads of the students". And that is the worse kind of teacher. Over the heads of the student and makes the student fear math, and forever turned off by math. Math, never needs to be feared.

But another sign of a excellent teacher, is he/she comes to class every day, prepared, not ad lib an hour, but prepared the night before.

So, teacher, to young students, tell them this book is used by them throughout their life, but for the classroom at a certain age, only this part of the book are they going to learn. Tell them the rest of the book they will learn in later classes in later years, not your class. Your class only is responsible for this part of the textbook. And of course, well, the brightest students will be bored with what they are responsible for, and will peek ahead into future lessons. And, let them do that.

But, in all my lessons of this textbook, I strive for CLARITY, strive for Understanding, and strive for Logic and Order. A text on math written by a logical author.

Bon voyage

Lesson 1, Chapter 1, Counting, and "What are Numbers" Re: _Textbook :: TEACHING TRUE MATHEMATICS, 2018

Lesson 1, Chapter 1, Counting, and "What are Numbers"

Sad to say, the most important use of mathematics by every person alive is to be able to know how much money, count money and know numbers to count correctly. But, then again, that is why everyone needs to learn math-- to be able to handle money. Very difficult to live in modern society and not be able to handle money because you have no math.

We start this book for 8 year old students and to Count and then from Counting learn "What is a number".

Have the students write out all the numbers from 0 to 100. They are Counting

Something like this::

90, 91, 92, 93, 94, 95 96, 97, 98, 99, 100

80, 81, 82, 83, 84, 85, 86, 87, 88, 89,

70, 71, 72, 73, 74, 75, 76, 77, 78, 79,

60, 61, 62, 63, 64, 65, 66, 67, 68, 69,

50, 51, 52, 53, 54, 55, 56, 57, 58, 59,

40, 41, 42, 43, 44, 45, 46, 47, 48, 49,

30, 31, 32, 33, 34, 35, 36, 37, 38, 39,

20, 21, 22, 23, 24, 25, 26, 27, 28, 29,

10, 11, 12, 13, 14, 15, 16, 17, 18, 19,

00, 01, 02, 03, 04, 05, 06, 07, 08, 09,

Now, teacher, warn the students that writing 1 as 01 or 2 as 02, etc, does not affect the number. Teach them a 0 in front of a number does not affect the value, but a 0 after does affect the value. Such as 1 is 01 but 10 is ten, and 02 is 2 but 20 is twenty. So, teacher, spend a good deal of time teaching when 0 affects the value of a number. Tell the students that the reason they are writing a 0 in front of 1 or in front of 0 itself is so there are two digits, yes two digits for all these numbers, except for 100.

Now, ask the students to Count those numbers as if they were whole dollars (in other countries, they may not or may have a currency- a money in decimal, if they do not, well, just use USA dollar with cents).

So, zero dollars, 1 dollar is 01, 2 dollars is 02, etc, etc. Have the entire class count up to 100 dollars.

90, 91, 92, 93, 94, 95 96, 97, 98, 99, 100

80, 81, 82, 83, 84, 85, 86, 87, 88, 89,

70, 71, 72, 73, 74, 75, 76, 77, 78, 79,

60, 61, 62, 63, 64, 65, 66, 67, 68, 69,

50, 51, 52, 53, 54, 55, 56, 57, 58, 59,

40, 41, 42, 43, 44, 45, 46, 47, 48, 49,

30, 31, 32, 33, 34, 35, 36, 37, 38, 39,

20, 21, 22, 23, 24, 25, 26, 27, 28, 29,

10, 11, 12, 13, 14, 15, 16, 17, 18, 19,

00, 01, 02, 03, 04, 05, 06, 07, 08, 09,

Now I am a firm believer in repetition by students, for they memorize and it boosts their confidence-- that they can do this, do math. They understand it and do it easily.

Now, we take our chart and place a decimal point "." between digits. We just took our above table of numbers 00 to 100 and added a decimal point. Teacher, it is not far away where we teach Decimals, but let the students do mostly counting for now, and the decimal explanation will come soon enough.

9.0, 9.1, 9.2, 9.3, 9.4, 9.5 9.6, 9.7, 9.8, 9.9, 10.0

8.0, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9,

7.0, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9,

6.0, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9,

5.0, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9,

4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9,

3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9,

2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9,

1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9,

0.0, 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9,

Now, have the students count these numbers.

Zero point zero, zero point 1, zero point 2, zero point 3, zero point 4, etc etc. Count all the way to nine point nine, ten point zero.

Now, teacher, have them count that same table as if they were dollars and cents. Zero cents, ten cents is .1, twenty cents is .2, thirty cents is point .3, forty cents is .4, on up to 9 dollars and ninety cents is 9.9, ten dollars is 10.0.

AP

Preface:

Alright I devote the entire year 2018 to doing this textbook on math. A textbook like none other for it takes the student from age 8 until age 26, throughout the subject of mathematics. The one book for all of mathematics.

It is historic in the sense that it cleans out all the errors of Old Math, and believe you me, the errors in Old Math were vast. So vast, that the best thing is to rewrite all the math textbooks, throw out the old.

And historic in the sense the book is used from ages 8 to 26 as a single math text, where teachers supplement blank pages to tailor fit their class. I write this textbook with the Common Core Curriculum in the USA, in mind. So I know what Grade level students are taught specific topics.

I write this textbook in a style never seen before in science textbooks, for I am talking most often to the student, but also, talking very much to the teacher. So both the student and teacher are addressed in this textbook.

This book is unique, in that you need only this text of math for all school needs. None of this buying a new book for each course. And it requires work by the teacher to fill in blanks. I cover only the very basic. But the beauty of that, is many students bored with the lessons on hand will keep on looking further ahead in the pages, at more advanced math-- for it is available and open to their eyes to wander on into what their future math lessons are going to be. I am a pragmatist teacher myself, and know that if math is available, only more advanced, that the students will often exceed expectations and learn what was meant for them years into the future. I see it the case that some very bright High School students will have mastered the College level math from this textbook, just because it is in plain sight.

Now in writing this text I need commentary along with lessons. So the structure of the book is lessons and then commentary. Arranged in chapters, and arranged for age level of students. The 8 year old starts at the beginning. The High School student starts near the middle, the college student starts near the end. But all ages can wander through this textbook learning more and more about math.

And this textbook is unique in another way, it is written Logically, a logical minded author, am I. Logic means clarity and order. So few, so very very few books of science are written by authors who possess logic.

But, I was a teacher myself, and know the key number one element of being a teacher, a good teacher, is that a good teacher teaches students at a level of age, that the student can readily comprehend and understand the material. If a student cannot understand what is being taught, is a bad teacher. It is not the student's fault, but the teachers fault. The teacher is not at the level where the student can learn. The teacher is "over the heads of the students". And that is the worse kind of teacher. Over the heads of the student and makes the student fear math, and forever turned off by math. Math, never needs to be feared.

But another sign of a excellent teacher, is he/she comes to class every day, prepared, not ad lib an hour, but prepared the night before.

So, teacher, to young students, tell them this book is used by them throughout their life, but for the classroom at a certain age, only this part of the book are they going to learn. Tell them the rest of the book they will learn in later classes in later years, not your class. Your class only is responsible for this part of the textbook. And of course, well, the brightest students will be bored with what they are responsible for, and will peek ahead into future lessons. And, let them do that.

But, in all my lessons of this textbook, I strive for CLARITY, strive for Understanding, and strive for Logic and Order. A text on math written by a logical author.

Bon voyage

Lesson 1, Chapter 1, Counting, and "What are Numbers" Re: _Textbook :: TEACHING TRUE MATHEMATICS, 2018

Lesson 1, Chapter 1, Counting, and "What are Numbers"

Sad to say, the most important use of mathematics by every person alive is to be able to know how much money, count money and know numbers to count correctly. But, then again, that is why everyone needs to learn math-- to be able to handle money. Very difficult to live in modern society and not be able to handle money because you have no math.

We start this book for 8 year old students and to Count and then from Counting learn "What is a number".

Have the students write out all the numbers from 0 to 100. They are Counting

Something like this::

90, 91, 92, 93, 94, 95 96, 97, 98, 99, 100

80, 81, 82, 83, 84, 85, 86, 87, 88, 89,

70, 71, 72, 73, 74, 75, 76, 77, 78, 79,

60, 61, 62, 63, 64, 65, 66, 67, 68, 69,

50, 51, 52, 53, 54, 55, 56, 57, 58, 59,

40, 41, 42, 43, 44, 45, 46, 47, 48, 49,

30, 31, 32, 33, 34, 35, 36, 37, 38, 39,

20, 21, 22, 23, 24, 25, 26, 27, 28, 29,

10, 11, 12, 13, 14, 15, 16, 17, 18, 19,

00, 01, 02, 03, 04, 05, 06, 07, 08, 09,

Now, teacher, warn the students that writing 1 as 01 or 2 as 02, etc, does not affect the number. Teach them a 0 in front of a number does not affect the value, but a 0 after does affect the value. Such as 1 is 01 but 10 is ten, and 02 is 2 but 20 is twenty. So, teacher, spend a good deal of time teaching when 0 affects the value of a number. Tell the students that the reason they are writing a 0 in front of 1 or in front of 0 itself is so there are two digits, yes two digits for all these numbers, except for 100.

Now, ask the students to Count those numbers as if they were whole dollars (in other countries, they may not or may have a currency- a money in decimal, if they do not, well, just use USA dollar with cents).

So, zero dollars, 1 dollar is 01, 2 dollars is 02, etc, etc. Have the entire class count up to 100 dollars.

90, 91, 92, 93, 94, 95 96, 97, 98, 99, 100

80, 81, 82, 83, 84, 85, 86, 87, 88, 89,

70, 71, 72, 73, 74, 75, 76, 77, 78, 79,

60, 61, 62, 63, 64, 65, 66, 67, 68, 69,

50, 51, 52, 53, 54, 55, 56, 57, 58, 59,

40, 41, 42, 43, 44, 45, 46, 47, 48, 49,

30, 31, 32, 33, 34, 35, 36, 37, 38, 39,

20, 21, 22, 23, 24, 25, 26, 27, 28, 29,

10, 11, 12, 13, 14, 15, 16, 17, 18, 19,

00, 01, 02, 03, 04, 05, 06, 07, 08, 09,

Now I am a firm believer in repetition by students, for they memorize and it boosts their confidence-- that they can do this, do math. They understand it and do it easily.

Now, we take our chart and place a decimal point "." between digits. We just took our above table of numbers 00 to 100 and added a decimal point. Teacher, it is not far away where we teach Decimals, but let the students do mostly counting for now, and the decimal explanation will come soon enough.

9.0, 9.1, 9.2, 9.3, 9.4, 9.5 9.6, 9.7, 9.8, 9.9, 10.0

8.0, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9,

7.0, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9,

6.0, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9,

5.0, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9,

4.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9,

3.0, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9,

2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9,

1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9,

0.0, 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9,

Now, have the students count these numbers.

Zero point zero, zero point 1, zero point 2, zero point 3, zero point 4, etc etc. Count all the way to nine point nine, ten point zero.

Now, teacher, have them count that same table as if they were dollars and cents. Zero cents, ten cents is .1, twenty cents is .2, thirty cents is point .3, forty cents is .4, on up to 9 dollars and ninety cents is 9.9, ten dollars is 10.0.

AP