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CATProgram
III The Computer-Aided Teaching Program that comes with sound, numbers and pictures so your students can learn faster Note: Some pictures lost their quality when I converted
to HTML Free download now; however, if you would like
to help, you can donate $5 by clicking on the
PayPal link below.
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CATPROGRAM
II MAIN MENU |
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CATPROGRAM
II Version 1.5e.Mar-23-07 OS: Windows www.HmongDictionary.com CATProgram II is a math computer program that comes with sound and graphics to help students learn basic math such as addition, subtraction, multiplication and division. Additionally, it comes with many options where teachers and parents can easily create math table, problem and answer sheets for various levels. CATProgram is very helpful for kids who wanted to improve their basic math skills as well as those who need additional help. Additionally, this program has sounds for both English and Hmong*, and it also has the ability to test students using either randomly generated numbers and/or use numbers from text files.
Using numbers from text files would be an ideal for testing students who are in the same grade, and the random mode is good for general practice purpose and/or for extra credits. Both modes offers a complete test summary where students can print and submit for extra credits.
CATProgram is not a computer game where students will master the patterns because each day and each time students use the program, it uses new random numbers and patterns. Therefore, the only way students will master the program is to really know the math. Therefore, if the old saying, “A picture is worth 1,000 words” is true then what would it be worth if we add sound, numbers and animation to the picture? Did you know that kids learn much faster using computer-aided program because they pay more attention to computers than to teachers? Kids also seem to respect computers more, and they don’t talk back to computers either. I guess because computers do not yell at kids, and computers do have unlimited patience, too. Consistency is another advantage that computers have over human—they never get tired of saying the same thing over and over again. The last one is interaction. Once kids take control of the mouse, they are the drivers and learners. They will obey whatever the computers instruct them to do and this secret has been proven in computer games for years, but we just never put this secret into use in the class room.
So it is time we make our babysitters, the computers, help us teach our children.
* Not available in every option |
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SOLVE
GENERAL MATH SOLVE GENERAL MATH is an option where students can practice their math skills doing addition, subtraction
and multiplication. There are two modes where students can choose from. The “Randomly Pick Numbers” is an option where the program will randomly pick numbers from the top range for the top number and randomly pick numbers from within the specified range below for the bottom number. Students can click on the “STOP” button below to stop the program at any time. The “Read Numbers from File” is an option where teachers and parents can use specific text file that they might have created with specific set of numbers. For example, a teacher might want to make every student in his class use the same math problems instead of randomly generated numbers. For “Random” mode, students can change how many seconds the program will allow for students to solve each math equation/problem. The default is 10 seconds and if the students take longer than that, the program will mark the math equation as “Auto.” Meaning that students failed to answer and it will be marked as wrong in the student’s final score. There are three math operators, addition, subtraction and multiplication (+,-, x). To change the math operator, click on the desired operator from the listbox below the “Operator.” There four numbers on the right where students can change the math to fit their level. By default, the top numbers were set to 1 and 9, and this means the program will randomly pick any number between this range for the top number. Likewise, the default bottom number range is set to 2 and 7, but students can change them. For easier level, i.e., preschoolers, you might want to change it to 1 and 5 for the top range and 1 and 3 for the bottom range. Be patient because it takes time for little kids to learn what we adult have learned all our lives. CATProgram knows that not every zoo has the same cats; therefore, it comes with many math options and difficulty levels so you can adjust it to fit your needs.
Likewise, if you are making students do subtraction, you might want to set the top range of numbers to 50 and 100, but make the bottom range to 1 and 50. This is so that they don’t have to learn the negative subtraction, i.e, 50 – 100 = -50. Another useful method is multiplication. Make the top range to 1 and 9, but leave the bottom range to 5 and 5. This then will act like students are learning the multiplication table 5. Below is a sample problem file that has 5 math problems which allows 8 seconds to solve each problem with a total time allowed of one minute: 8,00:01:00 6,2 4,2 2,2 5,5 5,2 That is it! The 8 on the first line means only 8 seconds allow to solve each problem. 00:01:00 means that students only have 1 minute to solve five problems you provided in that file. Also, this file will work with any math operation, i.e., addition, subtraction and multiplication. The program will end once it reaches the time limit you specified in the file. It may look harder than you think, but it is very simple to use. For my kids, I make them use the random option with the range that I told them to use, and when they are done, I just check their results – stored under their names. Here is the graphical user interface of the Solve General Math looks like |
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See the test result on the next page.
Below here is a sample result from the “Randomly Pick Numbers” option:
Student Name: Tommy Date: 04/10/2007
Begin Time: 15:49:11
5 + 7 = 12 correct
3 + 2 = 5 correct
4 + 3 = 7 correct
6 + 7 = 12 wrong
8 + 3 = 11 correct
6 + 7 = 13 Auto
9 + 2 = 11 correct
7 + 7 = 14 correct
3 + 3 = 6 correct
8 + 6 = 14 correct
2 + 5 = 7 correct
5 + 4 = 9 correct
8 + 7 = 15 correct
Ending time: 15:49:59
Elapsed time: 00:00:46
-------------------------------------------------
Summary
-------------------------------------------------
Total Problems solved: 13
Correct problems solved: 11
Incorrect problems: 2
Score: 84.62%
Once students are done with the test, they can view their
scores by clicking on the “View Your
Scores” at the top.
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LEARN
GENERAL MATH This is a practice option where the program will randomly pick any two numbers from the selected ranges (top and bottom) with the selected math operator, and students then try to come up with the answers before the program display the answers at the bottom. This option is helpful for students who are not familiar with their math and need the answers. Have students practice this option a few times before making them work on the actual math problems will definitely be a big help. On the left, you can change the seconds to higher (longer) before the program will display the answer on the screen. |
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LEARN MATH
TABLES The Learn Math Tables is for learning the basic math tables, i.e, 2 x 1, 2 x 2, 2 x 3 etc… By default, the program will start from table 1 to table 9 (number 1 x 1 to 1 x 12 to number 9 x 1 to 9 x 12. However, students can change these numbers to any other numbers. For example, if the student is trying to learn just the math table 5, he can change the top number to a 5 for the From Table and 5 also in the To Table. For the bottom numbers, he can change the Min Number to 1 and Max Number to 10. That means the program will take the number 5 from the top range add, subtract or time the numbers from the bottom starting from 1 to number 10. |
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CREATE
MATH TABLES This option is for creating general math tables, i.e., addition and multiplication, starting from number 1 (or from certain number) to number 9 or whatever number specified in the Max Table # textbox. This option is great for creating a time table with the desired numbers. |
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Here is a sample result of the above numbers using the multiplication (x) operator. Problem Sheet 7 x
1 = ____ 7 x 2
= ____ 7 x 3 = ____
7 x 4 = ____ 7 x 5
= ____ 7 x 6
= ____ 7 x 7 = ____
7 x 8 = ____ 7 x 9
= ____ 7 x 10 = ____ 8 x 1
= ____ 8 x 2 = ____
8 x 3 = ____ 8 x 4
= ____ 8 x 5 = ____ 8 x 6
= ____ 8 x 7 = ____
8 x 8 = ____ 8 x 9
= ____ 8 x 10 = ____ Answer
Sheet 7 x 1
= 7 7 x 2
= 14 7 x 3
= 21 7 x 4
= 28 7 x 5
= 35 7 x 6
= 42 7 x 7
= 49 7 x 8
= 56 7 x 9
= 63 7 x 10 =
70 8 x 1
= 8 8 x 2
= 16 8 x 3
= 24 8 x 4
= 32 8 x 5
= 40 8 x 6
= 48 8 x 7
= 56 8 x 8
= 64 8 x 9
= 72 8 x 10 =
80 |
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CREATE
MATH SHEET FOR FINDING
MISSING ANSWERS This option is for creating math sheets or tables with general math problems with answer sheet. This option is intended for teachers who think their students need more math problems than just the typical textbook offers. Another great feature with this option is that teachers can print the math problems for the students and keep the answer sheet. Again, teachers can set the range of numbers and math operators to fit their needs. See the example problem and answer sheets on the next page. |
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CREATE
MATH SHEET FOR FINDING
MISSING ANSWERS Here is the sample problem sheet |
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CREATE MATH SHEET FOR FINDING MISSING ANSWERS Here is the sample answer sheet |
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CREATE
MATH SHEET FOR FINDING
MISSING SECOND NUMBERS This option is for creating math sheets or tables with the answers, but with the second, bottom, numbers missing. Again, teachers can change the range of numbers and math operators to fit their needs. The great thing about this option is that the program will create the answer sheet which has the answers as well as the problem sheet. There are two types of math tables. The default type is called stack and the second kind is called equation or line type. See next page for sample problem and answer sheets. |
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CREATE
MATH SHEET FOR FINDING
MISSING SECOND NUMBERS Here is a sample problem sheet with missing second numbers. |
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Here is the sample answer sheet with all numbers |
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CREATE
MATH NUMBERS This option is for creating simple linear math numbers as well as math problems. There are two numbers where teachers can choose to create the math numbers. By default, the program will create 153 numbers starting from 1 to 153 as seen below. The “Starting Number” is a number that the program will use as the first number on the first line. The “Factor” number is a number that will be added to the starting number. On the next page you will see a sample line addition as well as the math table with missing every other two numbers, having a 1 as the starting number with a factor number of 3. |
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CREATE
MATH NUMBERS The following math table was created using the “Create Line Addition Table” using 4 numbers per equation. |
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The following math table was created using the option at the bottom left with no starting number, but with a factor of 3, and the “Show” option at the top with “Every 3 numbers.” |
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FIND
COMMON DENOMINATOR This option is for finding common denominators. See the example shown below. This is very helpful to help students who need help finding common denominators for basic fraction. To use this program, just click on the white textbox on the right of the Numerator and then click on any number above. Do the same for the Denominator and as soon as you have numbers in both texboxes, the answer will display. |
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FIND PRIME
NUMBERS This option is for helping students determine whether a particular number is a prime a composite numbers. If the given number is a composite number, the divisible numbers will be shown as illustrated below on the left column. On the right, the program will also show the division factor numbers as well as the multiplication factor numbers. |
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ADDITION This option is for solving simple addition. However, on the left, there is a different way of addition that students can use for quicker addition that follows the multiplication concept. For example, if we have 46 + 78, most common method would be to take the top right number 6 add to the bottom far right number 8, which is 14. But only write down the number 4 below the number 8 and carry the 1 to be added to the sum of the next number. Therefore, the next set of numbers are 4 (from top left) add to bottom 7 (bottom left) which is 11 and then plus the number 1 = 12. However, looking at the left method, we can quickly add without too many carries/memories lost by adding 6 to 8 = 14 and write 14 down. Then take 4 + 7 = 11 and write 14 on the next level using a right justified positioning—similar to multiplication. Then just add each column of numbers vertically and you will see that most of the numbers rarely go over 10. If any set of numbers go over 10, just use the old carrying then. |
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While I was working on the CATProgram, I realized that even addition can be added using the same logic as when we multiply. Here are some examples: 4 5 6 5 0 5 + 4 + 2 3 ----------- ----------- 1 0 à 6 + 4 8 à 5 + 3 5 à 5 + blank 2 à 0 + 2 4 à 4 + blank 5 à 5 + blank ----------- ----------- 4 6 0 5 2 8 |
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SUBTRACTION Subtraction is provided to help students with simple subtractions as well as a step-by-step explanation of how the process of subtraction works. |
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While I have no other solution for subtraction other than doing the old fashion way, I still believe that we can simplify the math to make the numbers look easier:
5 6 7 500
60 7
è 500+50+7 567 - 3 2 6 =
-300 - 20 - 6
è
300+20+6 -326 --------- ------
---- ----
---------
= ----- 200 40
1 è 200+40+1 241 Once we teach students to visually observe the math (subtraction) this way, they will learn to see the math of subtraction in a whole new way. |
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MULTIPLICATION This option is for students to learn basic multiplication with a step-by-step of explanation. I also provided another method called “A different way to multiply” on the left which is uncommonly known to most people. The idea is to multiply each number from the bottom to each number at the top. The result of each set of numbers is written on a separate level. For example, if we have 56 x 8, we would take the bottom number 8 times 6 = 48 and write 48 down below the column 6 and 8 as shown below. Next, we take 8 times 5 = 40 and write the number 40 below the second column as the second level. For the result, just use simple addition by adding the two levels of 48 to 40, starting from right to left column as shown below. |
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During my engagement with CATProgram, I have learned that multiplication can be done in a different way. That way is much easier, in my opinion, because it requires very little carrying on your brain and memory. For examples: 5
6 9 8 5 6 x 2 x 9 x 3 4 -----
------- --------- 1 2 à 2 x 6
7 2 à 9 x 8 2 4 à 4 x 6 + 1 0 à 2 x 5 + 8 1 à 9 x 9 + 2 0 à 4 x 5 ----- -------
1 8
à 3 x 6 1 1 2 8 8 2 + 1 5 à 3 x 5 --------- 1 9 0 4
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DIVISION Division is perhaps the most difficult and confusing math operation because it requires students to have both multiplication and subtraction math skills. For example, 10 divided by 2 = 5, but in order for students to know what the answer (5) is, they have to take number 2 times 1, 2, 3, 4, 5 and 6 until the sum or product is near and/or equal to number 10. For this reason, I have created this option with as much information as I could to help students to understand the necessary steps, including explanation, in order to learn division. This option is perhaps the most challenging option for me because it requires many calculations, especially when it gets to the remaining, decimal, and rounding. Nonetheless, I believe I have the program working correctly for most of the common division. However, should you and/or your genius students find any bugs or problems, please let me know. Additionally, this division program will always display the result without details or explanation. But you can check on the checkbox called “Explain to me” and the program will gladly show you how each division is done. Of course, if you don’t understand the explanation, it was my bad English and not the program J The “Style” at the top has two options: American and Asian. The default division style is set to American. What is the difference? Well, can’t tell you until you see it. |
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DIVISION If you click on the “Explain to me” on the left after you have entered your numbers, you will see a textbox appear explaining how the long division works. This is very helpful for students who need extra help with division the long way! |
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MATRIX DIVISION Not sure this even exists nor has anyone ever thought of this before, but while I was living with CATPROGRAM he told me that I could do division using matrix, too. I asked CATProgram why and he said so I won’t run out of paper. The name is common for other maths but this “Matrix Division” is not the same as what you’ve seen before. For example, if we have 456/3 here is how to do it using the matrix system:
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Basically, we draw a matrix of 3 rows by 3 columns, and write the dividend (4,5,6) inside each of the column
in the second row (middle row). The top row and columns are for the quotient, and the bottom row and columns
are for the subtraction numbers – the factor number times the divisor (3). Whatever remainders we have, we
write each remainder in front of the next number, i.e., 1 into the 5 so it is 15/3 and so on. If zero remainder, we
treat each
column as its own division, i.e., 4/3 remainder(1) add to 5 (15/3) remainder
(0) add to 6 (6/3) = 0
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BASIC
FRACTION Basic fraction offers students the ability to visually learn the basic fraction by clicking on one or more parts of the figure/picture below. There are three types of graphics where students click: Line, shape and circle. For example, if students click on the number 3 on the line at the top, the program will draw a thick red line starting from 0 to number 3 and then shows the fraction number 3/10. In addition to these visual fraction, students can also type in their fraction (numerators and denominators) into the four textboxes on the bottom left and then click on the SOLVE green button. The SOLVE button will solve the specified/typed fraction. By default, the first adden is set to 1/3 and the second is set to 2/4. Basic Fraction can help students understand how to reduce their fraction by finding the lowest common denominators to the highest denominator. For example, 30/80 can be reduced to 3/8 using either a 10 or with a 2 and then 5. Additionally, Basic Fraction can solve fraction that has different denominators, too. 3 5 3 x 6 4 x 5 18 20 38 19 7 For example: ---- + ---- = ------ + -------- = ------ + ------ = ----- = ----- = 1 ----- 4 6 4 x 6 4 x 6 24 24 24 12 12 |
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NUMBER TO
WORD This option is for helping students learn the equivalent words of certain numbers. Most students know their numbers, but a few really know how to spell and/or write them into words.
To use the program, just click on any of the numbers at the top and at the same time, those numbers will be shown inside the textbox below, including being read/sound out. Inside the yellow box, you will see a sample of how students would write the number as a check amount – how it printed on regular checks.
Clicking on the “Say in Hmong” on the left will say numbers in Hmong. |
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