Grade 1 Math Volume 2 en

Brain-Inspired Math
Grade 1, Volume 2
A new technique for teaching mathematics
and boosting a child's math skills.
Margery J. Doyle
Cognitive Systems Scientist and Engineer
Cognitive Architects and Engineers
Dr. Ahmed A. Moustafa

Senior Lecturer in Cognitive and Behavioral Neuroscience,
University of Western Sydney
Dr. Mustafa Fouad Ebaid

Math Curriculum Development Adviser
Mohamed Ibrahim Khadr

Math Curriculum Developer
Copyright 2015 by Alpha Smart Brain

All rights reserved. No part of this publication may be reproduced,
distributed, or transmitted in any form or by any means, including
photocopying, recording, or other electronic or mechanical methods,
without the prior written permission from Alpha Smart Brain.
ISBN
978-0-9963035-7-6
ii
Introduction
There are two different systems for learning and solving
mathematical problems, the visual-spatial and the formal
language systems. Precisely because, the visual-spatial
system responds so well to moving stimuli, it helps us
recognize large animals moving across open areas so this
system evolved earlier than did our formal language
system. This is also why, to this day, it is thought that the
visual-spatial system matures faster during the childs
development than does the formal language system.
In addition, the spatial method of learning, which relies on
forming
mental
models
and
images
to
understand
mathematics, is similar to the type we use in our everyday

interactions with the world; rendering this method a more
intuitive way to learn math. However, our formal language
system is slower, and more difficult to use, but as it
matures, it enables the learning of more complex math
problems.
We argue that, for children, learning mathematics is more
efficient when it relies, more on the visual-spatial system
rather than on an immature formal language system in
the brain. In fact, relying heavily on the formal language
system can cause mathematics anxiety when learning
mathematics, which in turn, decrease a student's ability to
learn mathematics effectively.
iii
Mathematics anxiety has been defined as feelings of tension

that interfere with the manipulation of numbers and the
solving of mathematical problems in a wide variety of
ordinary
life
and
academic
situations.
In
addition,
dyscalculia is but one disorder thought to impede on a

child's ability to learn mathematics and to manipulate
symbols when working on math problems. Math anxiety can
increase the effects of these disorders and can cause
children to forget what they learn, often leading to a loss in
self-confidence.
However,
anxiety
is
but
one
factor
underlying inefficient learning of mathematics in schools

around the world the other is the way in which mathematics
is taught to young children.
The problem is most mathematics curricula teach the
subject matter using mostly formal language, making the
process inversely beneficial for children training to learn
mathematics at such a young age, when their formal
language systems have yet to mature.
iv
The Authors
Margery J. Doyle Margery is a founder or at Cognitive
System Architects and Engineer Research Consultant and
serves at AFRL WPAFB, OH
as a Cognitive Systems
Research Scientist and Engineer with L3 Communications

Link Simulation and Training supporting the Air Force
Research Lab 711 HPW/RHA Warfighter Readiness Research
Division at Wright-Patterson Air Force Base, OH. Margery
leads the Not-So-Grand-Challenge to support integration,
validation,
and
use
of
cognitive,
behavior,
and
computationally based models/agents within a modular

architecture for use in Live Virtual Constructive Distributed
Mission Operations training environments.
She earned her M.A. in Experimental Psychology with a
certificate in Cognitive Psychology from the University of
West Florida in 2007.
In addition, Margery completed the research and study
toward completion of a PhD in Cognitive Science at the
University of Louisiana-Lafayette Recently she co-edited a
special edition of Cognitive Systems Research focusing on
the properties of distributed agency, stigmergy, and
emergence in complex adaptive systems.
Dr. Ahmed A. Moustafa, PhD.

Ahmed is currently a Senior Lecturer (Associate Professor)
in
Cognitive
and Behavioural
Neuroscience
at
Marcs
Institute for Brain and Behavior and the School of Social

Sciences and Psychology, University of Western Sydney.
Ahmed graduated from Cairo University in Egypt with an
undergraduate
degree
in
mathematics
and
computer
science. After that, Ahmed received his PhD from the

Institute of Cognitive Science, University of LouisianaLafayette. His PhD work consisted of building computational
models of brain functions and disorders. Ahmed then took a
postdoctoral research position at University of Arizona.
Following that, Ahmed served as a Research Scientist for
the Center for Molecular and Behavioral Neuroscience at
Rutgers University where he worked on computational and
neuropsychological studies of schizophrenia, Parkinsons
disease, PTSD, and Depression.
vi
To his credit, Ahmed has published over 50 papers in highranking journals including Science, Proceedings of the
National
Academy
of
Science,
Brain,
Journal
of
Neuroscience, among others. Currently, Ahmed works on

Computational and Experimental Neuroscience research,
focusing on modeling brain disorders.
Dr. Mustafa Fouad Ebaid

Math Curriculum Development Adviser
Mohamed Ibrahim Khadr

Math curriculum Developer
vii
What we think is wrong with the current mathematics

education system in elementary schools in the United
States?
1- The current mathematics education system in elementary

schools in the United States is relying heavily on the use of
formal language.
2- The current mathematics curricula teach the subject
matter using mostly formal language, making the process
inversely
beneficial
for
children
training
to
learn
mathematics at such a young age, when their formal

language systems have yet to mature.
3- Relying heavily on the formal language system can cause
mathematics anxiety when learning mathematics, which in
turn, decrease a student's ability to learn mathematics
effectively.
viii
How to easily teach math to first graders using braininspired math curriculum?
1- Because visual-spatial capabilities are well-developed

and mature at a young age, a math curriculum in the form
of tables conveying the concepts allows the students an
opportunity to easily learn mathematical concepts.
2- Using the visual-spatial x y z system with first grade
students will help students to form abstract concepts and
master math so easily.
3- Using Brain Training software ( Alpha Smart Math
Booster
),
to
build
strong
mathematics
processing
networks and processes in the student's brain.

4- Using Brain Training software should be done after the
student finishes studying Volume 1. The student should use
this software twice every week, every time about 15
minutes.
5- Explaining tables and mathematical concepts to the
students should be conducted by using informal language
and
visual-spatial
methods
students
more
readily
understand.
6- Any formal language vocabulary used should be kept to
a minimum, and should be easy to understand.
ix
7- Using concrete materials is very important for visualizing

the concepts to the students, so the students can visualize
the concept easily in their heads.
8- The teacher should avoid asking students difficult
questions, especially the questions that contain heavy
language. The difficult questions in that young age can
cause mathematics anxiety.
9- When the teacher explains a new mathematical concept
to the students, the teacher should explain the concept
using as few words as possible. After the students
understand the concept deeply, they should complete the
tables by themselves, this will help in storing information in
the brain effectively.
10- After building the mathematics area in the student's
brain, we introduce word problems in Volume 2.
11- Because formal language systems of first grade
students have yet to mature, so teachers should explain
word problems to students using informal language and
visual-spatial methods students more readily understand.
Table of Contents
Unit 1
.............................................. 1
Unit 2
.............................................. 21
Unit 3
.............................................. 33
Unit 4
.............................................. 38
Unit 5
.............................................. 46
Unit 6
.............................................. 51
Teacher's
Guide
.............................................. 81
Volume 3
Contents
.............................................. 83
xi
Suggested Timeline
Volume 1
Volume 2
Volume 3
20 weeks
8 weeks
8 weeks
Note: Students should use Brain Training software

(Alpha Smart Math Booster) after finishing studying
Volume 1. The student should use this software twice every
week, every time about 15 minutes.
xii
Lesson 1
Worksheet 1
Unit 1
x= 2
x= 3
x= 4
x= 5
x= 6
x= 7
x= 8
10
Lesson 1
Worksheet 2
Unit 1
z=7+1
z=8+1
10
z=9+1
10
11
z = 10 + 1
12
10
11
z = 11 + 1
11
12
13
z = 12 + 1
14
12
13
z = 13 + 1
14
13
15
Lesson 1
Worksheet 3
Unit 1
x+y=z
10
x+y=z
11
10
x+y=z
11
10
12
x+y=z
10
11
10
12
10
13
x+y=z
11
14
11
13
11
12
x+y=z
12
14
12
13
12
15
x+y=z
13
14
13
15
13
16
Lesson 2
Worksheet 4
Unit 1
y=2
y=3
y=4
y=5
y=6
y=7
y=8
10
Lesson 2
Worksheet 5
Unit 1
x-y=z
x-y=z
x-y=z
x-y=z
x-y=z
10
10
10
x-y=z
11
11
10
11
x-y=z
12
12
10
12
11
Lesson 2
Worksheet 6
Unit 1
x=3+2
x=4+2
x=5+2
x=6+2
x=7+2
x=8+2
10
x=9+2
10
11
Lesson 3
Worksheet 7
Unit 1
z = 10 + 2
10
11
12
z = 11 + 2
12
13
11
z = 12 + 2
12
13
14
z = 13 + 2
15
14
13
z = 14 + 2
14
15
16
z = 15 + 2
16
17
15
z = 16 + 2
16
17
18
Lesson 3
Worksheet 8
Unit 1
x+y=z
10
x+y=z
11
10
x+y=z
11
10
12
x+y=z
11
12
13
x+y=z
10
14
10
13
10
12
x+y=z
11
14
11
13
11
15
x+y=z
12
16
12
15
12
14
Lesson 3
Worksheet 9
Unit 1
x-y=z
x-y=z
x-y=z
10
10
10
x-y=z
11
11
11
x-y=z
12
12
12
10
x-y=z
13
10
13
11
13
x-y=z
14
10
14
11
14
12
Lesson 3
Worksheet 10
Unit 1
z = 11 + 10
22
21
23
z = 12 + 10
24
23
22
z = 13 + 10
23
24
25
z = 14 + 10
26
25
24
z = 15 + 10
25
26
27
z = 16 + 10
27
26
28
z = 17 + 10
29
28
27
10
Lesson 4
Worksheet 11
Unit 1
x < 50
53
54
x < 50
55
56
x < 50
57
58
x < 50
60
59
x < 50
62
61
x < 50
64
63
x < 50
66
65
11
Lesson 4
Worksheet 12
Unit 1
x > 50
12
11
60
x > 50
61
14
13
x > 50
15
16
62
x > 50
17
63
18
x > 50
19
20
64
x > 50
65
21
22
x > 50
24
66
23
12
Lesson 5
Worksheet 13
Unit 1
x=y
x=y
x=y
x=y
x=y
x=y
x=y
10
13
Lesson 5
Worksheet 14
Unit 1
x=z
x=z
x=z
x=z
10
x=z
11
10
x=z
10
11 10
10
10
12
x=z
11
11 11
12
11
13
14
Lesson 6
Worksheet 15
Unit 1
x = 2 and y = 3
x = 3 and y = 4
x = 4 and y = 5
x = 5 and y = 6
10
x = 6 and y = 7
10
11
x = 7 and y = 8
10
11
10
12
10
12
11
11
13
x = 8 and y = 9
15
Lesson 6
Worksheet 16
Unit 1
10
10
11
x = 8 and z = 10
11
10
12
x = 9 and z = 11
13
12
11
x = 10 and z = 12
10
12
10
13
10
14
x = 11 and z = 13
11
15
11
14
11
13
x = 12 and z = 14
12
15
12
14
12
16
x = 6 and z = 8
x = 7 and z = 9
16
Lesson 7
Worksheet 17
Unit 1
x is an even number.
11
12
13
14
13
15
17
15
16
17
18
19
21
19
20
22
21
23
23
24
25
17
Lesson 7
Worksheet 18
Unit 1
x is an odd number.
34
32
31
x is an odd number.
34
33
36
x is an odd number.
38
36
35
x is an odd number.
38
37
40
x is an odd number.
39
40
42
x is an odd number.
44
42
41
x is an odd number.
44
43
46
18
Lesson 8
Worksheet 19
Unit 1
x, y, and z are even numbers.
11
13
15
12
14
16
13
15
17
14
16
18
16
18
20
15
17
19
17
19
21
18
20
22
19
21
23
20
22
24
22
24
26
21
23
25
23
25
27
24
26
28
19
Lesson 8
Worksheet 20
Unit 1
x, y, and z are odd numbers.
32
34
36
31
33
35
33
35
37
34
36
38
36
38
40
35
37
39
38
40
42
37
39
41
39
41
43
40
42
44
41
43
45
42
44
46
44
46
48
43
45
47
20
Lesson 9
Worksheet 21
Unit 2
The Next Number to 7
10
10
11
11
12
13
10
12
13
11
14
12
14
15
21
Lesson 9
Worksheet 22
Unit 2
The Previous Number to 14
16
15
13
14
16
17
18
17
15
18
16
19
20
19
17
18
20
21
21
19
22
22
Lesson 9
Worksheet 23
Unit 2
Number greater than 50
11
10
60
13
61
12
14
15
62
63
16
17
19
64
18
65
21
20
22
23
66
23
Lesson 10
Worksheet 24
Unit 2
Number less than 50
52
51
11
Number less than 50
12
54
53
Number less than 50
56
13
55
Number less than 50
58
57
14
Number less than 50
59
15
60
Number less than 50
16
61
62
Number less than 50
64
63
17
24
Lesson 10
Worksheet 25
Unit 2
12 ....... 22
>
<
23 ....... 13
<
>
14 ....... 14
<
>
15 ....... 25
>
<
16 ....... 26
>
<
27 ....... 17
>
<
18 ....... 28
>
<
25
Lesson 10
Worksheet 26
Unit 2
The Largest Number
27
47
28
The Largest Number
29
28
48
The Largest Number
49
29
30
The Largest Number
31
30
50
The Largest Number
31
51
32
The Largest Number
33
32
52
The Largest Number
53
33
34
26
Lesson 11
Worksheet 27
Unit 2
The Smallest Number
69
68
48
The Smallest Number
69
49
70
The Smallest Number
71
70
50
The Smallest Number
51
71
72
The Smallest Number
72
52
73
The Smallest Number
74
73
53
The Smallest Number
54
74
75
27
Lesson 11
Worksheet 28
Unit 2
Number close to 10
23
13
33
Number close to 11
34
24
14
Number close to 12
15
25
35
Number close to 13
36
26
16
Number close to 14
27
17
37
Number close to 15
38
28
18
Number close to 16
29
19
39
28
Lesson 11
Worksheet 29
Unit 2
The number has 3 ones.
25
24
23
25
24
26
26
25
27
26
27
28
29
28
27
30
29
28
30
29
31
29
Lesson 12
Worksheet 30
Unit 2
Even Number
13
14
15
Even Number
17
15
16
Even Number
18
17
19
Even Number
21
19
20
Even Number
21
22
23
Even Number
24
23
25
Even Number
27
25
26
30
Lesson 12
Worksheet 31
Unit 2
Odd Number
34
32
31
Odd Number
33
34
36
Odd Number
36
35
38
Odd Number
40
38
37
Odd Number
40
39
42
Odd Number
41
42
44
Odd Number
44
43
46
31
Lesson 12
Worksheet 32
Unit 2
11
14
13
16
12
14
15
17
13
18
16
15
14
17
16
19
15
17
18
20
16
19
18
21
17
22
20
19
32
Lesson 13
Worksheet 33
Unit 3
....
13
12
11
10
....
11
12
14
11
....
13
14
15
10
12
....
13
14
16
11
13
....
17
16
15
10
12
14
....
15
16
18
11
13
15
....
17
18
19
33
Lesson 13
Worksheet 34
Unit 3
12
15
....
20
19
18
10
13
16
....
19
18
21
11
14
17
....
22
21
20
12
15
18
....
20
21
23
10
13
16
19
....
22
23
24
11
14
17
20
....
25
22
23
12
15
18
21
....
25
24
26
34
Lesson 14
Worksheet 35
Unit 3
13
17
....
22
21
23
10
14
18
....
24
21
22
11
15
19
....
23
24
25
12
16
20
....
23
24
26
13
17
21
....
27
26
25
10
14
18
22
....
26
25
28
11
15
19
23
....
29
28
27
35
Lesson 14
Worksheet 36
Unit 3
12
17
22
....
29
26
27
13
18
23
....
28
29
30
14
19
24
....
28
29
31
10
15
20
25
....
32
31
30
11
16
21
26
....
31
30
33
12
17
22
27
....
34
33
32
13
18
23
28
....
32
33
35
36
Lesson 14
Worksheet 37
Unit 3
12
22
32
42
....
54
51
52
13
23
33
43
....
53
54
55
14
24
34
44
....
53
54
56
15
25
35
45
....
57
56
55
16
26
36
46
....
56
55
58
17
27
37
47
....
58
57
59
18
28
38
48
....
60
57
58
37
Lesson 15
Worksheet 38
Unit 4
11 = ? + 1
10
12 = ? + 2
10
13 = ? + 3
10
25 = ? + 5
20
26 = ? + 6
20
35 = ? + 5
30
36 = ? + 6
30
38
Lesson 15
Worksheet 39
Unit 4
35 + 16 = ?
52
51
53
36 + 17 = ?
53
54
55
37 + 18 = ?
57
56
55
38 + 19 = ?
58
57
59
39 + 20 = ?
61
60
59
40 + 21 = ?
61
62
63
41 + 22 = ?
65
64
63
39
Lesson 16
Worksheet 40
Unit 4
10 + ? = 12
11 + ? = 14
12 + ? = 16
13 + ? = 18
14 + ? = 20
15 + ? = 22
16 + ? = 24
40
Lesson 16
Worksheet 41
Unit 4
? + 12 = 15
? + 13 = 17
? + 14 = 19
? + 15 = 21
? + 16 = 23
? + 17 = 25
10
? + 18 = 27
10
41
Lesson 17
Worksheet 42
Unit 4
x + 12 = 15
x=5
x=4
x=3
x + 13 = 17
x=5
x=4
x=6
x + 14 = 19
x=5
x=6
x=7
x + 15 = 21
x=7
x=6
x=8
x + 16 = 23
x=8
x=7
x=9
x + 17 = 25
x=8
x=9
x = 10
x + 18 = 27
x = 11
x = 10
x=9
42
Lesson 18
Worksheet 43
Unit 4
9-2=?
10 - 2 = ?
11 - 2 = ?
15 - 12 = ?
16 - 12 = ?
17 - 12 = ?
18 - 12 = ?
43
Lesson 18
Worksheet 44
Unit 4
99 - 12 = ?
86
87
85
99 - 13 = ?
84
85
86
99 - 14 = ?
85
84
83
99 - 15 = ?
82
83
84
99 - 16 = ?
82
83
81
99 - 17 = ?
82
81
80
99 - 18 = ?
79
80
81
44
Lesson 19
Worksheet 45
Unit 4
10 - ? = 8
11 - ? = 8
12 - ? = 8
13 - ? = 9
14 - ? = 9
15 - ? = 9
16 - ? = 9
45
Lesson 20
Worksheet 46
Unit 5
x+y=z
x
46
Lesson 20
Worksheet 47
Unit 5
x+y=z
x
10
11
12
47
Lesson 20
Worksheet 48
Unit 5
x+y=z
x
10
11
12
13
10
14
48
Lesson 21
Worksheet 49
Unit 5
x-y=z
x
10
11
12
13
14
10
49
Lesson 21
Worksheet 50
Unit 5
x-y=z
x
10
11
12
13
14
15
10
50
Lesson 22
Worksheet 51
Unit 6
9 red marbles and 5 green marbles are in the basket.

How many marbles are in the basket?
x+y=z
x
51
Lesson 23
Worksheet 52
Unit 6
8 small marbles and 5 big marbles are in the basket.

How many marbles are in the basket?
x+y=z
x
52
Lesson 23
Worksheet 53
Unit 6
John has 12 red marbles and 4 green marbles. How

many marbles does John have in all?
x+y=z
x
12
53
Lesson 24
Worksheet 54
Unit 6
There are 12 girls and 10 boys in a class. How many

students are in the class in all?
x+y=z
x
12
10
54
Lesson 24
Worksheet 55
Unit 6
Mary has 9 marbles and Sophia has 5 marbles. How

many marbles do they have altogether?
x+y=z
x
55
Lesson 25
Worksheet 56
Unit 6
There are 10 children sitting on the rug and 7

children standing. How many children are there in
all?
x+y=z
x
10
56
Lesson 25
Worksheet 57
Unit 6
9 oranges are in the basket. 5 more oranges are put in

the basket. How many oranges are in the basket
now?
x+y=z
x
57
Lesson 26
Worksheet 58
Unit 6
John has a dog and a bird. How many legs in all?
x+y=z
x
58
Lesson 26
Worksheet 59
Unit 6
Sophia has a dog and a cat. How many legs in all?
x+y=z
x
59
Lesson 26
Worksheet 60
Unit 6
Olivia has 2 cats. How many legs in all?
x+y=z
x
60
Lesson 27
Worksheet 61
Unit 6
15 marbles are in the basket. 10 are red and the rest

are green. How many marbles are green?
x+y=z
x
10
15
61
Lesson 27
Worksheet 62
Unit 6
12 oranges were in the basket. More oranges were

added to the basket. Now there are 17 oranges in the
basket. How many oranges were added to the
basket?
x+y=z
x
12
17
62
Lesson 28
Worksheet 63
Unit 6
Olivia and Lucy pick 15 flowers. Olivia picks 9

flowers. How many flowers does Lucy pick?
x+y=z
x
15
63
Lesson 29
Worksheet 64
Unit 6
Some oranges were in the basket. 14 more oranges

were added to the basket. Now there are 19 oranges
in the basket. How many oranges were in the basket
to start with?
x+y=z
x
14
19
64
Lesson 30
Worksheet 65
Unit 6
Mary had some eggs in the fridge. She bought 10

more eggs. Now, she has 15 eggs in all. How many
eggs did Mary have in the fridge at first?
x+y=z
x
10
15
65
Lesson 30
Worksheet 66
Unit 6
John has some books. Toni has 11 books. John and

Toni have 15 books in all. How many books does
John have?
x+y=z
x
11
15
66
Lesson 31
Worksheet 67
Unit 6
15 apples are in the basket. 10 apples are taken from

the basket. How many apples are in the basket now?
x-y=z
x
15
10
67
Lesson 32
Worksheet 68
Unit 6
Sophia has $12. She spends $8. How much money

does she have now?
x-y=z
x
12
68
Lesson 32
Worksheet 69
Unit 6
Jim has 19 books. He sold 14 books. How many

books does he have left?
x-y=z
x
19
14
69
Lesson 33
Worksheet 70
Unit 6
John had 14 balloons at his birthday party. He gave 9

balloons to his friends. How many balloons did he
have left?
x-y=z
x
14
70
Lesson 33
Worksheet 71
Unit 6
Sophia sees 9 birds in the tree. 5 birds fly away. How

many birds are still in the tree?
x-y=z
x
71
Lesson 34
Worksheet 72
Unit 6
John has 15 marbles. William has 10 marbles. How

many more marbles does John have than William?
x-y=z
x
15
10
72
Lesson 34
Worksheet 73
Unit 6
Sophia has 15 books. Mary has 12 books. How many

fewer books does Mary have than Sophia?
x-y=z
x
15
12
73
Lesson 35
Worksheet 74
Unit 6
12 apples were in the basket. Some apples were

taken from the basket. Now there are 8 apples in the
basket. How many apples were taken from the
basket?
x-y=z
x
12
74
Lesson 36
Worksheet 75
Unit 6
Jordan has 15 marbles. He gave some to William.

Now, he has 10 marbles left. How many marbles did
he give to William?
x-y=z
x
15
10
75
Lesson 36
Worksheet 76
Unit 6
Jim has 15 books. He sold some books. Now, he has

11 books. How many books did he sell?
x-y=z
x
15
11
76
Lesson 37
Worksheet 77
Unit 6
Jim has 7 more marbles than Jordan. Jim has 10

marbles. How many marbles does Jordan have?
x-y=z
x
10
77
Lesson 37
Worksheet 78
Unit 6
William has 8 fewer marbles than Michael. Michael

has 12 marbles. How many marbles does William
have?
x-y=z
x
12
78
Lesson 38
Worksheet 79
Unit 6
Jordan has 6 red marbles, 4 blue marbles, and 7

green marbles. How many marbles does Jordan
have?
x+y+z
x
x+y+z
79
Lesson 38
Worksheet 80
Unit 6
Sophia went to the store. She bought 8 bananas, 2

apples, and 5 oranges. How many pieces of fruit did
she buy in all?
x+y+z
x
x+y+z
80
A guide for teachers and parents.

...................................................
Unit 1 objectives:
After completing the unit, the student will be expected to:
1- Use the visual-spatial x y z system.
2- Solve Worksheets 1 - 20 ( homework ).
......................................................................................
Unit 2 objectives:
1- Use verbal condition.
......................................................................................
Unit 3 objectives:
1- Find the missing number in increasing sequences.
81
Unit 4 objectives:
1- Find the unknown part in addition equations.
2- Find the unknown part in subtraction equations.
......................................................................................
Unit 5 objectives:
1- Use the visual-spatial x y z system.
......................................................................................
Unit 6 objectives:
1- Solve word problems by using the visual-spatial x y z
system.
82
Volume 3 Contents
Unit 1: Geometry
Unit 2: Fractions
Unit 3: Measurement
Unit 4: Money
Unit 5: Time
83

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Brain-Inspired Math

Dr. Ahmed A. Moustafa

Dr. Mustafa Fouad Ebaid

Mohamed Ibrahim Khadr

Copyright 2015 by Alpha Smart Brain

mathematics, is similar to the type we use in our everyday

Mathematics anxiety has been defined as feelings of tension

dyscalculia is but one disorder thought to impede on a

underlying inefficient learning of mathematics in schools

Research Scientist and Engineer with L3 Communications

computationally based models/agents within a modular

Dr. Ahmed A. Moustafa, PhD.

Institute for Brain and Behavior and the School of Social

science. After that, Ahmed received his PhD from the

Neuroscience, among others. Currently, Ahmed works on

Dr. Mustafa Fouad Ebaid

Mohamed Ibrahim Khadr

What we think is wrong with the current mathematics

1- The current mathematics education system in elementary

mathematics at such a young age, when their formal

1- Because visual-spatial capabilities are well-developed

networks and processes in the student's brain.

7- Using concrete materials is very important for visualizing

Note: Students should use Brain Training software

x, y, and z are even numbers.

x, y, and z are even numbers.

x, y, and z are even numbers.

x, y, and z are even numbers.

x, y, and z are even numbers.

x, y, and z are even numbers.

x, y, and z are even numbers.

x, y, and z are odd numbers.

x, y, and z are odd numbers.

x, y, and z are odd numbers.

x, y, and z are odd numbers.

x, y, and z are odd numbers.

x, y, and z are odd numbers.

x, y, and z are odd numbers.

The Next Number to 7

The Next Number to 8

The Next Number to 9

The Next Number to 10

The Next Number to 11

The Next Number to 12

The Next Number to 13

The Previous Number to 14

The Previous Number to 15

The Previous Number to 16

The Previous Number to 17

The Previous Number to 18

The Previous Number to 19

The Previous Number to 20

Number greater than 50

Number greater than 50

Number greater than 50

Number greater than 50

Number greater than 50

Number greater than 50

Number greater than 50

Number less than 50

Number less than 50

Number less than 50

Number less than 50