2023March

"If you can't do math "ratio", junior high school entrance exam is tough" This is KO-HEI for junior high school exams, arithmetic, and online instruction. On this page, "How important is the idea of "ratio" when challenging the junior high school exam" In other words, "It is no exaggeration to say that the junior high school exam is tough if you cannot take the "ratio"" I will explain the meaning in detail, so please refer to it if you are thinking of taking the junior high school exam or are trying. In the first place, the "ratio" in arithmetic means "a number that expresses how much the amount to be compared corresponds to when the original amount is 1". This idea of "percentage" is the origin of arithmetic, or mathematics, but it is not easy for children to master this way of thinking. The reason is actually a problem with this solution. Many children are the first to get frustrated by this "ratio" and "hate arithmetic". So why are we not good at "ratio"? Let's take a closer look. In the cram school teaching materials, as "3 formulas of ratio" ・ The amount to be used × the amount to be used = the amount to compare ・ The amount to compare÷÷ the amount to be based on = the amount to be compared = the amount to be compared In the first place, children cannot imagine even if they are told "the amount to be originally" or "the amount to compare". Essentially, the child asks, "Why is this so?" or "Why?" I am interested in pursuing questions such as "It's strange." However, even at the cram school, we do not touch on solving the question, and only let them learn problem exercises using the "3 formula of the ratio". Children feel uncomfortable and continue learning without clarifying the meaning of "ratio". "How much to compare?" I don't know what it means, and I think it's a natural result that you can never say that challenging one problem after another is "interesting". Even if they know the answer, they don't understand what the answer means, and they don't like learning by hand. You can search for and observe insects in nature and experience a simulated "insect", and what is happening in the universe? You can look up videos and encyclopedias and be impressed, or you can look up the mechanics of trains and cars and feel like a doctor, and you will not be interested unless the content is something that you can empathize with, just like a game. "Why is it so?" It is very understandable that children who "cannot be interested if they do not understand the logic" are less motivated to learn. Children don't hear things they aren't interested in. Adults can learn to some extent that "there is no way to improve their grades!", but children do not feel like learning if they are not honest and interested in themselves. But in other words, what interests you immediately enters your head. In other words, the reason why I am not good at proportions is that "it is not interesting to learn to just use the "3 formulas" without knowing what proportions are and not having an image of them. I don't want to learn because it's not fun! I can't understand because I don't learn! Even more unluckily, this idea of "ratio" is ・ Density (concentration calculation) ・ Speed ・ Trading profit / loss (profit / loss calculation) ・ ratio (distribution calculation, equivalent calculation, work calculation, etc.) Since it is necessary in all kinds of units, in the end "I don't know the ratio" is linked to "I don't know arithmetic" and "I hate arithmetic". In other words, if you can think of "ratio", you will be able to do the above unit! It can be said. In the extreme, if you can do percentage, you can do arithmetic! It is. So how do we learn to think about "ratio"? In the first place, arithmetic is not a subject to memorize. It's not about memorizing formulas or methods. If you get into the habit of memorizing formulas, you will not be able to do extreme arithmetic. Because it's not interesting... I'm not interested... (1) Understand the meaning of proportions with diagrams (2) Use line diagrams for proportions Let's deepen our understanding with. (2) is explained in the teaching materials of the junior high school entrance examination cram school and the content learned at the cram school, but the problem is that (1), which is the basis of it, is neglected in both the teaching materials and the cram school. Now, let's illustrate "What is a ratio" with the following example! "Mr. A used 3/8 of his money to buy a book for 750 yen. In the explanation of the cram school, "Since this problem is a problem of finding the "amount to be original", the amount to compare ÷ ratio = the amount to be based on [...]

Online cram school This is KO-HEI, a lecturer specializing in mathematics and physics for university entrance exams. Soon, the entrance examination for the second semester of the national university will be over, and the entrance examination for 2023 will come to an end. "Future university entrance exams will become stricter" Here, I would like to give advice from the standpoint of a coach specializing in university entrance examinations. The reduction of the general selection quota at private universities, which originally began with the reduction of the number of students in the 23 wards of Tokyo, has since become difficult to pass the "general selection entrance examination" due to the increase in "recommended admission" as a measure against the decrease in the number of students due to the declining birthrate. In reality, it is said that about 60% of private universities secure students by recommendation by the end of the year. "Nearly half of Waseda Sophia students are admitted by recommendation, and the number of general selection slots at the beginning of the year continues to decrease" https://jbpress.ismedia.jp More I think that unpopular universities have no way to manage them, but it seems that even popular and difficult universities such as Waseda Keio are in this situation. If so, you can understand how difficult it is to enter a difficult university in the general selection entrance examination. Even so, if you want to take the "general selection exam", you need to be quite prepared and prepare early. Furthermore, the "Common Test" that began in 2021 has further raised the "passing barrier". The "Common Test" not only tests your logical thinking skills, but also questions that test your level of interest in all fields in your daily life, from objective thinking ability to observation skills, and the changes of the times, and it is not at the stage where you can earn points if you have studied school classes and prep school / cram school materials. In the previous "Center Examination", students with a sharp intuition such as "I can see the intention of the questioner" and "I can read the answers" and students who are accustomed to mark sheets could somehow get a certain score with technique, but the common test is not so sweet at all. In such a situation, what kind of study is important if you challenge the university entrance examination in the "general selection examination"? In conclusion, it is necessary to "study mathematics from the "foundation" and expand thinking in a "panorama" way. Understanding from the basics means learning to solve problems using all the underlying formulas, while understanding from the "foundation" means learning to create even the basic formulas yourself. In other words, it is necessary to study to understand the "meaning of formulas" and to deepen your understanding to the point where you can create your own formulas even if you forget them. I digress a little, but many students who have taken the junior high school entrance exam are good at learning to understand from this "foundation". This is because children who have not learned equations have been trained to solve problems using only area diagrams and line diagrams, or to think of problems that seem to be sequences only with regularity, without using any formulas at all. Among the applied questions in junior high school entrance exam materials, there are problems that can be solved simply by arranging the numbers even the difference number sequence learned in high school number II.B. When these children learn Σ in high school, they learned the meaning of the sequence graphically in elementary school, so they can understand the "meaning of the formula" without having to memorize the formula for Σ in high school class. There are pros and cons to taking the junior high school exam, but what does it mean to understand at least from the "root"? can be said to have been worn naturally. Unfortunately, in elementary and junior high schools in Japan, it is far from the study method at the junior high school entrance exam level, and the practice of memorizing and making full use of formulas rather than the meaning of textbook formulas has become a method of learning mathematics. It is a natural result that even if you learn this kind of learning for nine years in elementary and junior high school and are told from high school that you will understand the "foundation", you will not be able to understand it and you will not be able to ripen. However, in order to pass the narrow gate of "general selection examination for difficult universities" and to pass the common test and pass the national and private (combined common test) difficult universities, this "fundamental" learning method will be an essential condition in the future. Then, what kind of study method is necessary to "understand from this "foundation"? This is linked to "expanding panoramic thinking," which will be discussed later, but rather than simply memorizing the formulas in each unit, the first step is to carefully understand how the formulas were derived. By doing this, your thinking ability to think about mathematics should improve considerably. Next, let's talk about "expanding panoramic thinking". As most high school students say, "This problem is the solution of this A pattern" or "This problem is the solution of the B pattern", it has become a habit to learn the technique of the solution pattern. Moreover, since each solution pattern is learned independently, it cannot be said that various solutions are solved in cooperation. What it means is that the sequence is the solution method of the sequence, the derivative is the solution method of the derivative, the integral is the solution method of integral, and so on, and it is a study method to understand the unit alone. The more enthusiastic the student, the more focused they are on the unit, so the more they learn, the more they stick to the unit and somehow get to the point of "solving math by memory." "Memorizing mathematics" allows you to solve problems quickly without taking time to think, and you will be filled with the feeling that you have done it. In this way, there are many patterns in which "thinking mathematics" shifts to "memorizing mathematics". This is possible for regular exams, but in the entrance exam, various fields are involved, so there is no tooth at all. It can be said that this phenomenon is the most common phenomenon for most students who can get a certain score on school exams but cannot get at all in mock exams. In the first place, mathematics is not a subject to memorize. Mathematics (which can also be said for physics) is a subject of "thinking" such as imagining the phenomena that formulas mean and logically grasping the phenomena represented by graphs and figures. Multiply the meaning of one figure and one formula over a day and ask yourself, "Why is this so?", "Isn't there a more interesting way to solve it?", "If you solve it like this, what kind of answer can you get?" It is important to learn to "think" through friendly competition from all directions. It can also be said that the interesting thing about mathematics lies in the process of exploring and guiding from various directions. In this way, the study method that acquires "panoramic thinking" that looks at one problem from all directions and tries to try and synchronizes the solutions learned in various units is the study method that can break through the narrow gate "Difficult University General Selection Examination" in the future. I also feel that this "panoramic thinking" is the original joy of mathematics and "true learning". On the other hand, "recommended admission" has been relaxed, and many students can improve their high school grades and aim for the recommended slot. However, the recommendation quota also varies depending on the high school, and if you are aiming for the recommendation slot of the university of your choice, you must think about "which high school to enter" from the time of high school entrance examination. After entering high school, my school did not have a recommendation slot for the university I wanted to apply to! In order to avoid this, it is necessary to choose a high school with an eye on the university even before entering high school. In other words, it became necessary to choose a high school with the set of "high school entrance exam university admission", which I said that I would think about from junior high school to university. Will you study hard in high school and challenge the "general selection exam"? Will you go to a high school that has a recommendation slot at the university of your choice with the aim of "recommendation admission"? It is an era in which exams and study methods that look 2~3 years ahead from junior high school are questioned. Language This page has been automatically translated. Please note that it may differ from the original contents.

This is KO-HEI for junior high school entrance exams, arithmetic and science online tutoring. "What was the factor that made the difference between passing and failing!" I will explain in detail the three factors from the leader's point of view. In the third post, I will explain the theme of "Factors that divided the pass or fail (3) ~ Mistakes in the selection of the school of choice are not allowed ~". When choosing the school of your choice, ・ School culture and educational content ・ Academic achievement ・ Ease of commuting from home etc. are important, but here we will explain on the premise that the school of your choice was selected after being convinced of these factors. Also, to avoid any misunderstanding, I would like to tell you that the story I will tell you about is only at the "final decision stage of the school of choice" after the fall of 6th year, and is the content of starting to prepare for past questions. In other words, until then, aim for a school with a high deviation value, make the school you want to go to the school of your choice, and motivate yourself to do your best. ≪ choose the school of your choice in three vertical stages≫ Based on the self-deviation value of the test after the summer vacation of the sixth grade (test without a test range), select at least one school from each of the three stages of this reference range, the school with a deviation value of plus 5 and the school with a deviation value of minus 5. In other words, a school with a deviation value of minus 5 is a school in the "safe zone," so to speak, a "school of pressing." Conversely, a school with a deviation value of plus 5 is a school in the "challenge zone". It is important to choose the school of your choice by dividing it into three vertical stages: "pressing school", "standard school", and "challenge school". Some students often select only schools in the deviation range that are positioned as "standard schools" and take the exam only in the same deviation range until the 1st ~ 5th day of the examination, but this has a very high failure rate. "The deviation value of 〇〇 junior high school is 50, so it's okay because it's your child's level (self-deviation value 51) and you can take the exam three times. If you take the exam three times at the same test center, you will pass." "Both XX junior high school and XX junior high school are about the deviation value of your child, so you will be able to pass." If you try to take the exam with such an idea, most will fail. The reason is that the "expected deviation value list" of junior high schools presented by major preparatory schools is only a deviation value based on the test (Sunday test, monthly test) of the cram school. In other words, depending on the content of the exam, there can be any deviation of about 5, and if you take the exam with overconfidence in the "expected deviation value list", you may end up with "it was not like this". First of all, it is important to understand the importance of dividing the "expected deviation value list" into three vertical levels: "safe school", "standard school", and "challenge school". ≪ choose a school that will definitely pass the exam on February 1 or 2≫ I would like to tell you one more important point when choosing the school of your choice. That is, "Be sure to pass the exam at the January school (in the case of the Kanto area)" and "If you do not take the January school, you must pass one school on February 1 or 2". (If you do not pass the XX junior high school, you will enter a public junior high school, this story does not apply) Most of the January schools are in Saitama and Chiba prefectures, and it tends to be relatively easy to pass. (The competition ratio is high because the number of applicants is large, but since there are few students who actually enroll, many successful applicants are produced, and the actual multiplier is not so high) Moreover, you can take the exam many times, so let's win the pass. By doing so, students will feel secure and confident that they have "passed the exam" even if they are not willing to go to the school, and they will be able to take the exam in February relatively relaxed. Students who do not take the January school or who did not pass the January school should choose a school that "must pass on February 1 or 2". In order to do so, please take the entrance examination for a school in the "safe zone" for one or two days. The last thing you should do is take the challenge school on the 1st or 2nd (the junior high school that everyone wants to challenge has relatively 1 entrance examination day)，2It tends to be biased towards the day, and my feelings inevitably shift to that ...), and if you choose a school that says, "If it doesn't work, you should go to a school in the safe zone after the 3rd, and it's not too late after that...", most of them will be "It wasn't like this". The reason is that if you take the exam after February 3rd at a school that everyone thinks is a "safe zone", it will be a battle for the passing seat of the student who "can't pass on the 1st or 2nd, and I want to pass somehow!" Since it will be a competition for students who have academic ability above the deviation value of the "expected deviation value list", it will not be a situation where you can easily win the pass as a "safe zone". 3rd, 4th, 5th... Many examinees gather in the few passing seats. The more time passes, the more dire the mental state of the child who is trying to take the exam for the few seats he or she takes. As a result, only a sense of frustration remained, and the trauma of "taking the exam" ended! It can end up with. "Regardless of whether you pass the exam or not, it is to create at least one school that has passed! This is because "I couldn't go to a private junior high school because I didn't pass" and "I passed but didn't go to a private junior high school" make a big difference in a child's subsequent self-confidence. ≪Don't make the afternoon exam school a pressing school≫ Finally, one more thing to keep in mind when choosing the school of your choice is that you should not underestimate the afternoon exam. Most of the schools of your choice will be concentrated on February 1~3. Parents are desperate, and they cannot give in to the school of their choice exam on February 1 ~ 3, and there is a tendency to "hold down the school where the afternoon exam is taken". We tend to think, "It's okay if you take the afternoon exam at XX junior high school (a school in a safe zone lower than the self-deviation value)!", but in fact, this also has a high rate of failure. When I put myself in the child's shoes, I challenge the exam in the four subjects of the arithmetic science company with a great deal of tension from early in the morning. The concentration of the morning exam is more exhausting than adults imagine, and it is not unusual to challenge the exam with the same motivation in the afternoon. Since it is a 00 junior high school, which is 5 lower than the self-deviation value of the mock exam, let's refrain from the easy idea that the afternoon exam at this school will be "pressed". In other words, the tenacity and physical strength of children greatly affect the afternoon exam, so it is not easy to judge only by the "expected deviation value list". Personally, I recommend taking the exam for one school a day. [...]