Competitive Parent Magazine

Sunday, May 6 2018

Issue #1

So little time, so many topics. I've referenced Competitive Parent Magazine in the past because it has an annual award called The Pettie that I usually win after careful consideration by the panel of judge, who is me. This year is probably going to be different, because there are parents out there fighting battles that leave me in awe. But we just sat for the SAT. For fun. Anyway, I've taken this week's articles and added them all to the inaugural issue of Competitive Parent Magazine.

**In this issue**

- Teaching Half Matrices to 4 Year Olds
- Start Your Rigorous Summer GAT Program Now
- Putting the Skittles and the PS4 In The Closet
- Northwestern & Duke Summer Programs
- Trig at Age 9 - A Bookend
- Developing a Writer

Teaching Half Matrices to 4 Year Olds

*Are 4 year olds expected to 'get it' with the halving and doubling in Shape Size Color Count? My 4 year old isn't getting it.*

I've been delaying answering in the hopes that he gets it. I've worked with this boy before and he's extremely bright. The answer is of course no and yes, and it is a very good example of what it takes to develop cognitive skills at any age.

For starters, let's jump ahead in Shape Size Color Count to lesson 85. The premise behind half matrices is simple:

- They're on the COGAT. We needed a score of 99.8 to get into a GAT program.
- My 3.92 year old didn't get it the whole multi-step matrice problem, not even the counting.
- The COGAT loves ambiguity, and a numeric transformation of 2 could in fact be a numeric transformation of double, but you won't know until you check the answer set.
- Doubling is good for 90%. A higher score needs to delve into tripling and quadrupling. Not that quadrupling is on the COGAT, but that level of thinking is.

By this time, the child knows what -2 and thirds mean, as well as what a blob fish is. The problem is getting there. Here are some ground rules:

- A single problem like this for a 4 year old might be a 20 minute affair, but could also take multiple days.
- We practiced halving and doubling in our spare time with pennies, fingers, stuffed animals.
- As soon as a 4 year old really gets it, he will crush you tomorrow by totally forgetting it.
- Something is going on in that brain and none of us know what.
- I've never worked with a child who struggled as much as my child did, but if you want to see the outcome, read the article about Trig below.

This is hard on most parents. It's much more gratifying to watch your child blow through 20 easy Kumon problems. Most parents won't get their kids past the 98% cuttoff to get into a GAT program because they take the easy route. I think this book took us 2 passes and will take at least 3 months. Maybe 6. It depends on how early you start and how far along your child is counting on her fingers.

Like all material, eventually the child gets there, and when he gets there, he has a formidable skill set. In this case, we ended up with a Visual Number sense, which I didn't even know was possible. Ideally, SSCC graduates will do arithmetic on sight. This will create a foundation more more advanced skills that is super powerful.

For the first half of the book, we really struggled. After that, we really struggled to get through a single question in 15 minutes. There was lots of discussion and taking breaks to review halving and doubling. If you are looking for an easy repetitive book that magically puts your child above 97% on the COGAT, keep looking. Until then, if your child is in the early months of age 4, this is it:

Start Your Rigorous Summer GAT Program Now

Get a stack of material, including:

- Rigorous, challenging cognitive skills building thinking material
- Some age-inappropriate math to struggle through, like something your child will see in school in a few years
- Some easier workbooks for backtracking, a bad day, or for doing alone because you're busy.

Create some ground rules and goals. In this house, the ground rules are 'No math, no computer', where math can be anything. I've added chores to the daily regimen because kids who do chores have a better attitude toward academic work. (Someone explain to me the relationship between vacuuming and problem solving.) My goals are simply 15 to 25 minutes of hard core thinking each day on something.

Once you've got that together, you're ready for the next step. Summer is a good time to start your program, but immediately is even better. I'd like to do a study on GAT outcomes for children of parents who start immediately, as in open the box from Amazon assign the first page. The control groups would be parents who start the 1st day of summer school. I already know what the conclusion of this study will look like.

Putting the Skittles and the PS4 In The Closet

The approach and methodology for problem solving does not change between age 4 and graduate school. I announced this definitively a few years ago based on working with a 4 year old and a 7 year old. It was a bold assertion.

Here is the logic underneath my assertion. My cognitive skills research started with problem solving with IT engineers, graduate school work, and worked backward through high school geometry proofs (thanks Poyla) and down to age 3.9. It was all the same: be baffled, make mistakes, ignore the solutions (it's about thinking, not finding out the answer), trying again.

Here I am thousands of hours and hundreds of kids later, with kids covering the age range, and two of my own that are 5 years older, and I can announce with much more confidence that in fact there is no difference at all. Older children are only good for 25 minutes of really hard core top notch thinking. But the material needs 90 minutes of start up time and more routine work. They only appear to work for 2 solid hours, but when they've gotten through the 25 minutes of really challenging problem solving, they are worthlesss.

This week, the PS4 went into the closet. I discovered that I have a 13 year old who follows me around - brace yourself for this - talking to me.

Northwestern and Duke Summer Programs

Duke has an online program now. If you ask me if you should enroll your child in this program (assuming you pass the rigorous qualification) my answer is definitively yes.

The reason we're not personally interested in these programs is because our GAT program is rigorous enough. I think it's the top program in the country. I personally know many graduates who are breezing through one of the top 10 high school programs in the country without really trying. The other reason is that my kids would rather shoot arrows at camp during the summer and I'm more interested in a path to graduate school than advanced chemistry at Northwestern, which we're doing on the side anyway as needed.

If you ask me how you get your child past the entrance criteria and into the program, you're asking how do you hone your child's cognitive skills to a very high level.

**Trig at Age 9 - A Bookend**

In order to keep my 9 year old out of my hair, I drew a few triangles, introduced him (once again) to the sine/cosine unit circle do-it-yourself-with the Pythagorean theorem-calculator, and asked him to tell me everything that is missing. When I say 'calculator' I mean 'without a calculator'.

You'd think he'd remember this from 6 weeks ago when we did the exact same thing. It's like age 4 all over again.

I like trig. You can teach it in a single 1 hour session.

Draw a unit circle on graph paper and draw a line anywhere you want. sin(a) is the y and cos(a) is the x. You can use A

^{2}+ B

^{2}= C

^{2}to calculate common values, like 30

^{o}, 45

^{o}, 60

^{o}, 135

^{o}etc. It helps at this age to always use capitals for line lengths and always use lowercase for angles. A is opposite a, B is opposite B. A calculator could help with 25

^{o}, but we don't use calculators and just guess on SAT type questions where they deviate from common angle values.

Then I ask for the Law of Sines and the Law of Cosines. If you forgot, here they are respectively:

- A/sin(a) = B/sin(b) = C/sin(c)
- A
^{2}+ B^{2}- 2ABcos(c) = C^{2}

Here's the unit circle on the left, and the problem on the right in case you want to try it

Here's the view of the daily math that bought me 60 minutes of free time, minus the 25 minutes I had to backtrack and re-explain the unit circle and help with mistakes (help as in 'Wrong. Do it again')

You'll note the Dorito bag. At age 4, this was a bag of skittles. I found that snacks are a useful inducement for ridiculously hard age-inappropriate work, especially if your child is crying because you are a mean parent by making them do all of the work. It is important to remember that 20 skittles are no more motivating than 5 skittles, and you can stop giving snacks at any time. Or you can walk 3 miles a day with your child on what I like to call 'Math Talk Walks', but privately I think of these as 'Don't End Up Being A Chubby Videogamer Walks'.

We do a trig problem about every 6 weeks. This gives my children 5 weeks to forget what they learned so that trig becomes an exercise in thinking and not an exercise in applying memorized formulas without thinking. That is why I refer to my approach as Anit-Kumon. I don't want a child who get's a 1600 on the SAT because they've trained to get a 1600 on the SAT and then doesn't get into Stanford. Stanford has a method to weed out these kids that I haven't reverse engineered (yet). Instead, I want a child who get's 1600 on the SAT because they can figure out trig on the spot - because they've learned the cognitive tools to do so. Presumably they'll use this toolset for something else during high school and Stanford will notice.

**Developing a Writer**

The starting point for writing is art, crafts, and projects. The number one skill writers have is that they dream up something that has multiple pieces and which takes a long time to finish. Art is important because it has setbacks. You have to do it a few time to get it right, whatever it is. You want a writer? Sign her up for an art class. Chores are important because they are boring and repetitive. Chores make writing seem like fun.

This stage of writing continues from age 7 to 12 while they develop grammar, vocabulary, and articulation skills.

At some point around age 11 and 12, you can start (slowly) two activities: The first activity is daily writing, like a journal, and the second activity, at least at the GAT level, is a 4 hour marathon of pain that I like to call 'Crafting Sentences'. We sit down with some school work and take each sentence at a time and fix it. What are you trying to say here? Is 'fix it' good enough, or do you mean 'recraft the dependent clause', 'elaborate on a undescriptive pronoun', 'match the syntax of the sentence to the logic we are trying to convey', or what? During this process, the child says what they are trying to say, and I explain why I'm not clear what they are trying to say and that inadequate sentence that they only spent 2 minutes on sure as heck isn't saying it anyway.

I refer back to Test Prep Math, which was as much convoluted logic and vague words as math, and the main reason they do well on the reading comprehension section of the MAP, and think of each sentence as a math problem on its own, as in a 10 to 20 minute exercise of work, mistakes, and trying again.

So here we are back to foundational cognitive skills. The little writer slowly realizes that it wasn't about math at all back then. It was about being confused, making mistakes, and trying again. I have mentioned this to both my kids numerous times. Someday they'll leave math in the past; it might be after winning a Fields medal or a millennium prize form the Clay Institute, but some day they'll have to write.

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