The Login Screen is shown on the previous page. A user can log in Anonymously, but cannot print results. Each student should have a name and a login code so that their work can be appropriately identified.
New Students log in by clicking the “New Student” button and following the directions. It will ask for a name and a password. The password must be reentered for verification.
After being placed on the roster, students select their name and enter their password. This logs them in to the game.
Note: teachers can change student id information using their administrator password. This can help if a student forgets their current information.
Exercises have been divided into five basic types: Basic Tables, Fact Families, Multi-Digit, Mini Order, and Tall Addition.
Tables• allow students to practice the basic skills.
Fact Families• are another approach to the Tables, allowing students to see the relationship between opposite operations.
Multi-Digit• problems extend operations practice far beyond the Tables.
Mini-Order• problems introduce order of operations with 3 numbers, 2 operations, and optional parentheses.
Tall Addition• stacks addition 3 or 4 high, with variety in problem difficulty.
Tables provides practice with these sets:
0 to 5: for beginners
0 to 5, 6 to 10 Split: an intermediate level
6 to 10: a bit more advanced
0 to 10: the basic drill set
2 to 12: the extended drill set
10s, 25's, 50's, 100: a further extended drill, providing upper-decade practice.
Other: by choosing appropriate numbers, you can focus on difficult areas. For example, a student who needs drill in multiplication by sevens and nines can be accommodated! Select the “Other” option, and type in “7,9” (without quotes). The program will set up the appropriate options.
By varying operation and answer placement choices, this section provides over 8112 different problems (2 cards).
Fact Families provide the same instruction as the Tables, with a slightly different format. All related problems are grouped together. For example, this would be one problem group:
8 + 4 = __
4 + 8 = __
12 - 4 = __
12 - 8 = __
Fact Families strengthen the student's understanding of inverse operations. By varying operation and answer placement choices, this section provides over 8112 different problems (2 cards).
Multi-Digit problems provide a rich variety of practice in the basic four set. Students may choose from any single operation with a variety of multiple-digit exercises.
The number of potential problems in this section is enormous. The Addition component has nearly 90 million different possibilities, while the subtraction component has 49 million possibilities. Multiplication and division each have nearly 180,000 possibilies. If the pre-algebra options are considered, then there are three times as many possibilites! Presentation can be either in a vertical or horizontal format.
Mini-Order problems provide experience using order of operations and parentheses. Three numbers are operated on by two operations (as chosen by the user). Order of operations use parentheses first, then multiplication or division (from left to right), and finally addition or subtraction (from left to right). Used with the Pre-Algebra option, these problems can expose the student to multiple-step algebraic concepts in a non-threatening manner.
The Higher Difficulty option increases the size of the numbers used for this level. With all options available, this section has 840,000 possible different questions.
Tall Addition provides columnar addition practice. The student may choose to add three numbers, or four, where each of the numbers can be any of one to four digits, or variable. You may fix the number of digits any particular number contains. Tall Addition is valuable for developing addition and carrying skills.
I know you may not believe this, but there are more than 9.99 quadrillion possible questions in this section (9999*9998*9997* 9996 different numbers possible!). Don't worry, you don't have to do them all.
Each problem set has several components. In the Basic Tables section alone you have the choice of several different Table Types (including custom selections), the operations desired, the time allotted to each problem, the number of questions, and the presentation type (vertical format or horizontal format). Each component must have a selection for the problem set to proceed. For example, if an operation is not selected, then the problem set cannot be constructed.
Additionally, the questions may be presented in a regular or a pre-algebra format. The PreAlgebra option allows the problems to be presented in a kind of reverse order. Instead of 8 * 7 = ___, the problem would be presented as 8 * ___ = 56. Learning to solve problems in more than one way is important to future progress in mathematics.
In the Basic Tables and Fact Families, operations may be selected singly or mixed. Selecting both addition and multiplication options would produce a selection of addition and multiplication problems--randomly chosen.
Timing is important. If the time is set to 0 (zero) the clock is off. While average time per question is calculated during play, there is no maximum time per question. A time greater than 0 starts the clock. The clock will complete a circuit in the time allotted, and then the question is checked. The instructor and student should use timing options wisely. Setting time limits for problems increases pressure, but produces very good results if used in moderation. Studies have shown that tables learned under timed conditions are remembered better and used more readily. However, time limits that are too small for a particular problems type may produce needless frustration.
Of note is the Help button (question mark enclosed by a rectangle). Clicking this button activates the on-screen help feature which describes each item as the mouse passes over it. Using this feature can help the student and instructor learn the basic function of each item on the screen.
Once the basic problem set has been selected, the user may then choose to print the problem set, or practice the problems on the computer. Each exercise type can be printed, up to a maximum of two pages. For some types, each page is 35 problems. For the others, each page has 24 problems. Each exercise is keyed with a random id code. This will help to distinguish one exercise set from another.
Printed exercise sheets are an important practice tool. By reproducing an exercise sheet, the instructor can provide the same test to an entire class. Using the instructor’s password, the instructor can print answer sheets for an exercise.
Selections for the Advanced Exercises are similar to the selections for the Tables. Each of the four buttons on the right represent a different problem type or orientation. In this section, click on the operation, then select the difficulty level.
Pressing the “Next” button advances the user to the playing screen.
Press “Start” to begin play. The screen elements will adjust themselves to the type of problem being presented.
One component of the selection screen is the time per problem. If the time selected is greater than 0, then the clock will begin to move. In the case above, the time selected per problem is 36 seconds, so it will take 36 seconds for the clock to complete its circuit.
The student types in the answer, and then presses “Enter” or “Return” to indicate that the answer is complete. If the answer has not been entered by the time the clock completes its circuit, the answer is checked.
Timing can add a rich component to the exercises and enhance the student’s benefit. Students which are used to coming to an answer within a reasonable period of time tend to have sharper mental skills. They are also able to function better under academic (and everyday) pressure. Studies show that students who learn their facts with timed discipline remember them longer and use them more readily.
Students may pause or stop the game by clicking on the clock or the “Stop” button. They will be presented with three options: to pause, to reset, or to quit the set.
These buttons take you back to the Login Screen, or to the previous Selection Screen (respectively).
Answers may be deleted a character at a time (the “delete” key) or altogether (any non-numeric key).
These buttons control some “comfort” features of the program. The “Talk” and “Sound” buttons can be turned on or off. The program will speak the question and answer if the problem is missed. The program will beep twice if the problem is answered correctly. Turning off these options will quiet the game.
The “Size” button controls the size of the problem’s display. This feature is useful for students who are visually impared. Problem size may be increased or decreased as needed for student comfort.
As students progress in the game, they will be able to know their current score and time average. This information provides an incentive to do one’s best.
The “Help” button activates the on-screen help. By moving the mouse to each figure on the control panel, the user will be able to read a description of each item.
If a student misses an item, the program shows (and talks) the answer. It then places the question second in queue and again at the end. In other words, the student is given a second chance right away to get the right answer, and must show knowledge of the answer at the end before the game is finished. This adaptive technique allows students to repeat a problem until they remember it enough to get it right. Repetition is an aid to learning!
Students are given audible signals for right answers and visual reports of progress. When the problem set is finished, one of two things will happen.
If the student has successfully completed a problem set with no items missed, the student may print out a Certificate of Merit. This Certificate, bearing the student’s name and problem set information, is a tangible reward for good work.
If the student misses some items, the program will ask if an Action Report is desired. The Action Report prints out the problems the student missed in a worksheet format so that he or she may practice them again. The Action Report presents the student’s name and problem set information. Even if work is not perfect, a good Action Report can be a great incentive.
Each time a student completes an exercise, the date, time, problem set information, and grade are recorded in the student’s file. This file, created when the student originally logged in, keeps a log of the student’s work.
Teachers may access the student’s file from the Login Screen by using the administrative password. They may not, however, change any of the data in the file.
If a student forgets his or her password, the teacher may use the administrative password to create a new password for the student. Students may change their password at any time, provided they remember their old password.
$499.95 site license. A “site” is a single school. School districts wishing to purchase site licenses for all schools in its system should contact RTG Educational Services directly for pricing information.
The order form is in both the demo and fully functional versions. Enclose check or money order. Educational Institutions may send purchase orders with a contact number. Mail to:
Any program takes time to learn. One of the best ways to learn is to try something and see what happens. At worst, it won’t work. But usually you will learn something. Children are good about this. They are quite bold about trying things and don’t worry about “breaking” the program. This program has been tested with several children, so most of the bugs have been found and squashed.
If you find a bug, however, please call or write. Your satisfaction is important to us.
Use the timing option carefully. Start with “too much” time available and then adjust. It is not recommended that the timer be set for less than 5 seconds for the Tables problems. More advanced problems will require more time. Set the timer to 0 to turn off the timing option.
Be sure to note the direction button! The direction button indicates the direction of user input.
