Contact at either email address:
twypitts1@gmail.com simply "twypitts1" in both emails
twypitts1@onethemostpowerfulnumber.com
The two books " One The Most Powerful Number " and " The Most Powerful Number 1 " are now both available for you to purchase on Amazon.com. Once you get on the Amazon website go to search and type in "Books" then go to the left-hand column, go down to Departments and click on Education and Teaching. The final step is to type in the title of either book. When I look up the books on my phone, I simply say, Amazon Books, The Most Powerful Number 1 or the other title. Both books will appear at the same time.
The difference between the two books is: The book with the black cover, "ONE THE MOST POWERFUL NUMBER" is a college textbook for juniors and seniors in college preparing to become an elementary arithmetic teacher or secondary math teacher and this book contains over 1000 homework assignment problems. The book with the white cover, "The Most Powerful Number 1" is written for experienced arithmetic and math teachers with about 200 questions to think about and discuss with colleagues.
The titles of the two books mentioned in the next several paragraphs both mention the importance of the number "ONE", but both books focus on arithmetic topics which involve the number "ONE". Chapters 1-4 specifically focuses on how to introduce and teach fraction rules and procedures starting in 3rd and/or 4th grade. I DO NOT want teachers to change the way they presently teach students to work with fraction problems and solve/simplify fractions in arithmetic, but I do explain and illustrate how to use the Fundamental Theorem of Arithmetic along with factor trees to solve all fraction problems. I also give several example problems with detailed explanations to solve the problems.
You will be surprised how I interleave (interweave) several topics into one problem in the form of an introduction for new concepts and as a review of previously learned topics. There are several research papers which conclude that the more students know and remember about simplifying/solving problems related to fractions, the better these students will perform in Algebra and Higher-Level Mathematics courses. Over 50 research papers are referenced throughout the books.
Think about this comment, if mathematicians use the phrase "The Fundamental Theorem" to mention a specific "Theorem" then maybe mathematicians think this theorem is important to understand and use in arithmetic and other math courses. I illustrate and emphasize the "The Fundamental Theorem of Arithmetic", along with factor trees, and the number "ONE" to solve all fraction problems after the teachers use the standard ways to introduce students to the methods to solve and simplify fractions in arithmetic. I still want teachers to teach students to solve the simple problems found in most arithmetic books involving fractions by emphasizing procedures based on the student's knowledge of the multiplication and division facts. I believe and most teachers I talk to believe that a strong mental knowledge of the multiplication and division facts are a necessity if the students are going to be successful working with fractions.
My example problems go beyond the basic problems found in over 90% of the arithmetic textbooks used in schools in the United States. I do not expect you to change how you are presently teaching the fraction problems in your elementary arithmetic classroom, but I strongly suggest that you steal 2-5 minutes a couple times per week to illustrate and discuss the example problems I use as examples in both books, and I suggest that you regularly assign 2-3 additional classwork or homework problems similar to my examples.
THE REASON I ENCOURAGE TEACHERS TO EMPHASIZE "THE FUNDAMENTAL THEOREM OF ARITHMETIC", FACTOR TREES, AND THE NUMBER "ONE" WHEN STUDENTS ARE LEARNING HOW TO SOLVE AND SIMPLIFY FRACTION PROBLEMS IN ARITHMETIC IS: "USING THESE RULES WILL PREPARE ALL STUDENTS TO SOLVE A WIDE VARIETY OF OTHER TYPES OF ARITHMETIC PROBLEMS MENTIONED IN CHAPTERS 5-7, AND MOST IMPORTANTLY PREPARE STUDENTS TO SIMPLIFY FRACTION PROBLEMS IN ALGEBRA "REFERRED TO AS RATIONAL EXPRESSSIONS", AND OTHER HIGHER LEVEL MATH FRACTION PROBLEMS IN PRECALCULUS, CALCULUS AND BEYOND MENTIONED IN CHAPTER 8". The long last sentence above is the reason that over 50 high school math teachers whom I have worked with make the comment, I wish teachers emphasized these procedures when they teach fractions in arithmetic classes. The procedures which are illustrated in this book are the only methods used to solve advanced math problems involving fractions.
The paragraph above is the main reason I wrote the books. Read the paragraph again and then read and study one of the books referenced on this webpage. I hope you are then amazed how much you "Learned and most importantly Remember".
I have two books up for sale. The first book is titled "One The Most Powerful Number" (black cover). This book is a college textbook for students planning to become an elementary arithmetic teacher or secondary mathematics teacher.
The second book is titled "The Most Powerful Number 1" (white cover). This book is a professional development book for experienced teachers. The books are very similar and cover the same topics, but the professional development book is written in a different style because I assume experienced teachers have already developed some teaching techniques which work well for them.
Both books are available to purchase in one of the following three formats: kindle, paperback, or hardcover.
Why is the number "1", such a powerful number? This website contains a few of the many answers to this question. I wrote the textbook which explains the power of the number one (1) in great detail with examples and illustrations to emphasize the amazing power of the simplest of numbers.
In addition to using the number "1" to simplify fractions in arithmetic, here are a few other math problems which require the teacher to explain a special math trick when they teach students to solve the problems. The next few example types of problems mentioned involve a basic math property we all believe to be true, "If you multiply (divide)any number (fraction, decimal, or percent), ratio, term, or expression by the number ONE (1), then the answers will always be an equivalent number, ratio, term, or expression!" This statement sounds so obvious, then why do many educated individuals not truly understand the full meaning of this statement?
1. Convert a fraction division problem into a fraction multiplication problem.
2. Move the decimal in a long division problem involving the division box, for both the divisor and the dividend the same number of places to the right, if the divisor is a decimal number. 3. Convert a measurement unit expression into an equivalent measurement unit expression such as "2.5 ft. = 30 in. or 2.5 ft. into 5/6 yds.
4. Convert a percent into a decimal or a decimal into a percent.
There are other examples illustrated in these books where the trick to find the equivalent answer works because the rule which one must use is simply: Multiply by the number ONE (1).
The title of the first book is " One The Most Powerful Number " by Timothy W. Young
If you are presently a college professor who teaches a course to help students prepare to become an elementary arithmetic teacher or secondary math teacher and you are one of the next 10 professors to contact me, I will send you a free copy of my paperback textbook. I must be able to verify that you are presently a professor at a specific college or university, and I will need your address to send the textbook in order to ensure you receive your free copy of the book.
The title of the second book is "The Most Powerful Number 1" by Timothy W. Young
If you are presently the School Superintendent or the Head Administrator of a school district and you are one of the next 10 School District Administrators to contact me, I will send you a free copy of the paperback professional development book. I must be able to verify that you are presently the School District top Administrator, and I will need your address to send the book to ensure you receive your free copy.
School Directors who truly want to find a book which will help your teachers develop a few new teaching skills, that translate into your students being more successful in arithmetic, algebra, and higher-level math classes, I am 100% confident this book will deliver on the promise to improve your student's overall math skills.
You may also type into the direct link https://www.amazon.com/MOST-POWERFUL-NUMBER-Timothy-Young/dp/1960757636 .
Again, research indicates that the number one topic in arithmetic which students must master if they are going to be successful when they enter an Algebra class and higher-level math classes, is a solid understanding of rational numbers (fractions). This textbook emphasizes how to teach students so they will master all the rules and develop mental number sense as it relates to numbers, especially fractions (rational numbers).
I agree with over 99%, probably 100%, of all arithmetic teachers and math teachers that the first step when working with any arithmetic or mathematics topic is to make sure the students understand the "CONCEPTS", related to the topic of interest. Understanding concepts is the first step when learning how to work with and solve arithmetic and mathematics topics, BUT it is not the last step if students are going to progress in their math career. Prior to an elementary arithmetic teacher or a secondary mathematics teacher entering an arithmetic or mathematics classroom for the first time, colleges insist that the students take a class which emphasizes how to use concepts to teach a wide variety of arithmetic and math problems. This is obviously an important first course.
Few colleges/universities who prepare students to become elementary arithmetic teachers or secondary mathematics teachers require the students to take a course that emphasizes how to teach rules and procedures so the students "Learn and Remember" the rules and procedures which will be necessary to solve future arithmetic and mathematics problems. This textbook is specially designed as a 3-credit college textbook to fill in this gap in the college curriculum.
This textbook is a must read for anyone who is looking for ways to help students "learn and remember" arithmetic concepts, rules, and procedures which are the same rules and procedures which are required to solve/simplify algebra rational expressions. This textbook illustrates how to teach rules and procedures by concentrating on two topics which are first introduced around 4th or 5th grade. The two focus topics in the book are: 1. How to teach rules and procedures regarding the four basic operations with fractions and 2. How to teach the rules and procedures to convert a wide variety of arithmetic and mathematics expressions into equivalent arithmetic and mathematics expressions. Both topics involve a strong understand of the importance of the number "ONE".
When teaching arithmetic and mathematics always remember the first step is always to emphasize concepts, but the teaching process does not end there. If students are going to be successful in future arithmetic and mathematics classes, they must "Learn and Remember" the rules and procedures required to solve more advance problems. The great news is, "The rules and procedures which students need to learn and remember in arithmetic to solve all types of fractions problems and conversion problems are the same rules and procedures used in advanced math courses. The rules never change they problems just become more exciting."
If you are an elementary arithmetic teacher who is looking for some ideas and methods to teach students how to work with all arithmetic concepts, rules, and procedures this textbook is written with this goal in mind. This textbook illustrates how to accomplish the goal indicated in the last sentence by concentrating on how to teach students to work with fraction problems and conversion problems so the students really "Learn and Remember" all the concepts, rules and procedures. Shouldn't this be the goal for every arithmetic and math teacher.
When someone initially refers to rational numbers they initially think of fractions. Rational numbers not only include fractions, but they also include terminating and repeating decimals and percentages. (Comment: Not all decimals are repeating or terminating decimals, and these decimals are referred to as irrational numbers. (Examples of irrational numbers: any square root problem which is not a perfect square, the number pi, or a decimal in the following format "0.01001100011100001111...".))
If you are an experienced arithmetic or mathematics teacher who wants to find new ideas to help you present difficult topics so your students "Learn and Remember" rules and procedures, I guarantee you will find something in this textbook which will open your eyes and mind and make you say, that makes sense, and I can use that technique. I also believe if you are a successful experienced arithmetic/math teacher than there will be times when you read the textbook you will say to yourself, I understand what he is doing, but I will stick with the way I already present that information. That is a good thing because I made you think about the topic, and you can then make a decision regarding how you really want to present the information to your students. If you are an experienced arithmetic or mathematics teacher, you will probably be able to read and study this textbook in about 1 or 2 weeks and you may decide not to solve all the problems in the assignment sections.
If you are presently a teacher who still needs to pass some type of arithmetic/math test to become fully certified it will take you at least 3-4 weeks if you work for 3 hours per day to study and solve all the indicated problems. (One of the basic principles indicated in the book if the goal is to learn how to work with math problems is to not hurry, learn how to solve the problems over a period of time and not squeeze learning math concepts, rules and procedures into a few days or weeks.) With this thought in mind some of you make take more than 4 weeks to read, study and solve all the problems correctly. Do not be concerned if you spend about 15 weeks reading, studying, and solving all the problems indicated in the textbook because the textbook is written as a 3-credit 15-week college textbook. The goal is to develop some techniques to help you teach students to solve a wide variety of problems and along the way you will also learn how to use the rules and procedures to solve the problems emphasized in the textbook.
The illustrations in each chapter prior to doing any assignment are written so every step is indicated and frequently a written explanation is written next to the illustration. Also, the solutions for over 80% of the problems which are contained in the assignments are written in detail in the back of the textbook in the answer section of the book. The problems which do not have solutions indicated are problems where the solution may be checked by referring to a dictionary or more likely the internet for a definition.
Every individual who is involved in arithmetic or math education will learn something beneficial after they read and study the textbook.
The textbook, "One The Most Powerful Number", is now published and can be purchased on Amazon or by going to my sister website, "www.timyoungbooks.com".
Presently, the books are available as an eBook or paperback book or hard cover book.
The textbook is a must read by all students in college who are preparing to be an elementary teacher or a secondary mathematics teacher. The topics covered in the book range from finding equivalent fractions, performing operations with fractions, ratios, percentages, rational expressions, and even calculus limit problems. The simple procedures introduced to find equivalent fractions in 3rd or 4th grade are the same procedures used to simplify the limit problems in calculus. When I was in college preparing to be a secondary mathematics teacher, I never took a course focused on “How to teach secondary mathematics courses" such as Algebra 1, Algebra 2, Geometry, Trigonometry, Precalculus, Calculus 1, or even arithmetic. My wife, who was an elementary teacher, was not required to take a course focused on “How to teach arithmetic rules and procedures”. It is impossible to write an arithmetic or a mathematics book which focuses on one specific topic. My book focuses on ways third and fourth grade elementary educators can introduce and teach the concepts and rules needed to solve problems involving fractions, ratios, conversions, percentages, and decimals. Many mathematicians believe these topics become the foundation required to work with high school mathematics problems to include simplifying/solving rational expressions in algebra and derivative problems in calculus.
Since my book is a “How to teach arithmetic and mathematics textbook”, it goes beyond what one would normally expect. Two new theorems are introduced, emphasized, and illustrated throughout the book. These theorems simplify the world of fractions, ratios, conversions, percentages, and many other arithmetic and mathematics topics.
My editor, Steve Everhart, made the following summarization. It is impossible for someone to read this textbook, study the illustrations, and finally solve the assignment problems (which are directly related to the illustrated problems) and not master the procedures and rules indicated for the problems. After talking to Steve, I am confident that over 95%, probably over 99%, of the people who take the time to read, study, and solve all the problems indicated in the textbook, will pass any standardized arithmetic test required for certification and many people will be better prepared to pass a standardized mathematics test required for certification.
The first six chapters focus on arithmetic concepts and procedures. Chapter 8 emphasizes the same rules demonstrated in the preceding chapters to solve Algebra, Precalculus, and Calculus problems. Even though I do not expect all elementary education majors to solve the advanced mathematics problems in Chapter 8 with 90% accuracy, I do expect elementary teachers to be able to follow the logic and the steps used in the illustrations.
Have a great career as a math educator, I was blessed to be a secondary math teacher.