Kumon Steeplechase Will Relocate to a Larger Space Over Spring Break
In order better to serve your children, we will move to a larger location in March.
There are exciting changes under way at Kumon Steeplechase. We have dramatically outgrown our existing location, and are pursuing options to relocate to a larger space nearby. I hope to have more information for you by December, but be assured the new location will be substantially larger, yet still in the Jones/West Road intersection area.
Watch for our December Kumonicator for more details. Current plans have the relocation taking place over Spring Break, but things are progressing quickly.
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Tuition Increase Announced; Students Enrolled by December 20 and Attending Each Month in 2011 Will Defer Increase Until 2012.
It has been three years since our last fee increase, and in that time our costs, particularly minimum wage, utilities and office supplies, have skyrocketed. I have been making cost cutting measures in an attempt to delay the inevitable but will have to raise tuition rates to $135 per month per subject effective for those enrolling after January 1.
However, in deference to my existing students, those students enrolled on or before December 20, 2010, and not taking any months off in 2011, will enjoy the $125 per subject monthly rate until January 1, 2012. If an existing student takes a month off during 2011, he or she will return at the new rate of $135 per subject per month.
I hope those who have been putting off enrolling in Kumon, or adding a second subject, will take advantage of this opportunity to save up to $120 per subject by signing up by December 20. |
Congratulations to our 2010 Program Completers!
We have had several students complete the Program so far this year. Your child can be a Completer, as well!
Reading Completers are reading at a college level; Math Completers have mastered calculus and differential equations. Reading Completers are given a $250 cash award; Math Completers are presented a $500 cash award.
January: Harsh Mehta, Reading February: Anthony Tran, Reading March: Ben McClean, Math April: Anthony Tran, Math; Christopher Onorato, Reading: Dhriti Patel, Reading May: Hamish McLean, Reading; Amanda McLean, Reading, Dima Sarbei, Math
June: Nina Osipova, Math
July: Sheela Prabhu, Math
Students who are approaching completion and will likely finish the Program in 2011 include:
Reading: Marcelo Barany, David Nguyen, Nhat-Tam Dang, Anjali Nair, Trung Le
Math: Margaret McLean, Diana Tran, Sebastian Hinojosa, Gabriel Ko, Allison Smith, Jomar Daquigan
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Upcoming Events
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The Kumon Store will be Open for redeeming Kumon Dollars on November 15-20 and December 13-18. -
We will be closed Wednesday, November 24, through Sunday, November 28, for Thanksgiving. - We will be closed Sunday, December 19, through Saturday, January 1, for the Winter Break. During this two week closure, we provide your students' work bound in books to keep the worksheets organized. Students completing the work, with it graded and corrected, by the time they return for their first class in January will receive ten Kumon dollars.
- In general, we follow the CFISD calendar with the exception that we are open during the summer except for Independence Day.
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That Dang Math Level D!
Level D is a difficult level for most students. The central part is mastery of long division, which is underemphasized in school but which is important for strengthening mental math needed in the higher levels. Also taught in this level are two by two digit multiplication, and reduction of fractions.
Below is an article which I hope will benefit those of you whose student is currently in or about to enter Level D. Take heart! E is around the corner! The best thing you can do to help your student get through D81-150 is to ensure he or she knows how to estimate the answers.
Level D:
· In Level D, students further develop skills in multiplication and division and become familiar with fractions.
· Level D can be difficult for many students, especially the division by 2-digits section starting at D 81. In this section, the addition, subtraction, multiplication and division skills learned up to D 80 become crucial. It is important to observe where students make mistakes and whether or not they are fixing them correctly.
· In the fractions section, do not worry too much about the students' understanding of the concept of fractions when they are first introduced. Concentrate on students becoming skilled in manipulating and working with them. As students move on to Levels E, F and G, their skills will improve, and the concept of fractions will become clear to them.
· Mistakes may increase in set D 41-50. Make sure students are correcting their mistakes properly. For weaker students, it may be more effective to assign repetition in sets of five worksheets as follows: D 41-45, D 41-45, D 46-50, D 46-50, etc. However, excessive repetition of this set should be avoided.
· In D 51-80: Mistakes tend to be more numerous in these sets. Again, make sure students are correcting their mistakes
properly. Students who become proficient in these sections will progress more smoothly from D 81 on. Strictly apply the Standard Completion time (SCT) of three minutes per sheet to check students' mastery to help them progress smoothly.
· Try to develop the students' ability to estimate quotients in D 81-130. This will make their learning more comfortable from D 131 on. Multiplication calculations on the side of the page are a sure indication that estimation skills are not fully developed.
· In set D 141-150, problems with 3-or-more-digit quotients are included. This is a difficult set, so avoid over-repetition.
· In D 161-200, students should repeat until they can finish these worksheets close to X-time, and are able to reduce in one step.
· In set D161-170, fractions can be reduced by 2, 3, 4, 5, 6 and 7. Students should pay close attention to this section and utilize this knowledge when they move on to the next set.
· Special instructions for students are provided on some of these worksheets. On D 172b, the instructions are: "try to do in one step." Have students solve the problems according to the instructions, assigning repetition as necessary.
· On pages D 181-185, students work with multiples and the Greatest Common Factor (GCF). It may be necessary to give additional guidance to students who are having trouble with multiples, factors and GCFs. On D 185a, the method of finding the GCF is shown on the right side of the page. Once students understand how the method works, try to get them to solve problems by just looking at the two numbers and finding the GCF intuitively.
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Thank you so much for sharing your beautiful children with us. Be assured we are fond of each and enjoy each for the special person s/he is!