If you're going to any of the 3 regional NCTM conferences this Fall, be sure to stop by our booth or attend one of our one hour workshops. We'd love to see you.



Want to get on the map? Contact us if you would like to see samples of our K  G2 Lesson Books and Workbooks. It's not too late to place an order for this upcoming school year!
]]>Due to popular demand (thank you San Francisco for being so vocal and persistent!), our G2 Lesson Book and Workbook will be available in Spanish, alongside our already available Kindergarten and G1 translations! We are making every effort to have it in time for the start of the new school year. Thank you for your interest and your passion!
Debido a la demanda popular (¡gracias San Francisco por ser tan vocal y persistente!), ¡Nuestro libro de ejercicios y libro de lecciones G2 estará disponible en español, junto con nuestras traducciones de Kínder y G1! Estamos haciendo todo posible para tenerlo a tiempo para el comienzo del nuevo año escolar. ¡Gracias por tu interés y tu apasionamiento!
]]>MyKey is a fun web based math application that supports and supplements inclassroom instruction of Primary Math International. By using MyKey in addition to Primary Math International Lesson Books, students will develop a deeper understanding of mathematical concepts. Using MyKey, students will learn independently at their own pace working through sets of engaging problems based on targeted lessons selected by their teacher. Through problem solving, students can earn coins and trophies to unlock levels of mastery and understanding. The program is adaptive and problems will be adjusted based on an individual student’s learning and level of understanding. Students can quickly and easily keep track of their own progress through the online reporting system. Teachers can see an entire classroom’s progress at a glance and discover which students are having trouble with a concept. If many students are challenged by the same concept, the teacher can spend more time during classroom instruction.
In 2015 Toppan Printing Co., Ltd. launched YaruKey, an online math platform in Japan. MyKey is the US adaptation of YaruKey and as such, takes Common Core State Standards into consideration, following Primary Math International.
Toppan Printing Co., Ltd. was established in Japan in 1900. The Toppan Group has grown beyond its traditional printing business and now offers a broad range of products and services with printing technologies at their core in the Information & Communication, Living & Industry, and Electronics segments.
Japan Math Corp. has been helping students in Japan excel in mathematics through their proven approach for over 80 years. Primary Math International uses a 4step approach to learning  Try, Understand, Apply, Master  which aims to foster a deep understanding of math concepts. It focuses on problem solving, encouraging students to try problems and find solutions on their own, with support and guidance from the teachers. Priority is placed on developing the student’s ability to think for themselves, while making sure that they have thoroughly understood the fundamental concepts.
The full suite of Primary Math International products includes the Lesson Book, Workbook, Japan Math Block Sets, Teacher’s Edition, and Assessment Tests. To learn more, visit japanmath.com.
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]]>Grade 2 Lesson Books follow the same methodology established in Primary Math International Kindergarten and G1 Lesson Books. G2 Lesson Books aim to accomplish the following 3 points: 1) Build a strong foundation for representing and solving problems by emphasizing the use of diagrams and mathematical expressions. Students will be able to explain and justify their strategies using representations learned in the lessons. 2) Develop a deeper understanding of the concept of “base ten” place value, and basic operations by completing carefully aligned problems. Based on a strong conceptual understanding, students will develop fluency in multidigit addition and subtraction by solving carefully selected tasks in the units. 3) Establish a conceptual understanding and acquire basic skills for future learning of geometry and measurements. This is achieved through handson activities including construction of shapes and lines by drawing in the geometry and measurement units in G2.
Japan Math Corp. has been working in collaboration with Dr. Akihiko Takahashi, Associate Professor of Elementary Math Teacher Education at DePaul University, and a select group of partner schools in Chicago to combine this proven approach to mathematics with the learning needs of students in the U.S., with the practices of the Common Core State Standards (CCSS) in mind.
Primary Math International uses a 4step approach to learning – Try, Understand, Apply, Master – which aims to foster a deep understanding of math concepts. It focuses on problem solving, encouraging students to try problems and find solutions on their own, with support and guidance from the teachers. Priority is placed on developing the student’s ability to think for themselves, while making sure that they have thoroughly understood the fundamental concepts. The goal of Primary Math International is to develop the student’s Desire and Skills to use Math for Life.
About Japan Math Corp:Japan has been consistently ranked among the top countries internationally for academic performance in mathematics. Japan Math Corp. has been helping students in Japan excel in mathematics through their proven approach for over 80 years. After months of research development and testing, they are confident that the method will be beneficial to both elementary students and educators in the U.S. The full suite of Primary Math International products includes the Lesson Book, Workbook, Japan Math Block Sets, Teacher’s Edition, and Assessment Tests. To learn more, visit japanmath.com.
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Did you know that March 1st is National Peanut Butter Lover's Day? Here are some fun facts about peanut butter:
It takes about 540 peanuts to make a 12ounce jar of peanut butter.
Americans spend almost $1.85 billion a year on peanut butter!
U.S. exports of peanut butter to Mexico amounted to 1,889 metric tons in 2016/2017.
The world’s largest peanut butter and jelly sandwich, made in Grand Saline, T.X., weighed 1,342 pounds.
Are you a peanut butter lover? What's your preferred ratio of peanut butter to jelly on your sandwich? Are you a 50% peanut butter to 50% jelly? Or are you more of a 75% peanut butter to 25% jelly person? Use math to find the right combination!
Celebrate National Peanut Butter Lover's Day with your kids by coming up with new ways to enjoy peanut butter and trying new recipes. Hint: Recipes involve math!
Or play this STEM game that teaches students where peanut butter comes from, courtesy of the American Farm Bureau. http://myamericanfarm.org/classroom/games/?gid=peanut
Two different students expressing their ideas in two different ways:
This student shares their idea with the entire class using the magnetic Teacher's Block Set.
Their strategy was to add 1 to 9 and make 10 proceeding to then add the remaining 3 left over from the 4. Another student used two sets of blocks and subtracted 1 from the 10 to make the 9 and then added 4 from the second set of blocks. The teacher acknowledges that both ideas are correct and then leads students to discuss which ideas can lead to the correct answer fastest. Here, students will recall the composition and decomposition of numbers up to 10 and "10 and how many" that they learned in Kindergarten. As a result, they will realize that the most sophisticated method is to decompose 4 into 1 and 3 to "make 10."
This unit aligns with the Common Core State Standard of Operations and Algebraic Thinking.
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The role of the teacher is not to tell students exactly what rules and formulas they must know or to demonstrate how to use this information to solve a mathematics problem. In Japan, teachers have often been described as mean. They don't give students the answers right away, preferring to let students struggle and try first. The struggle is part of the learning process. We want them to try and choose from a range of strategies and approaches to solve problems. Students are actively involved in making sense of mathematics tasks using varied strategies, justifying solutions and making connections to prior knowledge and experiences. They are building on concepts they have already mastered.
Most of us probably remember the "I do, you do, we do" method of teaching. First the teacher showed you how to solve the problem and then you solved the problem following the exact instructions. You were copying or mimicking what your teacher did. You memorized the information and used it to solve routine problems, perhaps without understanding why.
The role of the teacher in our classroom is to engage students in tasks that promote reasoning and problem solving. The teacher facilitates conversations that move students toward a shared understanding of mathematics.
]]>Problems in the "Try" step are generally related to everyday life, with a level of difficulty that is challenging but not so difficult as to intimidate and extinguish interest. By making students feel that what they are learning is fun and applicable to daily life, they will be more motivated to learn.
Another major factor in students' motivation is their ability to contribute to their relationships with others. Once they solve a problem on their own, students are encouraged to share their ideas with their peers. The idea here is not for their presentations to be correct but rather to promote engagement and discussions.
With facilitation from their teacher, they will share a variety of mathematical concepts. By the end of the lesson, students will be confident that they have solved the problem by working together.
In a classroom, you will see that this approach fosters confidence in students and verbalization helps them to understand concepts more deeply. Students are eager to share their strategies and teachers encourage participation from everyone. Talking is allowed in class!
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]]>NCEA
National Catholic Education Association
Cincinnati, OH
April 3  5, 2018
NCTM
National Council of Teachers of Mathematics Annual Meeting and Exposition
Washington, DC
April 25  28, 2018
Wisconsin Mathematics Council Annual Conference
Green Lake, WI
May 2  4, 2018
ICHE
Illinois Christian Home Educators Annual State Conference
Naperville IL
May 31  June 2, 2018
NAESP
National Association of Elementary School Principals Annual Conference
Orlando, FL
July 9  11, 2018
SDE
Staff Development for Educators National Conference
Las Vegas, NV
July 9  13, 2018
NCTM Regional
National Council Teachers of Mathematics Hartford Regional Conference
Hartford, CT
October 4  6, 2018
NCTM Regional
National Council Teachers of Mathematics Kansas City Regional Conference
Kansas City, MO
November 1  3, 2018
NCTM Regional
National Council Teachers of Mathematics Seattle Regional Conference
Seattle, WA
November 28  30, 2018
We'd love to meet you!
We meet a lot of educators that say, "I've heard of Singapore Math, but what's the difference between them and you guys?"
Both Japan Math and Singapore Math are designed to be a focused and cohesive curriculum that the Common Core State Standards emphasize.
Japan Math’s Primary Math International differs in that the instruction is not a mere cramming or provision of knowledge; but rather, it realizes learning through problem solving that elevates students’ various abilities. In that sense, Japan Math tends to teach fewer concepts but in greater depth, and focuses on enabling the students’ to solve problems on their own.
Another difference is, Singapore Math offers a “concrete to pictorial to abstract” approach. Primary Math International moves students from “concrete to semiconcrete to abstract”. The principles may sound similar, however, a big difference lies in the format/style. All of the units in Primary Math International are organized into the following steps:
Teachers can conduct the problemsolvingstyle lesson easily and smoothly by following the lessons laid out in the Lesson Book.
In our next blog, we'll break down each step, starting with "Try."
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The ability to select an appropriate method for solving a problem and to execute that method with speed and
accuracy are important skills in mathematics. The “Apply” step is designed to refine such skills.
In the “Apply” step, there are many problems where students can use the knowledge learned in the “Understand” step.
These include problems similar to those worked on in the “Try” step, helping students understand that the same concepts and operations can be applied even if the problems seem different. Their speed and accuracy will improve as a result.
Sometimes, students get stuck on a particular problem. When this happens, it’s important to review with them the foundation of conceptual understanding. Every problem in the “Apply” step must be solved by the students alone without help from the teacher.
When they do not know how to solve the problems, they can return to previous pages to look for clues. Ultimately, through sharing ways of solving problems, and the concepts behind the solutions, with each other, students learn they can apply previously acquired knowledge to every problem.
Along the way, students realize an important learning method: When stuck, review the basics.
Japan Math Sampler
https://japanmath.com/pages/sampler
After completing the “Try” step (where students think by themselves before teachers teach), students are ready to understand the topic.
To achieve a solid understanding, students must reflect upon the problemsolving process of the “Try” step.
What did the problem ask them to find?
What were the differences between this problem and the problems they’ve worked on previously?
What did they need to know to solve the problem?
What kinds of operations were necessary to solve the problem.
Why were they effective?
The teacher helps students reflect on these questions, one by one, and together they confirm which concepts were most important, and what part of it was newly introduced to them.
With Primary Math International’s “Understand” section, students will solidify their understanding of the concepts/procedure/practice experienced in the “Try” step, with the helping guidance from their teacher.
Request a Lesson Book Sampler
https://japanmath.com/pages/contactus
In Japan, teachers put a priority on “Making students discover for themselves.”
They place emphasis on having students think by themselves, rather than teachers teaching them how to solve problems or giving the solutions first. It is important that students think by themselves.
Japanese education values the following:
In other words, what is important is the attitude to “work on a problem” even when the students have not yet learned how to solve the problem.
There is no need for students to come up with the correct/right answer from the start. Students discover and solve problems by working on their own.
This is the same process taken in Primary Math International’s “Try” section.
Request a Lesson Book Sampler
https://japanmath.com/pages/contactus
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The Primary Math International curriculum aims for students’ progressive mastery of skills by continuing to build upon the knowledge and skills acquired with each lesson. The Assessment Tests have been designed to measure the level of achievement in each unit, in order to give teachers an understanding of their students’ progress.
This is done by testing the students’ fundamental understanding of a concept and measuring their ability to correctly execute a certain procedure. It will also examine their ability to think logically and describe ideas appropriately. By using these tests, educators will be able to track the academic growth of their students over the school year.
Assessment Tests are accompanied by a detailed Answer Key for teachers. The Answer Key outlines the objectives of each problem – what each problem intends to measure in terms of students’ knowledge and skills. Furthermore, it describes how teachers should evaluate students’ answers, or how teachers should interpret students’ level of understanding.
The Assessment Test package includes a test for each unit, as well as midterm and final tests for both Fall and Spring semesters. A readiness test is available for Grade 1, to review concepts learned in Kindergarten.
About Japan Math Corp: Japan Math Corp’s proven approach to teaching mathematics has been helping students in Japan excel in math for over 80 years. The Primary Math International Curriculum uses a 4step approach to learning,  Try, Understand, Apply, Master – which aims to foster a deeper understanding of math concepts. The full suite of Primary Math International products includes the Lesson Book, Workbook, Japan Math Block Sets, Teacher’s Edition, and Assessment Tests. To learn more, visit www.japanmath.com.
]]>Primary Math International uses a 4step approach to learning  Try, Understand, Apply, Master  which aims to foster a deep understanding of math concepts. It focuses on problem solving, encouraging students to try problems and find solutions on their own, with support and guidance from the teachers. Priority is placed on developing the student’s ability to think for themselves, while making sure that they have thoroughly understood the fundamental concepts. The goal of Primary Math International is to develop the student’s Will and Skill to use Math for Life.
Japan Math Corp. has been working in collaboration with Dr. Akihito Takahashi, Associate Professor of Elementary Math Teacher Education at DePaul University, and a select group of partner schools in Chicago to combine this proven approach to mathematics with the learning needs of students in the U.S., with the practices of the Common Core State Standards (CCSS) in mind.
“Japan Math has changed the way that we think about math instruction and the common core standards,” said Mr. Joseph Rosen, Assistant Principal of César E. Chávez Multicultural Academic Center in Chicago. “Our teachers are more thoughtful about planning problemsolving based lessons, about encouraging students to defend their answers beginning as early as kindergarten, about planning thoroughly for student misconceptions, and about how to navigate and facilitate math conversations.”
“The curriculum takes a lot of thought and purposeful planning,” said Principal Lorianne Zaimi of Peirce School of International Studies in Chicago. “But that work is well worth the benefits that we are seeing across grade levels over time.”
Japan has been consistently ranked among the top countries internationally for academic performance in mathematics. Japan Math Corp. has been helping students in Japan excel in mathematics through their proven approach for over 80 years. After months of research development and testing, they are confident that the method will be beneficial to both elementary students and educators in the U.S.
The full suite of Primary Math International products includes the Lesson Book, Workbook, Japan Math Block Sets, Teacher’s Edition, and Assessment Tests. To learn more, visit www.japanmath.com .]]>In order to ascertain whether you really understood what you learned, it is a good idea to try teaching what you’ve learned to others as if you became a teacher.
We all tend to "think that we’ve understood" something. It is when we try to explain it to others and fail to properly express it in words that we realize our understanding has been incomplete.
Also, in the process of trying to explain something to others, fragments of knowledge are combined and we can check for ourselves whether our explanation is logically appropriate. This deepens our understanding. Furthermore, putting into words allows feedback from others which can complement or modify our understanding.
For Japanese mathematics textbooks, giving answers to problems is not the absolute goal. Often times, they give instructions that encourage students to "explain" their own ideas about strategies for solving problems. What is more, sometimes there are instructions that require students to understand and compare others' explanations.
During actual math lessons, such explanation activities are carried out numerous times according to the textbooks. In the activities, teachers play the role of a facilitator that helps students to engage actively in discussions and to appropriately summarize what they have discussed.
Students who sufficiently "understand" how to find the area of a trapezoid can also respond to the question "Why does that formula work?"
In order to explain the answer, they try to recall the concept of "parallel" and "height," how to find the area of triangles and squares, and general strategies of decomposing complex figures into simple figures. Then they combine them to construct a consistent explanation as a whole. Of course, they can correctly find the area regardless of the orientation and size of the trapezoids presented.
"Understanding" something means that you can give an explanation for it by associating individual facts and concepts you know with each other.
"Understanding" refers to a state beyond simply "knowing."
Even those students who can respond correctly when instructed to say the formula for the area of a trapezoid cannot use it correctly when they must actually find the area. For example, when the orientation of the presented trapezoid is changed, they may mistake the hypotenuse as the base.
Such students may "know" the formula of the area of a trapezoid, but it cannot be said that they "understand" it. The goal of mathematics education in Japan is, of course, "understanding."
In Japan with custom of taking off shoes when entering buildings, shoe cupboards are also installed at the entrance of most schools. Students take off their shoes here every day and change to slippers. A small private space provided for each student has helped to acquire the Japanese custom, sense of belonging to school, and skills to manage their possessions, as well as to hide love letters.
]]>This is Mt. Fuji, the highest mountain in Japan.
Mt. Fuji has wellproportioned cone shape, and is so famous that many Japanese children make or draw a mountain in the shape of Mt. Fuji when they are asked to "Create a mountain with clay" or "Draw a picture of a mountain." Therefore, when teachers first introduce a threedimensional figure called the "cone," by simply saying "like Mt. Fuji," students easily visualize the figure.
Once a university in Japan arranged the following math problem for their entrance examination. Try solving this if you like. Only those students who have firmly climbed the long mountain paths of mathematics to the high school level would have had a wonderful view on their answer sheets.

Draw the graph of the following two curves on a coordinate plane.
f(x)= x^4x^2+6 (x<=1), 12/(x+1) (x>1)
g(x)= 1/2*cos(2πx)+7/2 (x<=2)
Source: Shizuoka University, 2000

When referring to "knowledge" in the field of mathematics, two types of knowledge are conceivable.
One is knowledge of facts and concepts. This corresponds to literacy in symbols, rules of operation, definitions and theorems concerning numbers and figures. This type of knowledge is easy to verbalize. That is, it is possible to explain the details of the knownledge to other people both orally and in writing.
The other is knowledge of performing procedures. Put another way, it is "Skill" or "Knowhow." It includes skills such as calculating quickly and accurately. This type of knowledge is difficult to describe in words, but it allows actions in an orderly manner without thinking.
In order to strengthen conceptual knowledge, verbalization or an activity of explaining knowledge in words is effective. On the other hand, repetitive practice is effective for strengthening procedural knowledge. These two types of knowledge support each other and constitute academic achievement in mathematics.
We constantly ask ourselves if the mathematical teaching materials we are creating are a wellbalanced combination of these two types of knowledge and that the teaching materials expand and develop both of them.
In Japan, the Ministry of Education, Culture, Sports, Science and Technology provides guidelines for teaching called the "Gakushu Shido Yoryo." This is a common standard for educational content, and textbooks from each publisher must first undergo examination by the government whether the content complies with this standard. Only those textbooks that have passed this examination and granted certification become candidates for adoption by the schools.
This system underlines what students should learn, so the teachers are set free from the problem of "What to teach." However, teachers must confront the problem of "How to teach." They must make a great effort to ensure that students understand what is written in textbooks.
We are now in the process of developing curriculums that comply with the Common Core State Standards. The Common Core, too, is about content or "What to teach," and does not offer methodology. It does not indicate "How to teach"; the problem must be pursued by the educators themselves.
We believe that teaching materials do not merely show what needs to be learned or taught. They serve a major role in presenting the best methodology for teaching. Good teaching materials are ones that cultivate and inspire not only students but also teachers. We hope that our products help many teachers to become even better at teaching.
Last week, many elementary schools in Japan hold entrance ceremonies.
In Japan, new grade starts from April, and 6 yearold children start elementary school. They meet teachers and new friends, and receive textbooks that they will use for a year.
Just at this time cherry blossoms are in full bloom in Tokyo and elsewhere in Japan. Cherry blossoms add colors to Japan's scenery only for a week in this season. Many Japanese associate the image of cherry blossoms with milestones in life such as entrance into schools or starting careers.
Thank you to everyone who stopped by our booth at NCTM 2017 Annual Meeting & Expo in San Antonio. We are looking forward to seeing you again.
]]>Please visit Japan Math at booth 1137! Stop by for your free gift, while supplies last.
]]>The details of Dr. Takahashi's workshop at the NCTM Annual Conference are as follows. Together, we will explore the essence of mathematics education in Japan!
*****
Friday
April 7, 9:30 – 10:30am
Workshop Theater on the Exhibit Floor
Akihiko Takahashi, Ph.D.
DePaul University
Editor in Chief, Primary Math International
[Japanese Approach for Establishing the Foundation of CCSSM Mathematical Practice in K and 1]
International studies indicate that Japanese curriculum is focused, coherent and rigorous. In this workshop, we will explore selected examples from Japanese curriculum to help the participants gain insight into the features of Japanese curriculum that support students in establishing the foundation for becoming mathematical problem solvers.
We are pleased to announce that Japan Math Corp. will have exhibition booth at the 2017 NCTM Annual Conference which will take place on April 5 to 8, in San Antonio, Texas. The lesson books of "Primary Math International" series and "BCA Math" series as well as Japan Math Block Sets will be on display. So, please stop by. We can’t wait for you to see our wonderful products!
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National Council of Teachers of Mathematics
2017 Annual Meeting and Exposition
April 05, 2017  April 08, 2017
Henry B. Gonzalez Convention Center, San Antonio, TX
Halls 3,4A & 4B
Booth #1137