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WELCOME TO
THE PLONSKI MATH METHOD !

For computers using
Windows 8
Windows 7
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Windows XP

This program is suitable for ages 9 through adult.


       

What is the PLONSKI MATH METHOD?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ When learning to play a musical instrument or a sport, the musician and the athlete know, "If you want to get good at it, you have to practice." It is the same with math: If you want to get good at it, you have to practice. The PLONSKI MATH METHOD gives you step-by-step practice exercises for Arithmetic, Algebra, and Geometry ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Some students seem to reach a point where they no longer progress in their math skills. Many times this is caused by weaknesses in basic concepts or lack of specific skills that are prerequisites for continued progress. The PLONSKI MATH METHOD is designed to help the student to precisely identify the weaknesses and to give the student specific step-by-step practice exercises to help him achieve mastery. When working on the practice exercises the student will now have the advantage of immediate feedback if he makes a mistake. The student will also save time because the program will avoid areas of strength. The student will not waste time practicing on areas that are already strong. There are 263 practice exercises. The challenge is to practice the exercises until the student achieves a 100 % score on each assignment at least once. The PLONSKI MATH METHOD is a computerized program that uses time-tested solutions and proven strategies to help students thoroughly master mathematical concepts and skills. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ High quality education at a low cost This computer program can be used to take the place of math books in grades one through eight and thoroughly prepares the student to understand college text books in Algebra and Geometry. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To date all the students who have completed all the assignments in the PLONSKI MATH METHOD have also reported achieving very high scores on state-mandated math tests. After completing the Plonski Math Method Heather P. was able to skip the 10th, 11th, and 12th grades of high school and and she was accepted as a freshman at the University of Illinois. Her mother sent me the following e-mail. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
 
From : 	ttp@xxx.xxx
Sent : 	Friday, September 2, 2005 9:51 AM
To : 	tomplonski@hotmail.com
Subject : 	P.'s new email address
	
Dear Mr. Plonski,
 
 We have changed our email address to ttpxxx@xxx.xxx. 
 We hope you will update our address in your list.
 
 Heather has begun college this year at 16 instead of finishing High School. 
 She did very well on her placement test.  She passed the entry level math
 portion with such high scores that they recommended that she take another
 test to see if she qualifies for Freshman Algebra.  She will take that test in
 the winter.  That is not too bad for a 16 year old, huh.  Especially compared
 to the number of students at COD who are high school graduates and can't
 get into Freshman Algebra.  Tony said that when he worked there,
 only 9% of entering Freshman placed high enough on the placement test
 to qualify for Freshman Algebra. 
 
 Thanks for everything you and Plonski math have done for our daughters.
 
 Teresa P.


 Click here for information about how to buy a PLONSKI MATH METHOD Compact Disk.

          ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
          
                               A TUTOR'S DELIGHT
              This program will provide a teacher a parent or
          a fellow student the materials needed to become a
          successful tutor in arithmetic, algebra, and geometry.
          
          ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
  
             This program is like a DOCTOR because it uses
          diagnosis before prescribing practice exercises.
          
          ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

                      Students learn at their own pace.

             The PLONSKI MATH METHOD places the student
                      in control of his own progress. 

          
          ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
          
          
                                 *******************
                                 KARATE MATH
                                 *******************
          
               The first 59 assignments are also sometimes
          referred to as KARATE MATH. Karate means open
          hand. Karate is practiced without the use of tools
          or weapons. The first 59 assignments of the
          PLONSKI MATH METHOD must be calculated in
          the head without the use of pencil or paper. You
          can use your fingers to help you count but you
          may not use a calculator, pencil or paper. Hence
          the nickname KARATE MATH. 
          
                   ~~~~~~~~~~~~~~~~~~~~~~~~~~~~
          
              Successful use of the PLONSKI MATH METHOD
          will strongly depend on the mindset of the student
          and the mindset of the teacher. The teacher must
          make a sincere and consistent effort to try to
          understand the mindset of the student.
          
              Our preconceptions often interfere with our
          ability to examine situations with an open mind.
          Our preconceptions often cause us to be blind to
          the obvious. The teacher's sub-conscious
          expectations and the student's sub-conscious
          expectations can become unrecognized causes of
          frustration. We all have blind spots in our vision.
          We must remain aware of our tendency to have
          blind spots and so make conscious effort to widen
          our vision.
          
              The student must give up a mindset that says,
          "I can't do math." Instead the student must accept
          a mindset that says, "Thousands of students have
          used the Plonski Math Method successfully.  I can
          do it too!"
          
              Trees and plants grow every day. Yet, even if
          we would stand all day long and stare at a tree
          without ever looking away, we cannot see
          that tree grow.  But if we take a picture of the tree
          today and take another picture of the tree a month
          from now we can compare the pictures and we
          can then surely see ways the tree has grown.
          
               So it is with learning math. You will not be able
          to see your growth on a particular day but if you
          compare the scores over a span of weeks and
          months you will be able to clearly see growth in
          speed and growth in understanding.
          
               When we examine the scores of assignments
          completed in the PLONSKI MATH METHOD we
          will see the score but also see the date the
          assignment was finished and in some cases the
          number of seconds it took to complete the
          assignment. By comparing dates and time scores
          we can see the growth and also see the relative
          growth in speed. We will also be able to decide
          which tasks need more practice because they
          need improvement in speed as well as accuracy. 
          
                   ~~~~~~~~~~~~~~~~~~~~~~~~~~~~

              To date all the students who have completed all
          the assignments in the PLONSKI MATH METHOD
          have also reported achieving very high scores on
          state-mandated math tests.  Jason Johnson was
          one of these students.
          
          ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~          

Congratulations to Jason Johnson!
He graduated from high school one year early.

Jason was in the 11th grade but he graduated early
so he can skip the 12th grade
and go directly to college.

The Plonski Math Method
did it again! **************************************************************

      Jason Johnson came to me as a student when he entered the eighth grade. Diagnostic tests indicated he had weak areas in his Math Skills. I started him immediately on the PLONSKI MATH METHOD. This method helps the student to learn to become an aggressive, independent learner. It focuses on building five thinking skills: gather data, compare, analyze, evaluate, and organize.

      For the next four years Jason did not use any standard math textbook. Instead he only used the materials provided by the PLONSKI MATH METHOD.

      Jason was in the 11th grade of high school when he passed the California High School Proficiency Exam on June 18, 2011. Because he passed this test, the California State Board of Education issued him a Certificate of High School Proficiency. This allowed Jason to skip the 12th grade of high school and go directly to college. Or Jason could choose to go to work full time with no need for a student work permit.

--- Tom Plonski


 Click here for information about how to buy a PLONSKI MATH METHOD Compact Disk.

          
                             ****************************
                                A DIFFERENT WAY
                                 TO LEARN MATH 
                             ****************************
          
               One day, when our grand-daughter Gabby was
          only three years old, she overheard my wife tell
          me we were going to have ice cream for supper.
          Three-year-old Gabby became excited and said,
          "Oh! are we going to have ice-cream?  I hope we
          have chocolate.  I love chocolate!"
          
              Now here was a three-year old child who
          understood the meaning of the word "hope." How
          did this happen?  Did she learn the meaning from
          a dictionary?  Did she repeat the word "hope" fifty
          times in order to learn it? Did someone explain
          the meaning to her?  How does one explain the
          meaning of the word "hope" to a three-year-old
          child?  Did someone teach Gabby the meaning of
          the word "hope?" I think not. The truth is Gabby
          came to understand the meaning of the word
          "hope" all by herself and without any help from
          anyone.
          
              Gabby learned the meaning of the word
          "hope" in the same way all babies learn. Think of
          it. A new-born baby lying in a crib has no idea at
          all that there is such a thing as language. The
          new-born baby has no idea at all that there are such
          things as words or that words have meaning.
          Gabby learned the meaning of the word "hope"
          without knowing how to spell the word. Gabby
          still had not learned that spelling exists. 
          
              Then how did Gabby learn the meaning of the
          word "hope"?  Gabby learned the meaning of the
          word "hope" by abstracting the meaning through
          random exposure to the word being used in
          context. 
          
              All children learn their native tongues through
          the same process.  They are curious about their
          surroundings. They are constantly focusing on the
          world around them. They grab things, feel them,
          taste them etc..  Driven by curiosity they
          instinctively gather data, compare, analyze,
          evaluate, and mentally organize data.  This is the
          learning system that is promoted in the PLONSKI
          MATH METHOD.
          
                   ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
          
              Don't just think of the PLONSKI MATH METHOD
          as a way to TEACH math. But rather  think of it as
          a different way to LEARN math.
          
             Instead of memorizing rules, facts, vocabulary,
          and procedures; the student is encouraged to use
          and develop his inductive and deductive
          reasoning skills.
          
             I firmly believe that spending time in rote
          memorization of multiplication tables or addition
          facts is counter-productive. We want the student
          to be able to produce the answers quickly but not
          because he has practiced blind rote skills but
          because he has learned to think quickly. 
          
             So it is with teaching speed reading.  How can
          we expect a student to read 1000 words per
          minute if the student can only think at 150 words
          per minute?  When teaching speed reading we
          must focus on ways to teach speed thinking skills.
          The student must learn to mentally process more
          words per minute.
          
             In fact a speed reader does not feel like he is
          thinking fast. Actually he is thinking differently.
          His mind is grasping the words differently from
          the way he grasped the reading material as a
          slow reader.
          
             We can compare the eye movements of a
          person reading 100 words per minute and the eye
          movements of a person reading 1000 words per
          minute. What we discover is: the faster reader is
          reading ten times faster than the slow reader but
          the faster reader's eyes are not moving ten times
          faster. The faster reader is grasping more words
          per eye movement!
          
             Here is another example to think about. If we
          want a marching band to march faster we can
          increase the speed of the music or we can keep
          the speed of the music the same but tell the band
          members to take bigger steps. When we want
          the band to march slower we tell the band members
          to take smaller steps. In all these cases the feet
          are not moving faster or slower. Only the size of
          the stride has changed. The subjective feeling of
          speed has not changed.
          
             So it is with the PLONSKI MATH METHOD. 
          Throw away your preconceptions. Realize that the
          student's mindset is holding back the student's
          progress. Realize that the teacher's mindset and
          preconceptions could also be unwittingly holding
          back the student's progress.

             The PLONSKI MATH METHOD places the student
          in control of his own progress. 

             We see so many examples of self-motivated
          student behavior. They learn to ride skate boards
          even though at the beginning they fall many
          times. They learn to play complicated computer
          games with no formal instruction whatsoever.
          These learners have accepted the mindset of
          "training" and "persistent effort."
          
             Consider body building and training with
          progressive weight lifting. During each training
          session the weight lifter does not feel stronger. On
          the contrary during the session the trainee is
          feeling progressively more tired and more unable
          to lift the weight. 
          
             Body builders have the saying, "No pain: no
          gain." If the body builder does not push himself to
          the point of muscle fatigue there will be no
          progress. Of course there must be common sense.
          The body builder must not push himself to the
          point of rupturing his muscles. But what he is
          really looking for is a point of healthy exhaustion.
          The body builder works in sets. He works up to a
          point of mild exhaustion, takes a brief rest, and
          then does it again. Many body builders work in
          sets of three.
          
             So it is with building the mental skills.  So it is
          with the PLONSKI MATH METHOD. The student
          must push himself to a point of mental fatigue. At
          that point the student should stand up, walk
          around, put his mind onto other matters, then later
          go back to the computer and work some more. 
          
             Many students are reluctant even to start.
          These students need patient encouragement to sit
          down and start. At the beginning it is not important
          how long a student works during each session.
          The important  thing  for  these  students  is  how
          often they sit down and start. After a few days of
          patiently trying because the mindset of friend or
          parents is one of encouragement the student starts
          to feel progress. Small successes lead to larger
          successes.
          
             So it is with the PLONSKI MATH METHOD. By
          patiently doing the assignments as given and
          practicing every day (perhaps several times a day
          for short periods of time) the student will be able
          to examine his scores to date and then he will
          clearly realize that he is making progress.
          
             Once the student realizes that progress is
          clearly evident and he is in control of his own
          progress, a transformation takes place in the
          mindset of the student. I have seen it again and
          again and again. At this point the student
          becomes self-motivated and the learning curve
          soars.
          
          
                   ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


Congratulations to Marrissa Perez!

On March 21, 2009 Marrissa Perez successfully passed
the California High School Proficiency Exam
and graduated from high school
ahead of her classmates.


Marrissa transferred to Tom Plonski Christian School from another high school. At that time Marrissa was severely deficient in all academic areas. In her previous high school she was failing all of her high school classes.

While at Tom Plonski Christian School, Marrissa learned to use time-tested procedures and proven solutions to improve her work habits and study skills.

Perfect high school attendance consists of 720 school days but, by using Tom Plonski teaching methods and materials, Marrissa overcame all of her academic deficiencies and graduated from high school with only 351 days of attendance.



 Click here for information about how to buy a PLONSKI MATH METHOD Compact Disk.


          
          
             Tom Plonski has been a public school teacher
          for more than 40 years. In addition to teaching his
          regular students in school he has also been an
          after-school tutor for more than 50 years.
          Throughout these years Tom Plonski has
          individually tutored more than 2000 students. 
          
             All the students Tom Plonski tutored had some
          things in common. All these students were serious
          students who had been studying hard and really
          trying but they had reached a time in their lives
          when they seemed unable to progress.  These
          students came from all age groups (including
          adults who had finished their college work but
          were unable to qualify for a teaching credential
          because they could not pass their CBEST tests.)
          Each of these students suffered from mental
          barriers and stumbling blocks to their progress. 
          
             As a tutor it became Tom Plonski's responsibility
          to search out these mental barriers and stumbling
          blocks and to devise ways to break them. When a
          mental barrier or stumbling block was discovered,
          Tom Plonski would devise explanations and/or
          exercises to overcome them.  He discovered that all
          students do not suffer from the same mental
          barriers and stumbling blocks. What is a stumbling
          block for one student might not even bother
          another student at all.
          
             It was through these efforts that the computerized
          part of the PLONSKI MATH METHOD came into being.
          The computerized part of the PLONSKI MATH METHOD
          is a collection of ways to overcome the mental barriers
          and stumbling blocks that Tom Plonski discovered in
          his own real math students.
          
            If all students do not suffer from the same mental
          barriers and stumbling blocks then we need an
          efficient way of discovering the barriers that pertain
          to the individual student at hand. This program is
          sometimes referred to as a "DOCTOR" because like
          a doctor its purpose is to diagnose and prescribe.
          
          ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~          

              To date all the students who have completed all
          the assignments in the PLONSKI MATH METHOD
          have also reported achieving very high scores on
          state-mandated math tests.
          
          ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~          

             Many, many questions contained in this
          program are not found in any other source. Each
          practice assignment was created to meet the
          needs of a real student I was tutoring. The
          practice assignments were created to remove
          stumbling blocks in the mathematical skills of real
          math students I actually tutored. To date I have
          given individualized math tutoring to more than
          2000 students. It is offered to you in the hopes that
          you also may benefit from them.
          
                                         Tom Plonski
          

 Click here for information about how to buy a PLONSKI MATH METHOD Compact Disk.

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