Dealing with the difficulty of memorizing products of digits higher than five

Advantages of using Mayan and Roman numerals

When it comes to memorizing the multiplication tables, each child has his or her own pace. Some children find it easier than others to memorize the lists of numerical facts that make up the multiplication tables. Others need longer practice periods, maybe with the help of flash cards. Rote memorization is not everybody’s best act. Some children find these dry memorization exercises burdensome.
Here I offer a suggestion to help third and fourth graders who are not into rote memorization, to gain a better grasp on multiplicative manipulation of the higher digits.
The main idea is using the distributive property of multiplication over addition to calculate the result of a product of two “big” digits by breaking one of the “big” factors into smaller ones, doing two smaller multiplications, and adding up the partial results at the end.
The essential keys for this approach to be successful are:
First of all, do not even mention the phrase “distributive property.” That’s a big no-no. Do not do it. Show by example only. At this stage children do not need to know there is such a thing as a distributive property. It would be a waste of time. Avoid the confusion. Just do it. Show them how it works but do not try to explain why. The best way to understand why it works is for them to see how it works, period. Do not say aloud any abstract names like “property,” much less “distributive.” Stick to the numbers.
Second, use a standard “breaking scheme.” The number five is an excellent stepping-stone in this process. It is very natural for a variety of reasons. Mainly, because five is half of ten, the base of our numerical system, plus we have five fingers in each hand, so it is very easy to break any higher digit as the sum of five plus a lower digit. Children accept this fact very easily. Furthermore, the multiplication table of five is one of the easiest to remember.
Third, –and this is very important– spend enough time (at least half-an-hour) in a preparation period showing them, or reviewing with them, how to write numbers using Roman numerals and Mayan numerals. Do this before getting into any multiplication practice. This specific type of preparation has a dual purpose. On the one hand, it lowers their anxiety level. You have to understand they are under pressure. Their parents are at least concerned, maybe even worried. That is why they hired a private tutor in the first place. The child knows he or she is not doing great in the class when it comes to memorizing the multiplication tables. Some children may be even beginning to have some dents in their self-esteem, thinking that perhaps there is something wrong with them, or that they are not good at math, or whatever. The main idea in their head at this time is “multiplication is hard.” So when you –the expert– come along and start working with them doing lists of Roman and Mayan numerals, they go “Oh! This is really not that hard. This is easy.” Some children actually have fun with these numerals. Some prefer Roman numerals, while some prefer Mayan ones. The main point is now they are relaxed, at ease, and working with something they understand much better than the monolithic multiplication tables. That is the first goal of this preparation. The second purpose is for them to realize, or remember, or reinforce the idea of just how natural is the use of the number five as a breaking point, or a stepping-stone. Both Roman and Mayan numerals make heavy use of the number five, and of multiples of five, in this fashion. They consistently apply the principle of expressing higher digits as sums of five plus a lower digit. After doing this work with Roman and Mayan numerals, children are so much more receptive to the idea of using the number five as a standard "break point."
So this is the ideal moment for you to start practicing multiplication with the higher digits in this additive fashion. Here I give just one example to illustrate the main idea:
7*8 = 7 * (5 + 3) = (7*5) + (7*3) = 35 + 21 = 56
Do not expect them to know what to do. Guide them with questions. You are supposed to pause and ask as you write:
“Eight is five plus what? Three? Is that correct? O.K.”
“Now, how much is seven times five? Yes, thirty-five, perfect! Thank you.”
“And, how much is seven times three? Yes, twenty one, very good!”
“So, now we just add those two numbers. Can you please add 35 + 21 ? Thanks.”
Just by listening to you asking them these questions and watching you as you write down this multiplication process step by step, they get it, they understand it, and they end up empowered by knowing they can get the right result by themselves even if they do not have memorized the result, even if it takes them a little while doing it in steps like above. They are now much closer to self-sufficiency when multiplying higher digits.

Lowest Common Multiple

A Method and an Analogy to Clarify this Topic

During the last few weeks I came up with a way to explain how to calculate the lowest common multiple (LCM) of two or more integers or two or more polynomials.
Many students get confused by this LCM topic. One reason is the simplicity of the fact that, for any two expressions, their product is a common multiple, so, “Why look any further?” many students ask themselves.
They know their teacher told them in general the product is not the lowest common multiple of two expressions, so they know they are going to get marked down if they give that answer, but many do not know how to find the LCM.
Recently I improved my success rate at explaining how to find the LCM when I started using a table format, as follows.
In the head row I write the two or three polynomials or integers for which we are looking their LCM.
On the left margin I make a list (going down) of all prime factors of the expressions involved, without any repetition. Common factors get listed just once regardless of how many expressions they appear in.
Then, having one row per factor, and one column per expression, we fill in the table by writing the exponent each factor appears raised to in each expression, carefully including all exponents (even those with value zero or one).
After all exponents are listed in the table we make another column at the far right, under the heading “Maximum.” There we write the biggest number out of each row.
The next step is to form the LCM as the product of all individual factors listed in the table (in the leftmost column), each raised to its maximum exponent, as listed in the rightmost column (under “Maximum”). This last product is the LCM we were looking for.
Of course this process can be done without the table, but the table makes it explicit, and it helps as a visual aid for the student to see everything that is going on, all at once. It also helps in making very clear that we do not add the exponents, nor do any other operation with them, we only identify and select the biggest one for each factor.
Most students are happy with this process; the table is good enough for them. It gives them a clear method to follow, and it takes away the guessing and the mystery they formerly faced when trying to calculate the LCM. One of them even said: “You just saved my life with that table! Now I know how to do it!”
However, there are always a few students who also want to know why the procedure works, not only how to do it.
For those who ask “Why?” after seeing the table, I have this explanation ready:
“We have to imagine we are watching a movie about spies and intelligence agents, O.K.? Each expression is like a security checkpoint, where our agent has to show the proper clearances to get pass that point. The checkpoints have different sets of requirements. Each requires verification of a certain level of authority for each security category they are checking at that point. The factors of the expressions are the security categories, like “radioactive material,” “fire arms,” “chemical hazards,” and so on. The exponents are the different levels of clearance agents may have in each category. So when determining the LCM we are looking for the bare minimum possible set of clearance levels we need to give an agent for him or her to be able to make it through all the checkpoints, without any extra, unnecessary authority. They don’t lose their credentials when they go through a checkpoint. They only need to show their badges, they do not give them up. That is why we do not need to add exponents; we only need to select the highest from all the expressions for that particular factor.”
I have found this explanation works very well with all students with whom I have used it so far. One of them said: “Oh! I see. The x² from 3x²y is already included in the x³ from 5x³(x+1) because the exponent 3 is higher than 2. We do not need x⁵ or x⁶. Just x³ will be enough.” And I said: “That is exactly how it works!”

Quadratic equations in rotated form

Some long, time-consuming problems

The last three weeks have been very busy for me. I have been tutoring all math subjects, from fractions to Statistics and multivariate calculus.
Looking back over these past weeks it all seems kind of blurred but one topic stands out from the rest because, by coincidence, I had two sessions on the same topic with two different students, both during last week.
The topic in question is the rotation of quadratic equations in the two-dimensional coordinate (x,y)-plane. It had been a long time since I last taught this subject. It does not come up very often in my tutoring sessions, so I noticed the coincidence when I had two different students independently reviewing with me these geometrical transformations in the same week.
Also, each student separately made the same comment after we worked out problems of this type about quadratic equations: “Wow! This is a lot of work!”
They are right, it is a lot of work. The general problem starts with a quadratic equation like, for example, 5x²+2xy+10y²-12x-22y+17=0,
with a non-zero coefficient in the “xy” term.
The goal of the exercise is to find a specific angle, let’s call it θ, so that the transformed (rotated) equation in the alternate variables x’ and y’ lacks the x’y’ term.
The variables x and y are connected to x’ and y’ by means of these two equations:
x = x’ cos θ – y’ sin θ
y = x’ sin θ + y’ cos θ
Solving these problems requires several steps. I list them here, hopefully without going into too much detail:
First, finding the value of tan(2θ), the tangent of the angle double of θ.
Second, finding the measure of the angle θ itself.
Third, finding the values for cos θ, sin θ, and their squares.
Fourth, plugging those trigonometric values into the formulas below to find the new coefficients for the transformed quadratic equation:
A’ = A cos² θ + B sin θ cos θ + C sin² θ
B’ = 0
C’ = A sin² θ – B sin θ cos θ + C cos² θ
D’ = D cos θ + E sin θ
E’ = E cos θ – D sin θ
F’ = F
where A, B, C, D, E, and F are the coefficients of the original equation.
So you can see each one of these problems involves a lot of algebraic and trigonometric calculations. These problems are long, time-consuming, and you have to pay very close attention to all details to ensure an accurate result.
Anyway, in the video below you can see a room-size metallic structure (some kind of architectural sculpture) where Richard Serra, the artist, incorporated two congruent ellipses, one at the base of the room, and the other formed by the upper edge of the wall. The two ellipses are identical in shape but they are rotated with respect to each other. This is a real, tangible example of the rotation of a conic section. It is relevant to this post because quadratic equations represent conic sections, like the ellipses we see in the video. It is a very interesting structure. Take a look:

Making an Icosahedron

Geometry is fun!

Yesterday I helped one student with his Geometry project.
He had to build a 3-D model of a regular solid, so I showed him how to draw a net of equilateral triangles. We used the triangular net to cut out a template for icosahedrons.
The icosahedron is one of the five Platonic solids (the other four are the tetrahedron, the cube, the octahedron, and the dodecahedron). The icosahedron has twenty triangular faces, thirty edges, and twelve vertices.
Helping my student with this 3-D geometry project reminded me of a course I took in college, where we covered in detail the algebraic structure of the symmetry groups of the five Platonic solids. In that class each one of us built a few models of each Platonic solid, highlighting some of their features, like the cubes formed inside the dodecahedron by the diagonals of its pentagonal faces, for example. For me, that part of the course was a lot of fun.

In www.mathsisfun.com you can find ready-to-print templates for making paper models of the five Platonic solids.

In isotropic.org you can find similar templates, plus additional ones for the 13 Archimedean semi-regular polyhedra.

The following video shows how to make an icosahedron:



This other video shows a MatLab animation of an icosahedron turning itself inside out repeatedly displaying multiple icosahedral net configurations:

Solving the Rubik's Cube Puzzle

Step-by-step solution in a couple of YouTube videos by Dan Brown.

I just signed-up to YouTube yesterday, and this post is mostly meant as practice for myself posting videos into my blog.
While exploring YouTube’s archives I found a few videos about solving the Rubik’s Cube puzzle. Rubik’s cube is one of my favorites puzzles because it is closely related to both Group Theory and Graph Theory, branches of modern math. Playing with Rubik’s cube also helps somehow develop one’s intuition about the Cartesian (x, y, z) coordinate system in 3-D space.
In the two videos below, Dan Brown incorporates a little algebraic notation to precisely describe a few sequences he uses in his general solution of the Rubik’s cube.
So far I have not used Rubik’s cube as a teaching aid in any of my tutoring sessions, so this post really does not necessarily have a lot to do with tutoring but I decided to include it anyway because the puzzle does have to do with math, and it is fun.
I hope you will enjoy the videos!

P.S. After loading these first videos I decided to search for other videos with content related to that of my previous posts, so I will be including some more videos in those older posts too.

Marathon GMAT Tutoring Session

Very few students go for a three-hour-long tutoring session

Recently I had a marathon (three hours in a row) GMAT tutoring session, with a student who had only a short time to prepare for the test. The coffee shop we were sitting in closed at 8:30 pm so we had to move to another coffee place nearby to finish the session.
We went over exponents, roots, ratios, percentages, percent increases, decimals, inequalities, data sufficiency questions, area and circumference of a circle, averages, powers of 2, prime numbers, factoring, the Pythagorean theorem, special triangles, Venn diagrams, area of a trapezoid, task completion team time, probability, counting unordered pairs, counting with the multiplication principle, rolling two dice, word problem key words, approaching word problems, setting up tables, picking numbers, and a few other topics.
This is only the second time in three years a student has requested a three-hour-long tutoring session. Maybe not by coincidence, the previous time it was also for the GMAT.
I have had plenty of two-hour sessions, and 90-minute sessions too but in the last three years only two of my students have gone for a solid three hours in a row.
I have no problem with a three-hour session; I can go for longer than that. It is usually my students who limit their sessions to one hour. More often than not, after one hour my students clearly indicate they can use a break from math.

Welcome to Number City!

Find your way around. Don’t get lost.

Sometimes students ask me: “How long is going to take for me to pass this test?”
To which I reply: “It all depends on how fast you get to the performance level you need for the score you want.”
The key phrase here is “performance level,” which the tests are supposed to measure.
Sometimes I have to be almost brutally honest by saying: “Look, realistically, as long as you keep hesitating for more than three seconds to come up with the result of a single-digit multiplication, there is no chance you are going to solve a whole problem in less than two minutes. You want to have all those little things down to less than a couple seconds, with no hesitation whatsoever. You have to let go of all those thoughts about not being good at math, or not liking math. If you really want to pass this test, you need to learn how to handle fractions, and all these other things you always hated and have never completely understood so far.”
There is an interesting metaphor I find useful to help students start distancing themselves from their math phobias. I say:
“Think of it this way: Imagine Math is a city you used to visit when you were a child, a city you never liked because you always got lost, or maybe even someone stole your money, or you always got sick when you were there, or something bad like that. I acknowledge it’s only natural for you to harbor bad feelings about that city. Now, because you want to pass this test, it is like now you have to move to that city and live there for a few months. Not only that but, to finally get out of it, you need to work three jobs while you are there, and you need to excel at all of them. You are going to deliver packages during the day, deliver pizzas at night, and drive a taxi cab on the weekends. Do you think you can allow yourself the luxury of being lost again? Are you going to stand there all confused for hours about how to cross the street, or about what avenue takes you downtown? To really do well in those three jobs you want to know all the landmarks, the big buildings, the highways, street names, bus routes, trolley stops, shopping malls, different neighborhoods, and the like, right? So, it’s just like that in math, too. Welcome to Number City. That is why I recommend you to memorize by heart the times tables, square numbers, primes, powers of two, odds, evens, integers, and things like that, so you can easily find your way around and move from place to place as fast as you can without getting lost again. Number sets like “squares” or “primes” are like avenues. Each individual number is like a franchise brand name, with multiple locations around the city. Algebraic operation rules are ways to get fast from place A to place B, like taking the subway or the highway or something like that. You want to set aside your old fears and phobias for a while, and apply yourself to the task of getting to know your way around this city. Then you will pass your test and you will be able to move out and move on with your life. That is what’s needed.”
I find the above analogy helps some students to kind of materialize their math fears and phobias into something external, and objective. They know what is like to familiarize oneself with a new city, so this is a task that looks familiar, doable, and makes sense for them. So they can stop the negative workout on their self-esteem, and focus instead on these concrete and essential memorization steps.

Tutoring Physics

Just fine as long as it is not advanced

Curiously enough, these days I find myself tutoring Physics sometimes.
Three students I previously tutored in Calculus, as well as one I am currently tutoring for the GRE, all of them have recently asked me to help them with Physics.
The first time it was a surprise for me because my student called me over the phone and all she said was she wanted to schedule an appointment. I just assumed she was taking another calculus class. When we started the session I looked at her book and said, “This is Physics”! Her only reply was a monosyllable: “Yeah,” along with a completely natural, matter-of-fact look on her face. I realized she expected me to know Physics so I went ahead and helped her with the problems she had to study for her exam, and we got all of them right! It was a very nice surprise for me. I thought it funny that it was not a surprise for her because all along she simply had assumed I knew Physics. Fortunately I did not disappoint her.
So far I have been able to successfully help these four students except for the last session with one of them, who is taking a Static Mechanics class at UCSD for his engineering major. Most college courses are packed full with topics to cover, and professors typically move very fast through the material. I had no problem helping this student with the first few topics, including up to finding momentums of forces in three dimensions but when we got to the chapter on force couples and reactions in systems at equilibrium I realized it is going to take me a while to figure it out.
The reason is at first any new subject seems esoteric to me until I find the meaning of its concepts, and the reasons for each step in its particular problem-solving processes.
Most likely I wont be able to go any further right now with this student but chances are I will soon find time to do some research, and I will be better prepared on this Static Mechanics Physics subject the next time around.

Integration by Parts in Calculus 2

It is really neat when students make their own discoveries.

This morning I had a Calculus 2 tutoring session about Integration by Parts.
My student was having some trouble with those integrals that are calculated by applying the integration-by-parts formula multiple times.
In this type of problem you get somewhat complicated expressions with parenthesis nested inside parenthesis, often with multiplying coefficients and/or negative signs in front of each parenthesis.
Students usually get confused when doing these integrals for the first time. The main reason is because they do not expect so much complexity. They believe the problems are going to be shorter than they actually turn out. So one key for getting these integrals right is to keep track of every step separately, identifying each new integral, and labeling it with a new variable of its own (using I, I1, I2, I3, ... works well). Then you keep working all the way down until you finally reach an integral you can actually solve, without any new “left-over” integrals. Then you re-trace your steps back one at a time, substituting each (ever longer) expression into the corresponding place for the previous partially solved integral, until you get to the original one.
We were working with the function (x^3)(e^x), where you start by deriving x^3, and integrating e^x.
My student understood everything but he wanted to make sure he would remember it later, so he started all over again. I suggested this time to start from the bottom up, so he integrated x(e^x), then (x^2)(e^x), and then (x^3)(e^x). I suggested for him to keep going so he integrated (x^4)(e^x).
At this point I said he could even memorize all the resulting formulas just for the test but it did not seem a good idea to him. Then I asked: “Well, maybe there is a pattern here. Do you see after factoring out e^x the last number (the constant term in the polynomial factor) is a factorial? And the polynomial always starts with the power of x we have in the original integral, does it not?”
I started looking for a way to factor out the polynomials. It turned out to be not always possible (the second-degree one already had complex roots) but all of a sudden my student exclaimed: “They are all derivatives!” So the pattern was not apparently multiplicative, but one more closely related to calculus, because it involves successive derivatives.
The best part here is my student saw it himself without my help. He realized what the pattern was before me.
That really made my day. I enjoy watching students making their own discoveries. This was not a textbook exercise, but a question I came up with after we went beyond the examples in the book, and my student was able to come up with the answer faster than me, showing he really understood the question. And now he has a very effective reference point to remember all those integrals if they show up in his exam! He won’t forget it because he discovered it on his own.

Multiplication Tables

A very important foundation for understanding math

Sometimes I see students who are really intelligent but who are having problems at school understanding new material. Some of these students only need to go over a few specific examples to grasp the concepts and move on to the next topic. So it is sad and almost unbelievable to discover that, in a few cases, the real obstacle standing on their way is that they do not know the multiplication tables! I remember when I was in second grade I hated learning the multiplication tables because the repetition process was so boring and it seemed meaningless to me at the time. However, in third grade I discovered the benefits of knowing by heart the multiplication tables. It allowed me to understand division. Understanding division allowed me to build a solid understanding of fractions.
In this time and age, many generations have grown up and gone through school using pocket calculators. A few people have made it all the way to college without ever learning how to multiply two numbers without using a calculator. The problem for them is, the more advanced the math courses they take, the more trouble they have at trying to figure out how formulas work by looking at specific examples. They cannot think their way through the examples because they don't know their multiplication tables; therefore their mastery of division, fractions and exponents is very limited and shaky.
To students who are preparing for the GMAT, GRE or CBEST, I always recommend to review, polish, extend and reinforce their knowledge of multiplication tables. The importance of this foundation cannot be stressed enough.

Absolute value expressions in 5th grade?

Too abstract topics too early

One of my students is in 5th grade. Not long ago his homework consisted of writing down the full-blown English names of twelve-digit numbers, like 535,176,402,988. He kept busy writing line after line of tens of millions, and hundreds of billions. After a while, the assignment seemed pretty boring to me but my student was interested in the task all the way through. I think a big reason for his motivation was that he was able to do it. The big numbers seemed challenging to him, but the task was doable because he completely understood the principles involved in the translation.
Last week his parents asked me to go with him over some questions he got wrong in a quiz. I was amazed to find in this quiz questions involving absolute value expressions!
I was like: Absolute value in 5th grade? What for?
I don’t know about you but it does not make any sense to me. I mean, the first time I knew absolute value existed, I was in 12th grade, at the end of high school. Now they are covering absolute value in elementary school? Give me a break!
It was kind of hard to explain his mistakes to him, in part because the absolute value concept is way more abstract than the concept of hundreds of millions, and in part because he did not want to accept he made a mistake. So he was ecstatic when I discovered that in one of the three problems he was marked down he actually had selected the right answer. He was right on that particular problem, not wrong.
Which kind of proves my point, in a way. The absolute value concept is too abstract not only for most 5th grade students, but apparently for some 5th grade teachers as well.

You Don't Have To Do Anything

Think about what you can do, not what you "have to" do

Very often students seem to freeze when they see some kind of problem. In this situations I ask: "What are you thinking? What is going through your mind right now? What thoughts, feelings or ideas do you have when you read this problem?" By asking this types of questions repeatedly, I have discovered that, in many cases, when students find a particular kind of problem (the exact type varies from student to student), they think they are supposed to follow some steps, some fixed routine they were taught at some point in the past by one of their teachers. The problem is now they don't remember what are those steps they think they have to follow, and more importantly, in most cases they never totally understood the reasons why those steps work.
They typically give me answers like:
"Well, I think I have to multiply these two numbers, but I am not sure..."
"Ah, I need to add these fractions, but I don't know how..."
"I forgot what formula I have to use for this problem..."
"I am supposed to set up an equation, right? But how?"
The key words these answers have in common are verbal forms like: "I have to," "I need to," "I am supposed to," etcetera. They really think there is something very specific they have to do, and they just don't know what that is.
When I spot this blockage I say: "You don't have to do anything!" They look at me and they go: "I don't?" They look quite surprised but relieved at the same time. Then I say:
"No, you don't have to do anything. You don't even have to solve the problem. I mean, you want to solve the problem because you want to pass your test, right? But you don't have to, you want to. Now, to solve the problem, you can do that by going whatever way it works. Nobody is going to be looking over your shoulder to see how you do it. It's a multiple choice question. Nobody cares how you do it. The only thing that counts is whether your final answer is right or wrong, right?"
After I make my point clear, they usually ask: "But, then, how can I solve it? What can I do?" And I say: "Exactly! Perfect! That is the right question. What can you do? Well, what do we have? Look at the problem, look at the numbers, look at those expressions. What can we do?" Then all of a sudden they go: "Oh! I can take the 50 out on both sides, then I can substitute this variable for that other formula!" or whatever the case may be, but they start working their way to the solution.
The words we choose to talk to ourselves make a big difference. When students think in terms of "I have to," "I need to," "I am supposed to," those words take them to a mental and emotional state where they were just going through the motions and mechanically repeated meaningless tasks they didn't understand and they didn't care about.
If instead they think about their possibilities, their options, about what they can do, then it's much more likely they will find the clarity, creativity and initiative that will lead them to finding the right solution by themselves.

Find and Replace

The substitution method

Most students understand the concept of substitution when the task is to plug in a plain numerical value for a variable in a formula.
A typical example would be to evaluate y = 3x^2 - 5x + 2
when x = -1
Things change dramatically when the task involves plugging in an algebraic expression to replace a variable in another expression, even when the expression we are plugging in is of small complexity.
For example, from y = 3x + 5 plugging in the value 3x + 5 instead of y into the equation 2x - y + 4 = x + 3y - 1.
In the past I often had trouble explaining the process to some students. In my experience, a significant fraction of students taking the tutoring have some difficulties mastering this process. They get the concept in theory, and they are able to apply it in simple examples, but as the replacing expression grows in complexity, they quickly get stuck.
Lately though, I have dramatically increased my success rate for teaching this concept by using the following analogy. I go:
"O.K., time out. I have a question. Are you familiar with the computer program MS Word, the word processor? Have you used it to type some letters?"
They look at me as if I was asking them whether they are from this planet, and they say "Yeah..." Then I continue:
"Have you seen that little binoculars button that says Search and Replace? You know, when you have just finished writing a letter, but you are not very happy with a particular word you used several times, and all of a sudden you think of a better word. Then you click on that Search and Replace button, right? Instead of reading over the whole letter, looking for the word you want to change, and manually typing the new word over and over."
Then their eyes light up and they say: "Oh, yeah! And it gives you the total count for how many replacements were made!"
At this point I say: "Exactly! That is what we are doing here, search and replace. This equation is the letter and this other equation is the Search and Replace button." They silently look at me with a face that yells, "What are you talking about?" Then I proceed:
"Look, this is the letter, O.K.? Our document, from here to here, this equation: 2x - y + 4 = x + 3y - 1 . That is the whole document. And we are the program. This other equation here: y = 3x + 5, that is the Search and Replace button that says:
'Search the document for the letter y and every time you find it, replace it for this other phrase: 3x + 5.' So we perform the instruction, right? We go over the document, symbol by symbol. we copy the 2, we copy the x, we copy the '-' sign, and then we find a 'y.' Well, instead of 'y,' we write this other thing, we write '3x + 5' right? And then we just keep copying the symbols from the original equation until we find another 'y' and we keep doing that search and replace thing until we reach this last '1' here at the end, the last symbol in the original equation."
They totally get it! For confirmation, I ask: "Does that make sense?" They usually say: "Yes, perfect sense! I mean, I get it. Is that all there is to it?" I look them in the eye and I say: "Yeah, that's it" Then they go: "Gosh, let me do the next one!" And they normally get it right in the first try or at most two tries with almost no exception. I am very happy I found this analogy.

Different Learning Styles

Everyone learns in his or her own individual way

Some students like to go fast. They quickly pick up a new problem-solving method as soon as they see that it works. They take note of the new method and they are ready to move on to the next problem. Some other students want to stop and ask several questions and examine the new method from different angles before giving any credibility to it. They are not satisfied with one or two examples or with only one type of explanation. They ask questions like: "What if x was negative instead of positive?" "What if the root is a cube root instead of a square root?" "Is it always going to work like that?" "How do I know when I have to use that formula?", and many other similar questions.
Each approach has advantages and disadvantages. In an exam, people who like solving problems fast are more at risk of making simple mistakes in the details of the calculations but they have a better chance to work with all the problems. People who like to pay attention to detail and to carefully think things through are more at risk of running out of time and having to guess in a hurry several problems at the end of the test but they tend to have a higher ratio of correct answers in the problems they solved first.