Math with Ms. Becca

A student solved this problem during a lesson:
6 ÷ 2(1 + 2)

The student wrote:
Answer = 1
But the teacher said:
The correct answer is 9.

Now the whole class was confused.

Who is right?
The teacher or the student?

Step 1: Start with the Brackets
According to the order of operations, brackets come first.

(1 + 2) = 3

So the expression becomes:
6 ÷ 2(3)
OR
6 ÷ 2 x 3

Step 2: Multiplication and Division Come Next

Multiplication and division are done from left to right, not whichever you like first.

So we calculate in order.
First:
6 ÷ 2 = 3
Now multiply:
3 × 3 = 9

Final Answer
9
So the teacher was correct.

Why Many People Get 1
Some people treat 2(3) as a single block and multiply first:
2 × 3 = 6

Then they do:
6 ÷ 6 = 1

But according to the standard order of operations, multiplication and division must be done from left to right.

Simple Rule I Teach Students:
Brackets → Multiplication/Division (left to right) → Addition/Subtraction (left to right)

So what did you get?
1 or 9?

Many students struggle with LCM because it feels abstract. Here’s an easy way to find it:

Step 1: List the multiples of each denominator

Step 2: Find the first multiple they have in common

Example 1: Find LCM of 3 and 4
• Multiples of 3: 3, 6, 9, 12, 15…
• Multiples of 4: 4, 8, 12, 16…
• First common multiple = 12 ✅

Example 2: Find LCM of 5 and 7
• Multiples of 5: 5, 10, 15, 20, 25, 30, 35…
• Multiples of 7: 7, 14, 21, 28, 35…
• First common multiple = 35 ✅

Example 3: Find LCM of 6 and 8
• Multiples of 6: 6, 12, 18, 24, 30…
• Multiples of 8: 8, 16, 24, 32…
• First common multiple = 24 ✅

Tip for learners:
• Start small and go step by step.
• Circle the multiples as you write them—it makes LCM visual and easy to spot.

This method works for any set of numbers and is perfect for students struggling with abstract math concepts.

I am Ms. Becca, the 𝐯𝐢𝐫𝐭𝐮𝐚𝐥 𝐦𝐚𝐭𝐡 𝐭𝐮𝐭𝐨𝐫 𝐰𝐡𝐨 𝐦𝐚𝐤𝐞𝐬 𝐦𝐚𝐭𝐡 𝐜𝐥𝐢𝐜𝐤 for every child I work with.

“If you compare these like whole numbers, you’ll fail.”

Question:
Order from smallest to largest:
0.6, 0.58, 0.605
At first glance, many students say:
0.6 < 0.58 < 0.605

Why?
Because they compare 6, 58, and 605, like whole numbers.
But decimals do not work that way.

Step 1: Make the Decimal Places the Same
Add zeros so every number has three decimal places.
0.6 = 0.600
0.58 = 0.580
0.605 = 0.605
Now compare them easily.

Step 2: Compare Digit by Digit
Final Answer
From smallest to largest:
0.58, 0.6, 0.605

The Simple Rule I Teach Students
“When comparing decimals, make the decimal places equal first.”

Just add zeros to the end.

It doesn't change the value, but it makes comparison easy.

Quick Practice
Order these from smallest to largest:
0.7, 0.65, 0.705

A Simple Trick to Multiply Numbers Fast

Multiplying bigger numbers doesn’t have to be scary.

Break the number into parts:

Example 1: 13 × 7
10 × 7 = 70
3 × 7 = 21
70 + 21 = 91 ✅

Example 2: 14 × 6
10 × 6 = 60
4 × 6 = 24
60 + 24 = 84 ✅

Example 3: 12 × 8
10 × 8 = 80
2 × 8 = 16
80 + 16 = 96 ✅

Breaking numbers into every child I work with.

Every parent wants to see their child become more confident, more thoughtful, and more independent in learning.

That’s exactly what I aim for in every lesson.

Sometimes the feedback says it better than I ever could.

See for yourself

I am Ms. Becca, the 𝐯𝐢𝐫𝐭𝐮𝐚𝐥 𝐦𝐚𝐭𝐡 𝐭𝐮𝐭𝐨𝐫 𝐰𝐡𝐨 𝐦𝐚𝐤𝐞𝐬 𝐦𝐚𝐭𝐡 𝐜𝐥𝐢𝐜𝐤 for every child I work with.

Are your elementary or middle school children still struggling in math — and you know Ms. Becca?

It’s not about intelligence.
It’s about clarity.

Many children don’t hate math.
They just haven’t had it explained in a way that clicks.

If you truly want them to build confidence and stop feeling frustrated…
Reach out today.

Let’s make math click for them.

📍 Current availability is limited and time-zone specific.

Someone asked: Is 0 a natural number?

My response:
In number theory and traditional, everyday, or school contexts, natural numbers often start at 1.

Natural numbers are considered "counting numbers," which start at 1.

But
In set theory and computer science, 0 is a natural number.

Happy New Week.

I am Ms. Becca and I make math click for Kids

I repeated two classes,
SS1 and SS2.

And no, I am not ashamed to say that.
Do you know why?

People like to say, “Don’t let your failures define you.”
But the truth is, mine did.
My failure shaped me.

It forced me to understand what it feels like to sit in a classroom and not get it.

To feel behind.
To doubt yourself.

And that experience changed the kind of teacher I became.

Many tutors avoid talking about their academic struggles because they are afraid it will make them look less competent.

But I’m not building a perfect brand.
I’m building a real one.

One that understands theory.
And understands struggle.
Because I’ve lived both.

And that is exactly why I am equipped to help the child who feels stuck.

The child who thinks they’re “not smart.”

The child who just needs someone who truly understands.

I don’t just teach math.
I teach students how to rise.
And when they rise, something beautiful happens.

Math starts to make sense.
Confidence starts to grow.
And suddenly, it clicks.

If your child is struggling and needs someone who truly understands the journey from confusion to clarity, reach out.

Send me a message.
Let’s help your child rise and make math click.

I am Ms. Becca and I make math click for kids.