INS TR U C T I O N

A Top-down
Overview of the
Math Program
by Jonathan Nukpezah

I
n The Art of War by Sun Tze, the ancient Chinese as shown in (1) of the snapshot below. The next step in the
2
philosopher said, “The Art of War is governed by solution is to group together all terms involving x and all terms
five factors.” He called the fifth factor “Method and involving x. This results in the following equation:
Discipline.” He writes, “By Method and Discipline
are to be understood the marshalling of the army in its J34 (Grouping all
proper subdivisions, the graduations of rank among like terms together)
the officers.” In the “art of learning,” method and The key is to look at the expression
discipline play the same role, and the Kumon Method,
(By completing the square
as an art of learning, is built on method and discipline.
using J95b)
The solution to a problem is reduced to the marshalling of
concepts in their proper subdivisions and the application of
learning concepts in their proper graduations. This article will
give a top-down overview of the Kumon Method to show how
the solution to problems on any Kumon math level is found by
using concepts learned earlier in the Kumon Math program.

The first problem we will consider is an application of the Factor

Theorem as it is used to solve the polynomial equation found
on J179a. Keeping true to the Kumon Method, the problem is
solved by using concepts introduced earlier in the level and
applying those concepts in their proper graduations. A snapshot
of problem J179a and the solution is given on the right.

We are asked to completely solve the equation

2 x 4 − 3x 3 − x 2 − 3x + 2 = 0
This type of equation is generally called a quartic equation since
the highest power to which x is raised is 4. The solution proceeds
as follows: In Problem 1 both sides of the polynomial are divided
by . This is done because is not a solution of the quartic
equation. This step reduces the equation to the form

3 2
2 x 2 − 3x − 1 − + =0
x x2

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 IN STRUC TI ON
Hence, the expression

1
Now set t = x+ since the expression
x
(J34, in standard polynomial
1
form with x+ as the
variable) x

1
is a quadratic in x+ . This results in the following
x
expression: 2t 2 − 3t − 5 The problem asks us to obtain the derivative of the function

y= x
We now focus our attention on (2) of the snapshot of J179a.
We solve We obtain the derivative by using the definition of the derivative
of a function on N171a. Given a function f(x), the derivative of
2t 2 − 3t − 5 = 0 the function, if it exists, is given by
( 2t − 5 ) (t + 1) = 0 (Using J91a Quadratic
Equations)
5 (L 44a, N171a)
t= , −1
2
dy
1 1 5 1 From the snapshot, the derivative is given by
Recall that t = x + . Setting x + = , x+ = −1 dx
x x 2 x
respectively, two quadratic equations in x are obtained which dy lim x+h− x
= h →0
are solved using J67b (Fractional Expressions) and J116a dx h
(Quadratic Equations and Complex Numbers) to obtain the
The next step in the solution uses the method of rationalizing
solutions as shown in (2)(i) and (ii) of the snapshot. We see
introduced on J75a. As shown in the snapshot:
here in this problem a repeated use of concepts from previous
pages. Here, completing the square and the quadratic formula
introduced earlier were used to solve the problem.

The next problem we will consider is N172b (4). Please refer (Applying J75a)
to the snapshot of the problem as the method of solution is
discussed.

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 INS TR U C T I O N
Now, applying the concept of limits of functions introduced in A rational function is given, and we are asked to compute the
N131a to get the derivative, indefinite integral. The rational function is split into partial
fractions as shown in the problem. Here, we must factor the
polynomial in the denominator 6 x + x − 11x − 6 .
3 2
dy lim 1
= h →0
dx x+h+ x (Applying N133a) Next, we apply the Factor Theorem from J172a to obtain the
1 following:
=
2 x
6 x 3 + x 2 − 11x − 6
The application of two fundamental ideas is seen in this problem: J172a (Factor Theorem)
1) the method of rationalizing an irrational expression, and 2)
= ( x + 1) ( 3x + 2 ) ( 2 x − 3)
the concept of the limit. These two ideas introduced earlier in
the Math program are now applied to the new concept of the Once we have obtained the linear factors of the denominator,
derivative for a function. Hence, we again see a disciplined we apply the concept of partial fractions to split up the rational
application of the Kumon Method in action. The last problem expression into a sum of simple fractions, as shown in the
we will consider is O122b (4). It involves an interplay of concepts snapshot. This step is shown as follows.
from levels H and J building upon each other. Let us now look
at a snapshot of the problem. x 2 + 8 x + 2 = P ( 3x + 2 ) ( 2 x − 3) + Q ( x + 1) ( 2 x − 3) + R ( x + 1) ( 3x + 2 )

Applying the Coefficient Comparison Method from J181a to (1),

the following equations are obtained:

6 P + 2Q + 3R = 1
−5 P − Q + 5 R = 8
−6 P − 3Q + 2 R = 2
Now, the numbers P, Q and R are determined. This is done
by applying the concept of solving simultaneous equations in
three variables introduced in H91a. A snapshot of the method
in H91a is shown below.

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 IN STRUC TI ON
The method in H91a shown above is applied to the three
equations involving the terms P, Q and R in O122b (4). The
solutions for P, Q and R are put back into the simple fractions,
and then the integral is computed. By splitting the integrand
into partial fractions we have used O71b to compute the N5a
integral. This is shown below. (Ellipse)

2
= −ln x + 1 + ln 3x + 2 + ln 2 x − 3 + C L161a
3 (Volume of
Integrals)
1 ( 3x + 2 ) ( 2 x − 3)
4 3

= ln +C
6 ( x + 1)6
O125a (Integration By
Substitution)
An application of several concepts is seen in this problem,
including the Factor Theorem from J172a, Coefficient M114b (Double Angle
Comparison Method from J 181a, the solution of three Formula)
simultaneous equations from H91a, Modulus Functions from
L31a, and the properties of Logarithms from L5. All these O101a
(Definite Integral)
concepts are fundamental to the solution of the problem.
The problems selected for this article were chosen to illustrate
one of the fundamental ideas behind the philosophy of the
Kumon program: that is, it is designed to build up to mastery of
high school level calculus concept upon concept. We cannot help
but emphasize that the program was designed with a top-down
approach in mind to develop the key concepts in mathematics
needed to master calculus. As such, a top-down point of view
should be kept in mind when assisting students. The problems
featured in this article, and in the Kumon Math program as a
J75b whole, are built upon this fundamental top-down point of view.
(Irrational
Numbers 1) All the levels are interlinked with concepts introduced in the
lower levels playing a key role in understanding the higher
levels. Hence, it is important for students in the lower levels to
learn key sections and concepts well as these will be used in the
N151a higher levels. Keeping this information in mind will help us to
(Limits of Trigonometric
Functions)
better instruct students when they are having difficulties. These
struggling students can then be referred to earlier sections or
levels to review those concepts with which they might be having
N131a difficulty. This emphasizes the critical importance of observing
(Product of Limits of Functions)
students solving the worksheets.

We end by echoing the words of Galileo: “The laws of Nature

are written in the language of Mathematics.” Let us instill in
our students the importance of the Kumon “Method” and
“Discipline” to improving comprehension of Math and, hence,
develop a deeper appreciation for the wonder that is the world
of nature around us.

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