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McDonald’s® Sponsors
First In Math® Online In More Than 800 Schools During the first 90 days, McDonald’s® First In Math students earned more than 1.3 million award stickers and spent more than 10,000 hours doing and thinking mathematics! "First In Math® Online is an astounding success and a great way to give back to our local communities—the children and families we see in our restaurants each day," says John Powers, head of the Northeast Ohio Area McDonald’s® Restaurant Owners Cooperative. Powers also has a new title: President of the ‘Golden Arches’ League. "I must admit, I feel proud to be a ‘League President,’ jokes Powers. "The ‘league’ theme is a fun concept," explains Powers. The site is organized as if it were a professional sports league, such as the NFL or the NBA: members can check the Team Scoreboard or go to their Hall of Fame; Team Leaders can view Team Stats, check overall League Rankings and more. When teams reach a certain level of participation, all members receive McDonald’s® food coupons. At the end of the ‘season,’ the top five scorers of each team receive a Most Valuable Player pin. "Contributing to education is very important to McDonald’s®, and the owner/operators I spoke with have been very enthusiastic about this program," says Kerry Ford of Stern Advertising, who has worked as a liason to the program for McDonald’s®. "Many of the local owner-operators are bringing the First In Math® kits to schools and are getting involved. Children really enjoy playing the 24® game, and those who do so on a regular basis see real improvement in math skills. And, the site is designed so players of all ability levels will benefit. This program can turn kids on to math, because it is a lot of fun," says Powers. "We are launching the program on the east coast as a test area, but we hope to see more Leagues form across the country," adds Powers. Team members can log on to play wherever they have internet access. The site is for educational purposes, contains no commercial links, and does not collect personal information about players. ### First In Math® Online Mathematics Program May Be Just What Schools Need EASTON, Pa.—March 2003 marked the launch of Suntex International’s latest tool to further mathematics education—the First In Math® web site. "We are excited that students can play 24 different versions of the 24 game online—some of which are available nowhere else," explains Robert Sun, president and CEO of Suntex, and inventor of the 24® game. "The planning and construction of the site was groundbreaking, because some of the game-play technology simply did not exist previously. We are very proud of the result," says Sun. "The site features fully-interactive game play that very closely duplicates how students have always used the traditional 24 game cards, and students and teachers tell us they love it." "First In Math® is the next logical step in the progress of a very popular program that was originally known as Jumping Levels®," explains Barbara Asteak, vice president of Suntex. "Recent research has begun to show that many students who do not learn mathematics well with a traditonal classroom approach can flourish in this new environment of technology. A computer-based program like First In Math® is just what many schools need to help improve their students’ math skills." "First In Math® Online is a truly unique curriculum supplement that engages students like no workbook ever could," explains Robert Sun, 24® game inventor. "This educational web site is designed to strengthen any child’s ability in mathematics—no matter what skill level the child has reached." "First In Math® Online is based on games and skills that meet or exceed national standards for mathematics—something schools really need," according to Barbara Asteak of Suntex. "The timed rounds of 24-game play help students succeed in timed test-taking, and also build numerical fluency." How it works. Schools purchase one site subscription for each participating classroom. (Valid for one calendar year, beginning when the first student uses the program.) For every subscription purchased, teachers receive one First In Math® Kit, which includes pre-generated User IDs and Passwords for 36 students and the teacher. The ‘pre-registration’ of each class allows students to hit the ground running as soon as the kit arrives. After logging on to the web site at www.firstinmath.com, each student will see his or her personal "home page," which shows games completed, the next game to begin, and much more. Each student must work his or her way up through eight different (and increasingly more difficult) Skill Set® groups by playing various editions of the 24® game, solving electronic "cards" and earning electronic "stickers". Players compete against the clock as they solve cards, but advance at their own pace—mastering computation, problem solving, critical thinking, pattern recognition and gaining numerical fluency as they progress through the program. Students begin play at Skill Set® 1 for a quick review of basic facts, and learn at a pace that is comfortable for them. There are no penalties for a wrong answer; students are simply presented with another card to try. In addition, there are areas of the site where students can play "practice" games that don’t count, in case they need a review. A feature called the "Power Jump" allows those who are more confident in their abilities to quickly complete easy games and move on to games they find more challenging. A "Team" Approach. The First In Math® program is loosely structured around a "Team" concept, where each class is a Team. Teachers can choose to embrace and incorporate this "Team" philosophy as much or as little as they want. As students earn stickers individually, they are also contributing to the "Team" sticker count totals. Schools with more than one Team can take part in friendly competitions, and Teams can track each other’s progress via a "Rankings" page. "In our own research, we have found this "team" approach—a competitive element, if you will—can have a very motivating effect on many students. This includes both low- and high-performing students, all of whom seem to get an extra boost of motivation to excel from the spirit of friendly competition," says Sun. "It’s a wonderful supplement to any mathematics curriculum," explains Dorene Ellis of Kimpton Middle School in Munroe Ohio. "Our students were some of the first to begin using the First In Math site, because it was sponsored by our local McDonald’s® restaurant, and I was astounded at the fun the students had with it—and the progress they made." In addition to improving basic math skills, an important aspect of the program is that it can help students feel much more comfortable with math, and with technology in general. Assessment Reports. "The most unique feature of First In Math Online allows schools to have continuous, real-time monitoring of student progress online," says Asteak. Data that is retrieved from the play portion of the site is collected, sorted, and presented in easy-to-read, online Assessment Reports. Unlike standardized tests that report scores after students have moved on to the next grade, First In Math Assessment Reports allow teachers, principals and administrators to view progress at any time. This enables them to respond appropriately. Assesssment reports are a visual tool for teachers—allowing them to redistribute resources to students who need more help, or give encouragement and recognition for achievement. It can be a useful tool for compiling information to share with parents, as well. Teachers have access to reports for each classroom they have registered. Principals can also view progress of individual classrooms, or see school-wide progress. Administrators can see district-wide reports by school and grade level. Do Math Anywhere! The application is designed for use in a classroom setting, but students can play at home, too. Students can play at school, at the library, or anywhere they have internet access. "We encourage parents to go to this site with their children, and get involved in their child’s education." explains Asteak. "We have always felt that it is very important to enable parents to participate in what their children are learning at school, and the First In Math program can do just that." Recognition Awards. Included in each kit are incentives, such as Official Membership cards, Official Team Player stickers, and "Goal" recognition awards. Goal awards are presented as the team reaches the 1,000-sticker and 2,000-sticker milestones. Teachers can also reward students for success by going online and printing out a Certificate of Achievement. In addition, principals can award a Certificate of Classroom Excellence to an entire class for their participation in the program. Help is only a click away. Users can click an online HELP page for answers to questions about game play, Skill Set® group contents and more. An extensive DIRECTIONS section contains instructions for every 24 game edition. Teachers will also receive traditional, printed Instruction Booklets with their First In Math® kit. On-site teacher training is also available for districts who purchase multiple subscriptions. Teacher input. "Teachers talked and we listened," says Asteak. "Future versions of First In Math® Online are already in the works that will incorporate many of their suggestions, such as an area of the site devoted to review for students who are having problems. Our goal is to create the best mathematics web site ever—and keep improving it!" ### Committed
to Education The principle of being involved in our communities is important to McDonald's®—instilled in us nearly 50 years ago by our founder, Ray Kroc. It is an important part of my role as a McDonald’s® operator. We are committed to being a good neighbor and partner in your community. And we are committed to providing socially responsible leadership in every community where we do business. This commitment is more than just words. McDonald's® and its independent owner/operators make these commitments—and strive to achieve them with our actions—every day. Our restaurants support local educational efforts worldwide. We partner with major educational organizations, such as Suntex, to develop and provide curriculum support materials. Owner/operators support their local schools through cash and in-kind contributions, tutoring and mentoring programs, educational partnerships and sponsorship of special events and programs—such as the 24 Challenge® Math Program and the McDonald’s® First In Math® Online League. As an owner/operator, I can tell you that we truly value the face-to-face relationships we have with our customers. To see neighborhood children—many of whom I have known as toddlers—grow up and apply for their very first employment opportunity at my restaurant is exciting. It is this unique perspective which serves to strenghten our resolve to make a positive difference in the world. This resolve is shared by our management team, and, hopefully, reaches across our front counters to our customers. After sponsoring the Cleveland-area 24 Challenge®, I was proud to be asked to help found the new McDonald’s® First In Math® Online League, and I am delighted with the results. Both of these excellent programs will help our children achieve in mathematics—an important area of education that unfortunately does not always get the attention it deserves. I urge everyone to support their local educational programs, and make a commitment to help local schools succeed in education. ### In this issue, we recognize the steadfast support of the Verizon Foundation. Three of our most generous supporters—who not only secure funding for educational programs such as the 24 Challenge®, but attend events and become personally involved—explain their commitment to the 24 Challenge®. The
24 Challenge® is a program like no other! In Delaware, over 40,000
students participate each year and Verizon Foundation is proud to be
a sponsor. Vitally important to a technology-literate population are
the skills this program provides for students. These skills are critical
to children today—who learn in an environment increasingly dependent
on technology—and even more critical to success in the workplace
of tomorrow." On
behalf of the Verizon Foundation, we are proud to continue our sponsorship
of the 24 Challenge® math competition for students in various communities
throughout the Commonwealth of Pennsylvania. This innovative, ‘outside
the classroom walls’ educational experience will provide lifelong
learning skills for the youth of today...our leaders for tomorrow's
workforce." Watching
children compete in this game is absolutely amazing! It's clear that
the 24 Challenge® improves both the math and critical-thinking
skills of these students, and Verizon Foundation is pleased to support
such an innovative program. These types of skills are becoming more
critcial than ever as our society continues to advance and grow. We
applaud 24 Challenge® for its successful commitment to improving
the math proficiency of our youth." ### Buffalo, NY—Monyette Michelle Silmon still recalls the day she saw her picture in the paper after winning the Grade 6 Championship trophy at the Buffalo 24 Challenge® Championship Finals in May of 1995. "I was so happy," she remembers. Monyette, who attended City Honors High School in Buffalo, remembers the final tournament round vividly. "I am a fairly confident person, but I didn’t think I was going to win because I had to compete against another player from my school who had already beaten me in our school playoff. But then I guess the adrenaline kicked in and everything just clicked—it was a great feeling." Monyette, now a Sophmore at Rochester Institute of Technology, is a Biotechnology Pre-Med major. After graduation, Monyette hopes to attend medical school, and concentrate her studies in the area of sports medicine. She is a Defensive Specialist on the RIT volleyball team, a sport which she has participated in since high school. "I like the competition volleyball offers," explains Silmon, "and that’s one of the things I liked about the 24 Challenge®—the intense competition. She says winning the 24 Challenge® played a major role in her life. "It made me appreciate what math can do for you. It made me very confident in my math skills, which has been an incredible asset in all of my science classes where math is a major factor. It also helped me learn to think quickly." Monyette’s guiding philosphy has also been a great help to her. "Be willing to take on any challenge, even if it is something you think is impossible, because even if you don’t finish first, you’ve still helped yourself achieve more than you thought possible." Her advice to future 24 Challenge players: "Whatever you do, don’t settle. Go for everything you can, strive for everything that you can be, and you will surprise yourself." ### Spring 2000, Volume VI, Number I Frito-Lay
Europe Expands Boundaries of 24 Challenge¨. EASTON, Pa.— In December 1999, Suntex International Inc. signed a three-year exclusive contract with Frito-Lay Europe, effective January 2000. “The contract gives Frito-Lay operating companies exclusive permission to conduct 24 Challenge tournaments throughout schools in 18 countries,” said Robert Sun, 24¨ game inventor, president and CEO of Suntex. The countries are: United Kingdom, Germany, Spain, France, Egypt, Russia, Holland, Portugal, Greece, Poland, Hungary, South Africa, Turkey, Israel, Saudi Arabia, the Baltics, Belgium and Cyprus. “Suntex looks forward to Frito-Lay generating the same kind of excitement throughout Europe, the Middle East and Africa that it has already brought to Holland, Belgium and Portugal,” Sun said. Frito-Lay Europe is working with Sven ten Bokkel Huinink, 24 game licensee and founder of The Game Factory, based in Amsterdam, to implement the 24 Challenge program in this wide-ranging roster of countries. ### Competition is the Name of the Game STOUGHTON, Mass.—Their young son’s startling victory 10 years ago at the Greater Boston-area 24 Challenge¨ championship, has remained a highlight in the lives of parents John and Barbara Anzivino. “I can picture it like it was yesterday,” said John. “I’m still proud today.” In 1990, Chris Anzivino, 11, took top honors at the 24 Challenge competition, besting his peers, as well as contenders in seventh and eighth grades. [Back then, pupils in grades four through eight competed against each other; today a sixth grader competes only against sixth graders.] “We were really surprised—and pleased—that Chris won, said Barbara. “He was just this kid in sixth grade.” Today, 20-year-old Chris, a junior at Williams College in Williamstown, Mass., recalls the event with clarity. “It was fun being in sixth grade and winning it all,” said Chris. “Everyone there really wanted to win, there was a lot of competition.” The finals, held at the Boston Museum of Science, featured top students from area schools. In addition to a trophy, Chris was awarded a $500 savings bond by local sponsor Stop & Shop. Chris, who has always liked math and numbers, said the 24¨ game helped him to solve problems quickly. “The time-pressure helped me to think,” he said. “In sixth grade, there weren’t many ways to compete like that, working with numbers. I found it to be a challenge and it was exciting meeting the challenge.” An economics major, Chris plans to work as a consultant after he graduates, then attend graduate school. His father points out that Chris has always been an A-student and won a National Merit Scholarship. “That’s the top one-half of one percent of high school kids nationwide,” said John. “But winning the 24 Challenge title was more exciting than the National Merit Scholarship.” explained Barbara. “Because we were there—live.” ### Spring 1999, Volume V, Number I Bronx District 8 Test Scores Soar.* Jumping
Levels¨ program contributes to third-largest increase citywide. “One of the contributing factors is the 24¨ game,” said Bonnie R. Siegel, director of mathematics, science technology, N.Y.C. Community School District 8, Bronx. Her district had the largest increase of the six Bronx districts, the third-largest increase of the city’s 32 school districts—a 5.7 percent increase over 1997 scores. “We had another big surge,” Siegel said. “The students are very excited about the 24 game. The knowledge of their basic facts came together, it all just hit with a growth spurt last year.” The Jumping Levels program reaches every classroom in grades two through six throughout District 8’s 27 schools. Some of the district’s junior-high classrooms also participate. The program focuses on improving skills: problem solving, mental math, pattern sensing, concentration, critical thinking and number sense. Teachers incorporate use of the 24 game into classroom work, either five minutes per day or one period per week. The program encourages students to improve math skills at their own pace. Students “jump” levels by solving a given number of 24 game cards within one minute. “In lower grades, teachers report that Jumping Levels participants are coming in with a better grasp of basic facts,” said Siegel. The unique feedback mechanism of the program gives educators the ability to analyze the performance of students on a monthly basis and to take corrective action where indicated. “I’m excited about recent changes in the Jumping Levels program,” Siegel said. “More students will have an opportunity to experience success.” Beyond the Jumping Levels program, Siegel notes that a lot of enthusiasm is generated by the year-end 24 Challenge¨ tournaments. “Last June, a District 8 fourth grader was a winner in the citywide championship.” * The Jumping Levels® Program is now offered as an Online teaching tool called FIRST IN MATH®. To visit First In Math®, go to www.firstinmath.com and click the VISITOR button. ### SAN DIEGO—“Never give up,” said Ross Goldman, who scored a meager two points in Round One of the Greater San Diego 24 Challenge championship finals held May 28, 1998 at San Diego State University. Appropriately dubbed “Comeback Kid,” Goldman persevered through the remainder of the competition to capture the sixth-grade title. “I was still nervous going into Round Two,” he said. “My parents said, ‘Just have fun with it.’ ” Indeed, Goldman heeded parental advice, cast aside his anxiety and scored 62 points in Round Two: “I had fun!” His mother, Karen, was not at all surprised at her son’s ultimate victory. “He’s an excellent student,” she said. “When he practiced with me the night before [the championship finals] I knew he’d win.” The day of the finals, following the infamous Round One, “his energy was incredible; he was like lightning, he just soared with it.” At age 13, Goldman, who hails from Earl Warren Middle School, said he wants to become a professional basketball player when he grows up. His mother said he is very athletic and acknowledged his number-one interest, adding: “He might like to be a doctor.” Mother and son agree that mathematics is his favorite subject. While it has always been one of his stronger subjects, he said, the 24 game gives him a much better feel for numbers. “It’s become easier, with all the strategies I’ve learned.” The strategies served him well as he gained momentum during the semi-final and championship rounds. “I felt since I never made it this far before, I better go for the win.” And how did Ross feel at the final moment of triumph? “This wave came over me—relief.” ### Investing
in Our Future. The education of our children is a top priority in this nation. A former teacher and coach, I have always worked toward making education a top priority, both in Congress and in the community. Each child’s education should prepare them for a future in the workforce, and should help maintain the level of competitiveness necessary for the continued success of our citizens and the nation as a whole. Creating innovative methods for students to enjoy learning can only be a positive tool to ensure our students are engaged in their own education. The 24 Challenge math program has met this challenge. As co-chair of last year’s 24 Challenge championship finals in San Diego, I was witness to this extraordinary tournament that promotes mathematics achievement by captivating students and by creating a partnership within the community between students, teachers, parents and the programÍs sponsors. The 24 Challenge math program motivates children to learn math because itÍs fun. Playing the 24 game helps students improve their analytical and problem-solving skills, essential for success in today’s high technology marketplace. Students of all socioeconomic backgrounds are inspired by the 24 game to develop the math skills needed to excel and succeed. More than five million students nationwide and abroad have participated in the game since 1988. I can think of no better investment in our children’s future than improving their mathematics skills. The 24 Challenge math program has significantly contributed to this improvement, and to maintaining standards of excellence in our education system. I have been honored to serve as co-chair of the San Diego Area 24 Challenge math program for the past six years, and this program has my continued support and best wishes for success. ### If you would like to subscribe to the print version of the First In Math newsletter, please e-mail your name, address, title (and school district, if applicable) to info@24game.com, subject: Newsletter Subscription.
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