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Time:06:24 pm
We started Arithmetic Boot Camp today in 4th grade, which is basically a quick and intense review of addition, multiplication, subtraction and division which is meant to bring my students up to speed and review everything they forgot over the summer so that we can move on to fractions. We're making our own Arithmetic Reference Books so that they can use them later on this year to refer to whenever they forget how to do something. I'm even teaching them cool words like 'addend' and 'sum' and 'multiplicand' and 'product' and 'subtrahend' and 'divisor' so they can feel SUPERSMART.

We are drilling our multiplication facts like crazy, forwards and backwards too!

I have a couple of smart (and some smart-alecky) boys though, one of whom asked (in front of the class) in a slightly superior voice if he HAD to make a reference book because he already knew everything he needed to know about fourth grade mathematics in his head and he wasn't going to forget.

So. I need a challenge for these couple. It's true about a few of them, although I wouldn't have been quite so cocky -- that particular student got 100% on the 3rd grade state math test last year and also 100% on the pre-assessment I gave the first day of fourth grade. Any good challenges/extensions anyone can think of while we review the next few days? Besides just doing similar problems with larger numbers?
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april32many
Subject:How about
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Time:2008-12-06 04:02 am (UTC)
Problems that have multiple answers. This gets tricky. My son is only in first grade but they've had some interesting things happen that have frustrated him as he is intuitively mathematical. The problem was written on the board like this:

100-50+5*2

The teacher and all of the students said the answer was 110.

My son said he KNEW that wasn't right. He had raised his hand and said 60 but was told he was wrong. Given that this problem has to do with the order of operations that was created to avoid this kind of ambiguity. The answer most certainly is 60! But, being that the children are only in second grade that is not a process any of them are familiar with, including my son. When asked, he explained that that just seemed to be the first step you'd take because it seems to be the "mightier" Step, to multiply 5*2. He then did the subtraction and added them together getting 60. Have you taught them the order of operations? Or PEMDAS? It bares mentioning that the ONLY way to get the answer 110 from a legitimate scientific calculator is if the problem looks like this

(100-50+5)*2=

I think it's extremely important especially for children who are getting problems right but may not understand why. Do you do word problems with the kids? Hope this helps!
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[icon] We started Arithmetic Boot Camp today in 4th grade, which is… - The Waldorf Community
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