Description
25 week enrichment challenge for gifted or regular students offers math enrichment activities to develop logic and reasoning skills while building self-confidence and understanding of mathematics. These weekly challenges, written in only a few words, aim to develop creative and flexible mathematics problem-solving skills. Reproducible activity sheets for each grade include six problems for each week. The wide range of topics includes number sense, estimation, patterns, fractions, geometry, and statistics. The difficulty level for each problem is noted and answers are included. – NOW INCLUDES PDF OF BOOK ON CD.
Sample Pages
CLC0239A.pdf
Loyal Customer –
Math Rules is to be utilized as an enrichment book along with the regular classroom text. The math concepts that are covered follow our state’s math standards. The book is divided into 2 main parts- 1st grade has 6 challenge questions per week, while 2nd grade has 8. The problems are well written and easy to understand by the student. The illustrations are simple and clear. There are 25 weekly lessons for each grade level. Each weekly set of lessons may be completed by the student working alone, working with a partner, or working in a group. One to four stars are placed in the border of each problem to denote the difficulty of the problem with four stars being the most challenging. There are varied mixtures of mathematical problems for each week. Ms. VandeCreek even includes the number systems from ancient Babylon and the Mayans. Many of the answers can be obtained by working the problem in different ways-something I stress to my students. Of course there is a handy answer key in the back of the book.
I think Math Rules will be quite user friendly. In the past, I’ve had to find problems from the 3rd grade textbook and other books to enrich my students. I can already see how I can utilize this book in my classroom next fall. Gifted and high achieving students love a challenge and I think this book will live up to its name!!
M. Cunningham
Mark –
This text fails short on multiple levels. For example, page 44, problem 5, question c, "How many total bikes have three wheels?" The answer should be none. The definition of a bike is "A vehicle with two wheels in tandem.” If the publisher argues the problem defines the words unicycle and tricycle, then the publisher has just said that a bike might be of one, two, or three wheels. This means motor bikes, mountain bikes, and tandem bikes all potentially have one to three wheels rendering the question unanswerable, or a minimum of 5 and a maximum of 14. This does not teach higher level thinking. It simply confuses the situation. Conveying thought accurately and succinctly is an irreplaceable asset, and an imperative skill in today’s world. Our children are apparently are being taught the reverse.
Mark –
Page 52 of CLC0239, Problem 5, the "crossnumber puzzle." Across 12, across 15, and down 13 don’t tie. The problem is factually wrong. This is at least the third factual error I have found that any reasonable editor should have caught, let alone the author. Your company must keep my prior post and this one on your site. If you do not I shall find counsel and sue to have your texts removed from my child’s school system. Your company’s executives should be ashamed of themselves for foisting such garbage on children.