Math rules! 5th - 6th grade: 25 week enrichment challenge
Grades: 5 6
ENC#: ENC-032712
Publisher: Pieces of Learning
Date: 2002
Ordering Information
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Subjects:
 | Mathematics
Arithmetic. Critical thinking. Geometry. Gifted and talented. Instructional issues. Logical reasoning. Problem solving. Process skills. |
Resource Type:
Lessons and activities.
Abstract:
This activity book, for gifted or regular students in grades 5-6, offers math enrichment activities to develop logic and reasoning skills while building self-confidence and understanding of mathematics. These weekly challenges are intended to develop creative and flexible mathematics problem-solving skills. Twenty-five activity sheets for each grade include eight problems each and are presented on blackline masters. The wide range of topics includes patterns, fractions, and geometry. The difficulty level (1-4) for each problem is noted and answers are included. A motivational statement ends each lesson.
For example, one fifth-grade activity offers students challenges such as comparing 75% off with a combination of 50% off followed by 25% off, reading a circle graph to determine how many students own dogs if 20% of the 50 children own dogs, and reading a table and finding ratios of large numbers. Also, problems include finding the volume and ribbon length on a gift box, determining if a card game is fair, and applying divisibility rules. At the bottom of the lesson is a motivational statement saying that the only person to make your dreams come true is you. (Author/DKK)
Pricing Information:
 | Description: 1 text (paperback) | Cost: $15.95 | ISBN: 978-1-880505-81-6 | Order#: CLC0241 | |
Publisher:
Pieces of Learning Notes:
Terms governing use and reproduction: Permission is granted to the buyer, one teacher, to reproduce student activity pages in limited quantities for students in the buyer's classroom only. Contributor(s):
| Author: Barbara VandeCreek. |
Specifications:
1 text (112 pages : illustrations ; 28 cm.)
Record Created: 04/26/2005 Last Modified: 06/08/2005
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