Grade 2 Math Challenge Questions
Cristoforo Kanoy
Played this game for years and it is still fun! (5th graders enjoy it also. It is a fun way for them to develop fluency with mental math strategies.) Not sure if it originated from the TERC people or the University of Chicago Math Project (which became Everyday Math). I wonder if anyone knows. It's easy to differentiate this game as well. Do you have students who would benefit from working with smaller numbers? Deal out 3 cards and have them find the smallest difference from a 1 digit -1 digit subtraction problem.
What a lovely question for all the reasons you mention and many more. I see that it is called a Second Grade Math Problem, which is interesting because I would have no reservations about using it (or a redirected version of it) for my 9th grade students. Thanks for sharing.
In this case, I found a smallest difference of 4. She told me we were going to play the game five times but keep only four of the smallest differences. We\u2019d add them up and compare our total score to other people in the audience. I had to decide whether or not to throw this score back or keep it. I kept it and dealt the cards again.
Specifically, the Bay-Williams treatment featured more choice, optimization, collaboration, randomization, experimentation, and iteration than those common approaches. All of those features kept me engaged and working. But another difference was depth. Because I\u2019m still thinking about that problem two months later.
What is the largest smallest difference? Put another way: what are the worst cards to deal yourself? Are there cards you may as well immediately throw back if you see them because any other set of cards will get you a smallest difference that\u2019s the same or smaller.
I have been digging into each of these questions this week and my answers just produce more questions. I can\u2019t quit this problem. I\u2019m skipping meals. I am trying to free myself by passing this problem off to you.
Agreed, except to add that trying to categorize experiences in math class as either \u201Creal world\u201D or \u201Cnot real world\u201D is an intellectual cul-de-sac that will trap you for your entire career if you let it. Every year, you will discover anew all the ways that word problems loosely wrapped in a \u201Creal world\u201D context fail to excite your students or help them learn.
Instead, you will open up new frontiers of engaging opportunities for your students if you realize that, for many of them, whole numbers are in their real world. They\u2019re as real as lots of objects made of atoms and molecules and more real in lots of cases. (Give these second grade students a math problem about car insurance policies, for example.)
I\u2019ll stand with the Freudenthalians here and say that something is real if it\u2019s \u201Creal in your mind,\u201D if it\u2019s something you can hold in your head, something you can mentally turn this way and that way, something you can place next to another thing like it and make an argument about how they\u2019re the same or different.
This will be my last newsletter for the year. On a gratuitously personal note, it\u2019s been maybe ten years since I enjoyed writing like I enjoyed writing this newsletter in 2023. My love for teaching and learning has never felt stronger and words and sentences have never felt more real to me\u2014like things I can mentally turn this way and that way\u2014than they did this last year. I\u2019m grateful that so many of you took the time to share your insights and sharpen my own, both in the comments and at various points in person. Rest up and let\u2019s meet back here in 2024.
The Problem of the Week (POW) is a fun math challenge open to all students. Students in all grade levels are invited and encouraged to try these fun and challenging math problems. If you have any questions, you may contact Pierce math specialist Tara Washburn at tara_w...@psbma.org.
The Problem of the Week is designed to provide students with an ongoing opportunity to solve mathematical problems. Each week, problems from various areas of mathematics will be posted here and e-mailed to teachers for use with their students from grades 3 and up.
The following table has links to booklets containing all the problems and solutions from particular years. The problems are organized into themes, grouping problems into various areas of the curriculum. A problem often appears in multiple themes.
Cuemath is one of the world's leading math learning platforms that offers LIVE 1-to-1 online math classes for grades K-12. Our mission is to transform the way children learn math, to help them excel in school and competitive exams. Our expert tutors conduct 2 or more live classes per week, at a pace that matches the child's learning needs.
If he passes the Integrated Math 1 Challenge, he will be placed into Geometry or Geometry XL as a freshman. These courses include a review of Factoring and Quadratics that are not covered in IM1. If he does not pass but scores at least 50% on the Challenge Exam, he may take a three-week Algebra Review in Jesuit Summer School and advance to Geometry or Geometry XL if he passes.
Yes. Algebra 1 is a foundational course and students must show fluency in its concepts before being placed into an accelerated course. He may also take the Geometry Challenge if his goal is to begin in Algebra 2 Honors as a freshman.
A registration email from Final Forms was sent in early March and contains a form for challenge testing requests. Registration must be complete, and challenge tests requested by the posted deadline.
The Challenge exam is a 30-question free-response test for eighth-grade students who are taking or have completed a course in Algebra 1. It covers all topics within the Algebra 1 course. Calculators are not allowed. Practice problems are posted on the Jesuit website.
The Challenge exam is a 30-question free-response test for eighth-grade students who are taking or have completed a course in Integrated Math 1. It covers all topics within the Integrated Math 1 course. Calculators are not allowed. Practice problems are posted on the Jesuit website.
The Challenge exam is for eighth-grade students who are taking or have completed a course in Geometry. It is a timed 60-minute test, with 60 multiple-choice questions covering all topics within the Geometry course. Calculators may be used on the test, and are required to complete some problems. Practice problems are posted on the Jesuit website.
The following is information for incoming freshmen. It includes the criteria used for course placement, topic reviews, and answers. All freshmen are placed in Algebra 1 unless they pass a challenge exam. If you have any additional questions, please contact the Math Department Chair, Judi Brown.
Have you ever wondered how math is used by scientists to make their discoveries?This resource offers over 1000 math problems that reveal the many waysmath and science work together to help us understand the universe. For more on this program, see the NASA press release at:[Press Release] Featured Books This book features innovative smart device-based experiments for elementary, middle and high school students along with relevant NGSS standards. Format: 151 pages, 25 experiments, 30 math problems, 85 illustrations, 3.1 Mby, PDF [Click here] This book supports the James Webb Space Telescope and is designed for high school students exploring infrared light and how astronomers use it to investigate a variety of objects. Format: 115 pages, 12 experiments, 29 math problems, 66 illustrations, 2.8 Mby, PDF [Click here]
Search the entire 700-problem archive Follow this link to the page where you can perform a full keyword search on all 700 problems to find the one that exactly suits your needs for a specific science and math topic! SEARCH THE ARCHIVE Math problems sorted by space science topic Here you will find hundreds of math problems related to all of the major astronomical objects from asteroids and planets to galaxies and black holes! Click on the topic below to see which problems are available. Earth Moon Sun Planets Stars Universe Space Travel Astrobiology Black Holes Math problems sorted by grade level If you are a teacher or just someone who enjoys mathematics challenges, these problems cover space science topics but are sorted more-or-less by the kinds of mathematics you will encounter from simple counting and fractions problems through calculus. Click on the grade bands below to see the collections of problems.Grades 3-5 Grades 6-7 Algebra 1 Algebra 2 Geometry Calculus Math problems sorted by NASA Mission If you are looking for math problems specific to a particular mission's investigations, here you will find problems organized by NASA mission name. Click on the mission or program name in the grid below to go to the associated problem listing.
ACE Cassini Chandra Dawn Deep Impact Fermi GALEX Grail Hinode Gravity Probe-B Hubble IBEX IMAGE InSight Juno Kepler LADEE Landsat Lunar Orbiter LRO Manned Space Program MMS Curiosity Mars Rovers" MESSENGER NEAR New Horizons RHESSI SAGE-III SCOOL SOHO SDO Solar Probe Plus Spitzer STEREO Terra THEMIS TRACE Van Allen Belts Probe Webb Space Telescope WISE WMAP XMM Math problems sorted by Engineering Topics If you are looking for math problems related to engineering topics, here you will find problems organized by topic areas. Click on the topic in the grid below to go to the associated problem listing.
Design Issues Rocketry, Launches, and Launch Vehicles Telescopes and Remote Sensing Properties of Orbits Data and Telemetry Mission Planning Spacecraft Design Math problems related to NASA press releases If you enjoy hearing about the many space science discoveries made by NASA missions, here are problems derived from a variety of press releases covering most NASA missions. [Enter here]
These types of problems that are easy to understand or visualize, but difficult to solve, are referred to by math people as low floor high ceiling tasks. They are accessible to a wide range of ages and ability levels. For my co-op class, I chose my 6 problems (one for each class) from the website YouCubed.org. Each week, I tried to bring in manipulatives, markers, or some other tools to make thinking about the problem a little more fun and creative than just working with pencil and paper.
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