We create these math imitation questions mainly to let second and third graders experience what a School College Ability Test (SCAT) may be like. Based on the American common core requirement for students this level, we try to include necessary concepts students need to show their above-level math performance. From easier to more complicated, the topics include place value, rounding, addition, subtraction, skip count, basic decimal, multiplication, division, basic fraction, measurement, money, basic geometry, and challenge zone.
We take students’ learning steps into consideration by designing each question to address one particular skill that leads to another. With proper guidance, students will be able to learn from the previous question the necessary skill to solve the next question. As the questions go on, students can accumulate a clear set of skills that the test may demand. Students will also gather valuable self-teaching experience from the way the questions are designed.
What we aim at is to guide students not just to provide answers, but to think at the level of question formation: we would like students to develop a mindset that observes and understands how a question is formed. In advance, we encourage students to think as a question designer: what questions would you ask to show that you have a good understanding of a math concept?
We hope the track that these questions establish will strengthen students’ ability to think as well as to solve. We encourage parents to participate and help students practice these questions. Good luck on your exam!
We take students’ learning steps into consideration by designing each question to address one particular skill that leads to another. With proper guidance, students will be able to learn from the previous question the necessary skill to solve the next question. As the questions go on, students can accumulate a clear set of skills that the test may demand. Students will also gather valuable self-teaching experience from the way the questions are designed.
What we aim at is to guide students not just to provide answers, but to think at the level of question formation: we would like students to develop a mindset that observes and understands how a question is formed. In advance, we encourage students to think as a question designer: what questions would you ask to show that you have a good understanding of a math concept?
We hope the track that these questions establish will strengthen students’ ability to think as well as to solve. We encourage parents to participate and help students practice these questions. Good luck on your exam!
