Gifted Issues Discussion homepage Forums Identification, Testing & Assessment Throwing down the gauntlet...long post

Hi Chris1234,

This isnt going to be what you want to hear, but about a week ago my fourth grader brought home a mad minutes sheet with a score of 12/30. Everything he answered was correct, but he only got through the first 12 problems. It was only simple single digit multiplication, it didn't even go up through the 12's.

I was surprised, but he said he just didn't have enough time. I sat down and timed myself. I *do* know all my math facts - but I intentionally wrote the numbers down at a rather moderate, but steady pace to get an idea of what would be reasonable for my slow writing 9 y.o.

It took me 51 seconds. So I decided that the mad minutes was unreasonable. I emailed his teacher for clarification on what the expectations were and explained that it had taken me 51 seconds. She wrote back that they ARE expected to do it.

That was enough for me. Obviously, in her experience with many children this is not an impossible task. Since then I have tried every day to give my son and his brother 30 multiplication questions and I time them. My fourth grader is down to under two minutes and I go up to 12x12, so the problems are a little harder. Then when they are done, I check for errors (rare) and they switch papers and are given one minute to copy over each others answers. This way they practice both multiplying fast and writing the numbers in under a minute.

I have noticed when working with my son on more advanced concepts that occasionally he will delay when the problem requires simple multiplication or division. The delay is because he does sometimes still need to think through the multiplication and it doesn't take long but sitting there waiting for him, even for just a few seconds, is agonizing. SO I agree with his teacher - he needs to do it automatically and fast.

I don't doubt for a second that your son is in need of more challenging math. But if he is in fourth or fifth grade, being able to multiply quickly is not an unreasonable prerequisite for this. I think you would be arguing from a position of greater strength if you first addressed the speed issue. If you've already tried, then ignore everything I've said.

ETA: I am currently displeased with my son's math placement and I am trying to find some alternatives. So I do know where you are coming from. I just don't think that memorizing under 100 multiplication facts is particularly challenging for a bright child. So to me that aspect of it is no biggie.