We are facing this problem consistently

Whenever we asked DD to do math, her first response is "no I will not do it" . After some push she finally does it. She usually gets 1/3 of questions wrong. Then we ask her review she does most of them correct.

We tried several options, instead of daily, which we thought may be too much, we reduced the frequency to once in. 3 days and even once in a week. Her response is same each time and again makes 1/3 of answers wrong and on review without any explanation or coaching by us she does most of them correct again

Most of her mistakes are simple and silly. She does mistakes in simple additions or when she writes the numbers on a paper to solve them, she makes mistakes I.e write one or two numbers different like instead of 1860 she may write 1870 etc

She is fourth grader and currently working on 6th grade math. We are thinking 6 th grade may be too much. But looking at mistakes she does as described above or doing them right without any additional coaching or explanation making us really frustrated

Any suggestion?

Highly appreciated

For what purpose is the math being assigned?
Is this a homeschool situation? Or is this afterschooling, enrichment?

After school enrichment

What is her incentive for NOT making those kinds of errors?

Can you tie this to some kind of 'currency' for her?

My DD was pretty darned SLOPPY with her calculations up until she was about 12yo, honestly. It's not that she couldn't do the math-- and in fact, most of the time, it was more like it wasn't worth fully engaging her brain to work through it or something... I don't know-- not explaining that well, I am sure.

What happens if you give her harder math even than what she is expected to work on routinely?

Does she do BETTER on harder problems?

That would be a tip-off that she's underchallenged, IMO.

If receiving math at two grade levels up for afterschool enrichment, is this a child-requested activity? Contest/competition prep?

From what you described, I don't think it is a question of difficulty. It appears that your DD doesn't want the math enrichment. If you feel strongly that your DD get some sort of math enrichment, can you involve her in the decision to choose the type of math enrichment? Perhaps go lateral for fun stuff rather than vertical. Perhaps you can give her some choices as to when she wants to schedule those periods of math enrichment? Maybe you can reward her for not making careless errors the first time through?

Ditto to Quantum's thoughts. Did your dd ask for the math enrichment? If not, I'd drop it. If you want to challenge her outside of school, ask for her input - what things is she interested in? Life's too short to be stressed out over math - she's a bright child and she'll be able to accelerate herself when she's ready (if she wants to). For now, give her things that are interesting to her, things that will let her use her creativity or build or do whatever it is that makes her uniquely who she is

Best wishes,

polarbear

I agree with Polarbear and Quantum.

If it is enrichment give her just one problem that makes her really think. Maybe pick one from the AMC8. Start easy and give her the solutions. This is just an option.

This sounds like my DS - unless it's difficult enough to engage him, he gets really sloppy... doodles, scribbles, MESSY numbers of all different sizes, squishes things together so that they're hard to read... (sigh). But if the work is hard enough to keep him thinking, he stops the "pencil shenanigans."

How is she doing in the 6th grade math class?

She is in 4 th grade

I think the problem is that your DS found the enrichment boring.Enrichment has to be interesting for DS and slightly above DS's level. Good luck.

The parent is frustrated with the child's performance on the afterschool enrichment? How does the child feel about the afterschool enrichment?

You may wish to ask your daughter how she feels about the afterschool enrichment you are providing. For example, it may be too much challenge, too little challenge, or not an area of interest.

You did not share whether this was child-requested, possibly it is not. There is a vast difference between following a child's lead in providing afterschool enrichment in areas they have a strong interest and desire to learn more, and hothousing a child. There are several discussion threads on this topic. Ultimately the difference may impact the social/emotional development of the child, based upon parental messages. For example, does the parent value the child's desire to be/do/learn certain things? Does the parent try to imprint their own goals and desires on the child, disregarding the child's preferences? Does the parent send messages that the child's primary value comes from performance? Specifically superior performance in relation to others?

On another thread, parents have posted

You may wish to ask your daughter how she feels about the afterschool enrichment you are providing, and follow the child's lead.