I asked her to do all ten problems and to take her time. As she scanned the paper she quickly wrote down her answers. I noticed that she was going quickly through out all ten problems. When done I congratulated her told her it was easy. With satisfaction her appearance was lazy and unmotivated to continue her evaluation. The following paper I gave her were twenty questions of division and multiplication. I again told her to take as much time needed. This time I timed her with out her knowing and the problems were longer than usual.
Beginning her problems I saw she was going fast through the first ten multiplication problems. Once she reached the division problems I noticed she was taking longer than she was from her first test. Then saw her use addition to tally up her number, the she subtracted those to give her solution to the problem. In 2. 34 minutes she was done. Know came the algebra paper. I consisted of five problems and were easier than normal. I again told her to take as much time as possible but I timed her.
She picked p her pencil and wrote mom She was using methods of her first (addition and subtraction) and second tests ( Division and Multiplication ). Watching her do theses problems aggravated her very much. She was tapping her pencil on the table and was fiddling with her hair. She was biting her fingers and seemed like there was more to it than there really was. Her progress was picking up and worked within the boundaries of which he knew. The combination of those methods helped her break down each problem to its value.
This round lasted for 16. 02 minutes, longer but deiced that she used her experience to resolve the problem she was facing. The final paper consisted of tree geometry questions. I then told her to take her time but I was going to time her. She looked dissatisfied at what she was facing. She was hesitant to pick up her pencil. Looking at the paper with frustration, I asked if there was a problem. She told me she was thinking and was trying to break down every order sequence. She picked up the pencil and began to chop at problem number one.
As she continued to break the sequences into smaller and smaller numbers, I deiced seen was using the same doctors seen previously solved trot the other math papers. One after the other, she completed all three problems in 10. 00 minutes, due to only having three problems. In conclusion to the evaluation to her thinking process from simple to complicated, led her to use past knowledge and adapt that skill to resolve a stronger and longer problem. This thinking has taken time to revolutionize my sisters thinking but at her age her brain is processing at a speed that enables her to mix and work backwards from math problems.