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| | ==Course Description== | | ==Course Description== |
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| − | From the CTY Summer Catalog:
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| − | Can five 20' by 18' carpets lying flat with no overlap fit in a 40' by 50' room? How can you precisely measure two liters of water using only a four-liter pitcher and a three-liter pitcher? How many different ways can you add up four even, positive numbers to get a sum of 16?
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| − | Problem solving in mathematics is far more complex than translating a word problem into numbers and symbols and applying an established method. It involves finding a path to a solution when there is no clear place to begin. In this course, students learn general strategies for solving problems that involve a wide range of mathematical concepts. Challenging problems lead students to use varied approaches such as drawing diagrams, making lists, eliminating unreasonable possibilities, identifying patterns, guessing and checking, and manipulating variables.
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| − | Working individually or in small groups, students learn to ask precise and thought-provoking questions, to match appropriate strategies to particular problems, and to effectively communicate their thought processes along the way. Demonstrations, activities, games, and explorations are incorporated to nurture students as critical thinkers and creative problem solvers, strengthening their mathematical-reasoning abilities and preparing them for future study in discrete math, probability, and other growing fields of mathematics.
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| − | Students must have completed grades: 2 or 3
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