Spark PILOT 2017 [Kumon Oak Bay Victoria] Spark PILOT 2017 [Kumon Oak Bay Victoria] | Page 17

S PA R K M a g a z i n e | P I L O T 2 0 1 7
KUM O N ST U DI E S
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Levels B-C
For example, on
B 32a, this student
should look at
problem (6) and
then only erase
the ‘5.’
Students should first identify where the mistake is,
and then erase only the part that is wrong.
Levels D-F
Students should first examine the calculations in
the intermediate steps very carefully in order to
ensure that they find the specific place where they
made a mistake. Then students should erase and
correct only that part of the answer, eventually
correcting all aspects of the question affected by the
initial mistake.
On D45a, this
student should
examine their
steps and then only
erase and make
corrections to
these two parts. In
problem (5), only
the '6' and '8' should
be erased and fixed.
Students should not erase the entire answer
before locating exactly where the mistake occurred.
Instructors should start developing this skill in Level
B, so that it becomes a habit by Level D.
MENTAL CALCULATION & CALCULATION EFFICIENCY
In general, students with strong mental calculation skills tend to do minimal intermediate steps.
They make almost no mistakes even though they write few intermediate steps. They also do few
calculations in the margins. Even in cases where they have made