Reuven Rashkovsky and Karine Rashkovsky
Brain Power Enrichment Programs aim to develop problem-solving abilities in students who wish to improve their skills. Additionally, the programs may provide challenging, stimulating and inspirational learning experiences through engagement with problem solving for gifted students.
The Student Version book accompanies a Level One student through his/her second semester of the problem solving program (or it may be used independently as a problem solving workbook). However, this Teacher Version may be used by a teacher or tutor as it has, in addition to the content of the Student Version, short instructions for each lesson as well as answers to problems. All Brain Power programs are based on a step-by-step approach, which enables students to understand problems of increasing complexity. Level One begins to equip students typically in grades 4 to 6 with various problem solving strategies and techniques, and supports the application of these skills to math, language arts, study habits and the general learning process. In Level One, students are introduced to four critical steps in problem solving:
1) Understanding the problem
2) Defining a plan or strategy
3) Solving the problem
4) Checking the answer.
The implications for improving one’s problem solving skills are numerous. These include a more positive attitude toward math and science, improved thinking flexibility and creativity in all subject areas, as well as increased success in academic, gifted, university admissions, and professional program tests (many of which are designed with an emphasis on assessing higher-order thinking skills). Moreover, knowledge of a range of problem solving strategies, coupled with experience in their application, have benefits which transcend the classroom and enter the realm of professional, social and intellectual accomplishment.
Reuven received his Masters degree (Math and Education) from the University of Odessa, former USSR. Reuven worked on post-graduate studies and research in Mathematics at the Hebrew University in Jerusalem, Israel, and in Paris, France. For over thirty years, Reuven has enjoyed teaching mathematics in four countries around the world as well as in Canada, and has worked as vice-principal in Paris, France. As founder of Brain Power Enrichment Programs in metro-Toronto, Reuven continues to lead the school as principal, curriculum developer and head instructor.
Karine received her undergraduate degrees (B.Sc. and B.Ed.) and completed a Masters in Education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Karine’s Masters work focused on teacher development and the field of social justice in the education of immigrant students. Karine is currently pursuing her doctoral studies in Education at York University. In addition to teaching mathematics and science in various schools across Toronto, Karine has been contributing her talents as a specialized Level 1 and Level 2 course instructor at Brain Power Enrichment Programs for nearly ten years. Karine dynamically works in the capacities of administrator, curriculum developer and instructor of the Brain Power Language Arts Enrichment courses.
PROBLEM SOLVING FUN:
1. Frank likes Lucy a lot. He wants to send her a special letter but he forgot the number of her house. He called Lucy’s best friend Nancy, but Nancy told him that he will get Lucy’s address if he solves this riddle: when you take away 12 from Lucy’s house number, and then divide the result by 3, add 2, and then multiply by 7, the final result will be 49.
Ø Can you help Frank figure out Lucy’s house number?
_______________________________________________________
2. After capturing 6 mercantile ships, Captain Strong Hand decided to put some of his people in charge of these ships. He split his band of pirates into two equal groups. The first group remained with him on his ship. The second group was split among the captured ships as per the Captain’s instructions: half of the second group took over the largest mercantile ship, one third of the remaining group took charge of the second ship and the same number of pirates boarded third ship. The remaining group of pirates was split as follows: one third of them took over the smaller mercantile ship, one third of them took over the second smaller ship, and the remaining 6 pirates took over the smallest mercantile ship.
Ø How many pirates did Captain Strong Hand have under his
command in all?
