Anecdote: my then 5 year old and I would "practice counting by different numbers" on the walk to school. By the end of kindergarten, she could count by everything up to 12s. In 1st grade, we started reversing it and asking how many 4s in 48 and the like, and by the start of second grade, we were firmly in adding and subtracting fractions with different denominators (though, on paper at this point, no longer mental math).
She had (has?) a solid grasp on numeracy. I recall asking her why, around 7th grade, "0.999..." is equal to 1. I was prepared to show some fancy algebra and she one upped me when she said "well, 1/9 is 0.111... so 9/9 is one and 0.999...".
She never liked math though. She spurned calculus.
She had (has?) a solid grasp on numeracy. I recall asking her why, around 7th grade, "0.999..." is equal to 1. I was prepared to show some fancy algebra and she one upped me when she said "well, 1/9 is 0.111... so 9/9 is one and 0.999...".
She never liked math though. She spurned calculus.