Mnozenje i deljenje se radi u trecem razredu u Srbiji.

Mnozenje i deljenje do 100 se radi u drugom razredu, mi smo ga zavrsili! ;-)

Amerikanci to rade u srednjoj skoli.

:)

Pretpostavljam da prethodna dva diskutanta pricaju onako napamet, jer da su pohadjali osnovnu ili srednju skolu, ne bi valjali neistine.

Programski sadrzaj za prvi razred javnih americkih skola je skoro pa identican istom iz Srbije:

The student will count objects in a given set containing between 1 and 100 objects and write the corresponding numeral.

1.2 The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.

1.3 The student will count forward by ones, fives, and tens to 100, by twos to 20, and backward by ones from 20.

1.4 The student will recognize and write numerals 0 through 100.

1.5 The student will identify the ordinal positions first through tenth, using an ordered set of objects.

1.6 The student will identify and represent the concepts of one-half and one-fourth, using appropriate materials or a drawing.

1.7 The student, given a familiar problem situation involving magnitude, will

a) select a reasonable magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500); and

b) explain the reasonableness of his/her choice.

1.8 The student will recall basic addition facts — i.e., sums to 10 or less — and the corresponding subtraction facts.

1.9 The student will create and solve story and picture problems involving one-step solutions, using basic addition and subtraction facts.

1.10 The student will a)identify the number of pennies equivalent to a nickel, a dime, and a quarter;

b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.

1.11 The student will tell time to the half-hour, using an analog or digital clock.

1.12 The student will use nonstandard units to measure length and ight.

1.13 The student will compare the volumes of two given containers by using concrete materials (e.g., jelly beans, sand, water, rice).

1.14 The student will compare the weights of two objects, using a balance scale.

1.15 The student will describe the proximity of objects in space (near, far, close by, below, above, up, down, beside, and next to).

1.16 The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners.

1.17 The student will identify and describe objects in his/her environment that depict plane geometric figures (triangle, rectangle, square, and circle).

1.18 The student will investigate, identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream), using tables, picture graphs, and object graphs

1.19 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to.

1.20 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness.

1.21 The student will recognize, describe, extend, and create a wide variety of patterns, including rhythmic, color, shape, and numerical. Patterns will include both growing and repeating patterns. Concrete materials and calculators will be used by students.

A cekaj, BLBehar, šta ti ovo sve ispisa, a pitanje je bilo u kojem razredu se radi mnozenje i djeljenje???

Ti ispisa plan i program za prvi razred osnovne skole.
Ne kontam, zašto?!

Mnozenje nije isto sto i tablica mnozenja, dijeljenje nije isto sto i dijeljenje 1 cijelog na nekolika dijela. Testo da me iko me može ubijediti da se mnozenje i dijeljenje (a dijeljenje podrazumijeva i poznavanje decimalnih brojeva) radi u 2 ili 3 razredu u bilo kojoj normalnoj zemlji.
A vi koji mislite da nisam u pravu, pitajte vasu djecu da podijele 238 sa 18 i sa pomnoze 237 sa 506.