4th grade math

That is the dumbest way to add i have ever seen.

As for original post i only see the answer as 5, 3, and 4.


You are way over thinking the question.
 
The concepts in the video go beyond just subtraction of three digit numbers. The whole point is so that kids understand the why behind the numbers. They don't do that forever. They do eventually move on to the second method. The point of the columns is to show the relationship between the 1's column, the 10' column and the 100's column. Like 10-1's=10 and 10-10'=100.

It is clearly not the best way to subtract numbers but then again it wasn't meant to be.
 
15th shape is a square. Triangle, circle, square, Triangle, circle, square,Triangle, circle, square,Triangle, circle, square, Triangle, circle, square(15th)

Patterns in shapes are additional info you don't need.
 
BigBody79 said:
15th shape is a square. Triangle, circle, square, Triangle, circle, square,Triangle, circle, square,Triangle, circle, square, Triangle, circle, square(15th)

Patterns in shapes are additional info you don't need.
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False. You have one of each, but there is no repeat so you can't know it's a complete pattern. I hate questions like this because they involve unstated assumptions.
 
jeepinmatt said:
False. You have one of each, but there is no repeat so you can't know it's a complete pattern. I hate questions like this because they involve unstated assumptions.
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Exactly. Shape number 4 COULD be an octagon. Or a hexagon.
Or a giant middle finger.

Nothing states it repeats.

Training kids to assume implicit rules and patterns results in very shitty scientists later.
 
So what was the correct answer?

I really do understand what you guys are saying. It is impossible to tell if a pattern is a pattern until it repeats it self or follows some type of rule. (+3, x2, etc). But the curriculum also states that students should not have to infer information that's not given. Students are given all the information to solve the problem.

aimages.tapatalk_cdn.com_15_12_14_1ae9baf6903aef032df55c7336589ab8.jpg
 
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BigBody79 said:
....the curriculum also states that students should not have to infer information that's not given. Students are given all the information to solve the problem.
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Not sure which way you at arguing/supporting, but isn't that the case here? They are not supplying sufficient information and are in fact asking the kids to infer the next steps of the pattern.
 
The problem states, "Analyze the pattern." So, the student is given the entire pattern. Not, do you think that a giant middle finger comes next.
 
I don't know if they've got their homework back yet (or if the teachers will review look at it :mad:), but I believe you @BigBody79 are correct. My daughter in the same grade but different class got the worksheet a day later. Her teacher told them the pattern repeats after the 3 shapes shown; that is the missing piece of information.
 
RenegadeT said:
... Her teacher told them...
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'nuff said. I don't know how many times my kids were "told" or "not told" according to the kids.

My only beef with this is that if we as parents are suppose to help the kids, well, then we don't have all the enough if the kid happen to be intensely examining a boogero_O on their finger instead of paying attention like they are suppose to. :D It is 4th grade after all.
 
BigBody79 said:
The problem states, "Analyze the pattern." So, the student is given the entire pattern. Not, do you think that a giant middle finger comes next.
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Just to be clear, it isn't technically a pattern until either something repeats or it is internally predictive of future elements. Otherwise it is just a sequence.

/nerd hat
 
Seems like a proven method to dumb kids down.. Not to question anything. That question would only be a simple to a simple minded person. I would hate to raise someone who did not instantly look at that and say this question does not supply enough information for me to make a educated answer.
 
So...this is the first time I have seen any actual examples of this fabled "common core". I get it. It is for students with common sense and the ability to infer and "read between the lines". So what do we do with the pile of students that do not have common sense and can't do anything that isn't spoon-fed to them? I thought the point of primary school was to lay down some base framework for higher learning later. This looks like it would leave MORE children behind and not less.

I have spent my entire career troubleshooting problems with systems. I have to directly observe or imagine how things do "not" work correctly to figure out how to fix them. I fail to see how this type of instruction at such an impressionable age will result in higher levels of critical thinking later.

All that being said I've answered all these questions "right". Post up more examples!

...Registered PE, not that it means much...
 
I do math the "correct" way...learned in '60's/70's.

I don't like the common core crap....but I do kinda like how the japs do it....

 
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