What grade level is this math problem

[Anonymous]

The mixed number is a big step up in Common Core.

Multiplying a mixed number by a whole number is grade 7
https://www.ck12.org/arithmetic/multiply-mixed-numbers/

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't want to be that parent, but my rising 2nd grader worked on problems like this over the summer. They were in a puzzle/logic book. This can't be 6thg grade math, c'mon US Math standards can't be this low.

And my 6yo can do this easily in his head but can't read or throw a ball well or do many other things that other 6yos have talent in. And other people's 4yos taught themselves to read and still others can throw so well they can pitch to a batter. All our kids have strengths and weaknesses, no need to look for an opportunity to brag about your kids strengths when it has nothing to do with the question ask.

She is above average, she is no math genius. This is not an algebra problem, this is a simple logic problem that can be drawn out. They covered fractions in first grade, so she knows what a half is. It blows my mind that this is not being covered until 6th grade, the average kid can absolutely do this work earlier.

You don’t have to be a math genius to solve this problem, you just have to have a certain type of brain for visualizing the world. Some kids have it and can do this problem about as early as they can read it. Kids who need to be taught this kind of thing in a structured way because they can’t visualize/mentally understand the problem intuitively have to learn a bunch of other things too/first. Same goes for learning to pitch and critiquing a poem and playing a tune on the piano. The range different kids can pick these skills up is widely variable but most of them can do all of the above by middle school if they receive consistent support and instruction. You’re being ingenuous here.

Maybe i am being ingenious, i'm not an educator, but US kids rank 38th worldwide in Math proficiency. Clearly this stuff is being covered earlier and more sucessfully in dozens of countries.

You might be good at math, but you're still bad at logic. There is nothing about the US' ranking that indicates it teaches topics later than other countries do. And teaching things early is not necessarily correlated with teaching them well. For example, many countries with higher language arts performance than the US teach reading later than the US does (see Finland).

ps: ingenious does not mean what you seem to think it does.

[Anonymous]

Anonymous wrote:In Virginia it's a 6th grade standard.

Patterns, Functions, and Algebra
6.12 The student will
a) represent a proportional relationship between two quantities, including those arising
from practical situations;
b) determine the unit rate of a proportional relationship and use it to find a missing value
in a ratio table;
c) determine whether a proportional relationship exists between two quantities; and
d) make connections between and among representations of a proportional relationship
between two quantities using verbal descriptions, ratio tables, and graphs.

https://www.doe.virginia.gov/home/showpublisheddocument/3106/637982466061930000

This is the correct answer. Whether a student can or should do it earlier or not, the problem is aligned to a sixth grade standard.

[Anonymous]

5th in MCPS

[Anonymous]

So how long does it take?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't want to be that parent, but my rising 2nd grader worked on problems like this over the summer. They were in a puzzle/logic book. This can't be 6thg grade math, c'mon US Math standards can't be this low.

And my 6yo can do this easily in his head but can't read or throw a ball well or do many other things that other 6yos have talent in. And other people's 4yos taught themselves to read and still others can throw so well they can pitch to a batter. All our kids have strengths and weaknesses, no need to look for an opportunity to brag about your kids strengths when it has nothing to do with the question ask.

She is above average, she is no math genius. This is not an algebra problem, this is a simple logic problem that can be drawn out. They covered fractions in first grade, so she knows what a half is. It blows my mind that this is not being covered until 6th grade, the average kid can absolutely do this work earlier.

You don’t have to be a math genius to solve this problem, you just have to have a certain type of brain for visualizing the world. Some kids have it and can do this problem about as early as they can read it. Kids who need to be taught this kind of thing in a structured way because they can’t visualize/mentally understand the problem intuitively have to learn a bunch of other things too/first. Same goes for learning to pitch and critiquing a poem and playing a tune on the piano. The range different kids can pick these skills up is widely variable but most of them can do all of the above by middle school if they receive consistent support and instruction. You’re being ingenuous here.

Maybe i am being ingenious, i'm not an educator, but US kids rank 38th worldwide in Math proficiency. Clearly this stuff is being covered earlier and more sucessfully in dozens of countries.

You might be good at math, but you're still bad at logic. There is nothing about the US' ranking that indicates it teaches topics later than other countries do. And teaching things early is not necessarily correlated with teaching them well. For example, many countries with higher language arts performance than the US teach reading later than the US does (see Finland).

ps: ingenious does not mean what you seem to think it does.

My logic/instinct seems to be right on. The scores represent level of achievement in terms
of complexity. All the top scoring countries, including our neighbors up north in Canada, introduce concepts much earlier than US. They don’t teach in a rigid, formulaic way, they will introduce this in third grade and teach kids how to draw this out. They teach algebraic, geometry and statistical concepts in 3rd grade in integrated math.

[Anonymous]

Anonymous wrote:So how long does it take?

Have to ask DS when he gets home from practice.

[Anonymous]

3rd grade in India. Google it. In the curriculum of public schools

But, kids doing Abacus and Vedic Math in India are probably doing in 1st. Again, google it or watch on YouTube. This will be solved using number line and counting - not using Algebra.

[Anonymous]

17,5 minutes

[Anonymous]

this could be 2nd grade and solved using number line. Getting half of 5 is not hard. Use gridded paper - shade 2 square and write 5 over it, shade 5 more. See that it's 5+5+5 + half of 5. OR it could be 4/5th fraction problem - 5/2 x 7. Or it could be a basic algebra problem: stack x=7, 5 = 2, and then cross multiply to get x=(7x5)/2

[Anonymous]

3rd or 4th

[Anonymous]

Anonymous wrote:The mixed number is a big step up in Common Core.

Multiplying a mixed number by a whole number is grade 7
https://www.ck12.org/arithmetic/multiply-mixed-numbers/

To solve it with algebra, I would guess 6th or 7th grade - however my APS 4th grader was was taught a bunch of strategies for estimating in 3rd grade and here is his answer:

5 min + 5 min + 5 min = 6 miles
5 more min = 8 miles

Since 7 is halfway between 6 and 8, the answer is halfway between 15 and 20.

[Anonymous]

My kids in public saw fractions in 2nd and 3rd but didnt do any arithmetic with them until 4th, and then only very simple stuff with common denominators. There is a trend of getting kids familiar and comfortable with the vague idea of advanced topics before teaching them how to do real stuff. (And because this is DCUM, yes my kids could manipulate fractions long before the school showed them how.)

[Anonymous]

my kid is doing this sort of thing rn and is in 7th advanced math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:In Virginia it's a 6th grade standard.

Patterns, Functions, and Algebra
6.12 The student will
a) represent a proportional relationship between two quantities, including those arising
from practical situations;
b) determine the unit rate of a proportional relationship and use it to find a missing value
in a ratio table;
c) determine whether a proportional relationship exists between two quantities; and
d) make connections between and among representations of a proportional relationship
between two quantities using verbal descriptions, ratio tables, and graphs.

https://www.doe.virginia.gov/home/showpublisheddocument/3106/637982466061930000

This is the correct answer. Whether a student can or should do it earlier or not, the problem is aligned to a sixth grade standard.

+1
Thank you for posting the correct response.