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.

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.

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.

4th

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

I'd say 6th grade.

if the answer were a whole number, i'd say 4th or 5th. since the answer is not a whole number, that adds another layer of complexity, so maybe 6th.

For what it's worth, ratio problems without decimals are taught at AoPS level 5 (BA) while ratio problems with decimals are taught in Prealgebra.

Anonymous wrote:I’d actually say fourth or fifth. It isn’t an algebra problem. It can be drawn out in line form and involves a fraction.

If the longer distance were a multiple of two, I'd agree. But 7 miles means a decimal number answer, which could be 4th if it were an addition problem, but since this requires multiplication, it's 5th.

Anonymous wrote:I’d actually say fourth or fifth. It isn’t an algebra problem. It can be drawn out in line form and involves a fraction.

Agreed. You can easily visualize it and it’s a simple fraction. Small numbers too. I think late elementary school.

I’d actually say fourth or fifth. It isn’t an algebra problem. It can be drawn out in line form and involves a fraction.

I would say about 6th.

I'd say 6th to 8th, depending on school/class.

I’ll guess 5th or 6th?

Curriculum wise - not when could your kid solve it

It takes me 5min to drive 2 miles, if I go the same speed how long would it take me to drive 7 miles?

Thank you!