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.

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/

Anonymous wrote:So how long does it take?

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.

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

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.