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  2. Grade Two Math California

    I answered your other post, but I would like to address the last point 2(c). Common Core is just a list of standards, i.e. topics to cover, along with some mathematical principles. It is not a curriculum. Whether a particular textbook is helpful to a student with dyslexia and how much visual or pictorial is included depends on the textbook writers, not Common Core. One of the tenets of Primary Mathematics is concrete to pictorial to abstract, and so there is quite a bit of pictorial. There is also minimal text (more pictures than words). So that could help too. One thing that has led to issues with Common Core is the interpretation of the Mathematical Principles by various writers/educators/whatever.. Explain your reasoning, does that mean write a paragraph in words to explain your answer or what? Well, it depends on the interpretation. Critiquing answers, does that mean finding why another student got an answer wrong, or... Some curricula writers might emphasize Explain your Reasoning over actually having them reason accurately even if they can't put it in words. Some kids who are very good at math do not yet have the verbal abilities, nor necessarily the words if their reasoning does not follow the accepted or taught methods. So explain your reasoning to them ends up meaning they have to solve it the way the teacher told them, because the teacher gave them a model writing sample for explaining....
  3. Grade Two Math California

    The books we label Common Core simply have added topics when needed, e.g. line plots of measurements to nearest fraction of an inch. All three editions are similar in basic content. And all three do not strictly follow Common Core requirements at grade level, fore example, there is multiplication in grade 2, which is not Common Core, (which is why Primary Mathis not on California's list of approved textbooks. This is based on Singapore's original Primary Mathematics, not on US math. I suppose whether it would be confusing for your child, which would be the case for any of our editions, is whether you plan to teach the content, or just hand him books and assume he knows how to do all the math from what he has learned or not learned in school. None of the editions will align exactly. Please see http://www.singaporemath.com/FAQ_Primary_Math_s/15.htm and http://www.singaporemath.com/v/PMSS_comparison.pdf I do recommend actually teaching/interacting/doing lessons with him, and I think that unless you are concerned about every topic being covered (those not covered in the other two editions are not essential to an understanding of math), the Standards edition has the best Home Instructor's Guide. The Standards edition follows what used to be California's standards (same caveat, it includes them all, but is still a bit advanced), but since California adopted Common Core, it no longer does.
  4. Grade Two Math California

    We're parents looking to give supplemental math help to our Grade 2 child using the Singapore Math method. 1) Should we use the Common Core books or the Standard US books? (Our child is learning common core at school of course). 2) I hear the common core is really bad and makes things needlessly complex. 2a) How does the Singapore Math common core books compare to the Singapore Math Standard US books? What's the difference practically speaking? 2b) Being that he's doing CC at school and if the standard US version of Singapore Math is easier to understand and use, would it make sense to use the US Standard version at home? OR would that be confusing for our child? 2c) It's possible our child has some form of dyslexia. My very limited understanding is that Common Core math will not help getting core math concepts across to people who have dyslexia (who have phonological processing issues and do better with a visual style of learning), whereas regular Singapore Math seems like, with it's visual aspect, it could really help in this instance. Would love to hear peoples thoughts! Thank you.
  5. Grade Two Math California

    We're parents looking to give supplemental math help to our Grade 2 child using the Singapore Math method. 1) Should we use the Common Core books or the Standard US books? (Our child is learning common core at school of course). 2) I hear the common core is really bad, and makes things needlessly complex. 2a) How does the Singapore Math common core books compare to the Singapore Math Standard US books? What's the difference practically speaking? 2b) Being that he's doing CC at school and if the standard US version of Singapore Math is easier to understand and use, would it make sense to use the US Standard version at home? OR would that be confusing for our child? 2c
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  7. p. 47 #8: Draw the bars. Draw a bar for A. Draw a bar for B that is a bit shorter than A and mark the difference as 12. Draw a bar for C that is also a bit shorter and mark the difference as 8. Mark the total as 130 L. Now, make all 3 bars the same length. Since you are finding A, best to make them the length of A. To do so, you have to add 12 to B and 8 to C. That adds 12 and 8 to the total, so add 12 and 8 to to 130 L, which gives you 150 L. There are now 3 equal units, all equal to A, so divide by 3 to get the amount in A. p. 48 #10: Draw a part-whole bar showing Monica + Susan. Its total is 186. It has a monica unit and a susan unit. Then draw a bar showing Monica and Ruth under it. This has a monica unit same as the one above it, and then 4 susan units, since Ruth has 4 times as much as Susan. Its total is 372. Now you should be able to see that the difference between the two bars is 3 of those susan units. So find the difference between 372 and 186 and that is 3 susan units. Divide by 3 and you have 1 susan unit. p. 45 # 4. Draw a bar showing 5 units for spoons, and another under it showing 1 unit of same size for forks. That represents 5 times as many spoons as forks. Above that, draw a bar shorter than the 5 spoon units, and mark the difference as 20, since it lost 20 fewer knives than spoons, although it is not really necessary. The problem says 720 spoons and forks. There are 6 equal units for spoons and forks. So divide by 6 to get 1 unit, then multiply by 5 to get the 5 units of spoon, then subtract 20 to get how many knives were lost. p. 50 #8: Not a good problem yet, should have been after fractions. However, draw a bar for Cindy with 2 units, and one for Billy with 3 units. This shows Cindy as having 2/3 as much as Billy. There are 5 equal units in all. The total is 360. So divide by 5 to get the value of 1 unit. Multiply by 2 to get how much is for Cindy. That is how much money Cindy has. Divide that by 12 to get how many days.
  8. 5A test help needed showing steps to solve the following problems: Page 47, #8 Page 48, #10 Page 49, #4, #5 Page 50, #8 Thank you for your help! Jeanette
  9. Thank you Jenny. Yes we drew the bars and I knew that it is 3x more, but couldn't get my daughter to understand my words. Will try again with your words.
  10. If the camera is 4 units, and the radio is 1 unit, the camera is 3 units more than the radio. So 1 unit is $120/3, not $120/4. Did you actually draw the bars? It helps.
  11. Larry spent 1/2 of his money on a camera and another 1/8 on a radio. The camera cost $120 more than the radio. How much money did he have at first? So, 1/2 + 1/8 is 4/8 +1/8 = 5/8 So, 8 equal parts / 4 parts for the camera / 1 part for the radio The camera is $120 more than the radio. We took $120/4 to get $30 for each part (but apparently it's $40 ?) Help!! The answer key says the answer is $320 (That would mean each part is $40 - how?) Can someone please explain how 4 parts of the camera worth $120 more than the radio = $40 per part. Thank You!
  12. Extra practice Grade 6 US Edition

    You could reword the problem to make it the situation clearer. There are people at a track meet and they have to decide whether to participate in ....
  13. Extra practice Grade 6 US Edition

    THANKS! Yes, I know not to teach it algebraically! It just does not seem like a good problem for 6th graders -- at least ,as you say, the wording is confusing and it's not clear at all that the total number does not change. If the total does change , then the answers would be 6/30 and then 8/32, which makes sense and could be modeled using a bar model. But as you say, if the total number does not change between the two ratios, I see how the model works -- I just don't see how this is a very good problem. My instinct is to give them the problem and to let them try to come up with the answer, as using different strategies could lead to success and might be more intuitive for some of the kids. And I do think they could get it after mucking around a bit. Thanks for responding!
  14. Extra practice Grade 6 US Edition

    You are not really supposed to write algebraic equations to solve yet. And this problem is tricky in its wording, as the total does not change. The 2 go from not participating to participating. So, draw the bar model showing 1 : 4 |______| |______|______|______|______| What happens is that 2 people leave the bottom bar (non participating) and join the top |______|2| |______|______|______|_____|X| And since that goes to a ratio of 1: 3, the after situation is: |________| |________|________|________| The total stays the same. Therefore 5 total units before becomes 4 total slightly longer units after. you want all units the same. Essentially, you want equivalent ratios where total is the same. Find lowest common multiple of 5 and 4, which is 20. So ratio before: 1 : 4 -> 4 : 16 and after 1 : 3 -> 5 : 16 And all the units are the same size, because there are 20 of them in both before and after, and the total does not change. Notice that now the top bar for the after situation is 1 unit more than the top bar for the before situation. And that is the number of people who switched. 1 unit = 2 20 units = 40 Which is the number of people at the track meet.
  15. Extra practice Grade 6 US Edition

    Actually, I found MY error! The answer is 30. or actually 32 total after you add the 2. Equation should be: 1/5x = y and 1/4(x+2) = y + 2 Substitute and solve for x, you get 30. Then add the 2 and total participants is 32. First fraction is 6/30 (1/5) and second fraction is 8/32 (1/4). I would love help modeling this problem using the SIngapore method, however...
  16. Extra practice Grade 6 US Edition

    This problem above is incorrect. The answer is 40. Yes, 1/5X = Y Once two more participants are added to the high jumpers, the ratio is 1:3 or as a fraction, 1/4. Therein lies the error above. If you solve for X as above but using the correct fraction, you get 40 participants. 1/4X = 1/5X + 2 1/20X = 2 X = 40
  17. Well, I don't think you did anything wrong. There is obviously something wrong with the diagram. Not possible. Can't drill a hole with diameter 8 cm in something only 5 cm wide. Nor 3 of them with length only 20 cm. Perhaps they meant the diameter is 4 cm. Except I still don't get the answer they got.
  18. Isn't 20 x 5 x 15 div 2 = 750, not 225?
  19. Draw bar models. 3 units for Sasha, 4 for Tess, then 4 and a bit more marked 30 cm for Wendy. If you subtract 30 from the total, i.e. from Wendy's height, you have 3 + 4 + 4 = 11 units. So 11 units = 470 - 30 = 440 Find the value of 1 unit, after which you can find Tess's and Wendy's height and then find the ratio.
  20. Hi Jenny, We got the answer to 5b, so our difficulty with 5a surprised us. We calculated the volume of the triangular prism as 10 (base) x 15 (height of triangle) x 20 (height of prism) divided by 2 = 1500 cubic cm. The solid rectangular prism we found as 5 x 10 x 20 = 1000 cubic cm. The circular holes was pi x 4 squared x 10 (height of each hole) = 502.9 x 3 holes = 1508.7 Obviously, we can't subtract the figure we got for the circular holes from the solid rectangular prism. What have we done wrong?
  21. Hi Jenny, My son and I had no problem identifying the answer for 4a as "Shape B", but the answer given for 4b indicates that our calculations for shapes A or B or both were incorrect. For shape A, we calculated the volume as 20 (base) x 5 (height of the triangular base) x 15 (height of the prism) and divide by 2 = 225 cubic in. For shape B, we calculated the volume as pi x 10.5 squared x 15 (height of the prism) = 5192.8 cubic in. 4b asks us to find the difference of the volume of these two shapes, which we found as 4967.8; the book's answer is 4447.5 cubic in. What have we done wrong?
  22. The total Height of three Friends Tess, Wendy and Sasha is 470 cm. The ratio of the height of Sasha to the Height of Tess is 3:4. Wendy is 30 cm taller than Tess. Find the ratio of Tess height to Wendy Height. Please explain how to solve this problem. Thanks.
  23. 6A workbook page 87 C

    Draw the bar models. Show 3 units for red and 2 units for blue. There is a total of 5 units. That 5 units is 3 L, or 3,000 ml So 1 unit = 3,000 รท 5 Once you find 1 unit, you can find 3 units and 2 units. Let me know if you need more detail.
  24. Hi Jenny, my daughter is working on a problem and needs support... PM Std Ed 6A pg 87 #3C. Curtis needs 3liters of purple paint. Find the amount of red and blue paint her needs. The ration of red and blue are 3:2 The answers are 1800 and 1200. Would you please explain it for me so that I may walk my daughter through it correctly. Thanks! BMG
  25. Unfortunately, this is apparently an issue with having moved content around. In the solution, they are using the Pythagorean Theorem to find the length of the sides of the triangle. But the Pythagorean Theorem is not covered until 8B. So best to ignore their solution and use a ruler to measure instead.
  26. 6B Textbook page 27, number 5

    Indeed, thank you. I see that all one need do to calculate perimeter is to identify the length of curve.
  27. We feel like we have an understanding of enlargements about the center, and we understand the formula using the ratio of the sides of the figure and the enlargement to find the scale. But if you look at the teacher's guide for the solution to 5a, the figure doesn't sit exactly horizontal or vertical and the solution uses the square root of 12 + 22 over the square root of 22 + 42. We can't figure out where these numbers come from. Same with problem #8. We would appreciate any help you can give. Thank you.
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