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  3. New Singapore Math Series

    It is similar to Primary Mathematics, prior to the Common Core edition, but better..., at least for grades 1-5. It will be true to Primary Math more than to Common Core topics, though. There are periodic practices, reviews every half-semester, some challengers in the workbook. You will have to keep an eye on the web site for when samples are up. The one problem is that the Home Instructor's Guide won't be ready this year, though textbooks, workbooks, teacher guides for grade K-1 likely will be by April. The Teacher's Guide will be usable, though, by homeschoolers. There will be a Home Instructor's Guide for grades 1-5, but later.
  4. Hello, I was looking to buy standard ed for grade 1 and than I noticed the announcement that there is new series coming this spring. Can you provide more information? I have waited all this time and didnt want to rush now after looking at this banner. Should I wait for new series? Any info on how different would this be? Thanks,
  5. Primary math 6 vs. Dimensions Math 6

    Dimensions Math 7 is mostly pre-algebra. It might be sufficient for a science course, depending on the course. It does not cover factorization of polynomials. It would not be considered a complete high school algebra text, I don't think.
  6. Primary math 6 vs. Dimensions Math 6

    Thank you Jenny! Though I can see the table of contents, I just don't remember what is considered pre-algebra and what is algebra. I want my daughter to begin algebra in two years (so she can qualify for a certain science class). Does Dimensions Math 7 cover mostly pre-algebra or algebra?
  7. Workbook Help

    Please email school@singaporemath.com
  8. Workbook Help

    My school is currently using the Primary Mathematics US Edition. The frustration is from the workbooks. The pages are not perforated therefore very difficult to tear out and grade. Our school likes to send papers home with the students in effort to keep parents informed on the child's progress. It also is very difficult to collect 20+ books to grade. Does anyone know if there is a plan in the near future to print the books with perforated options? This seems small but it is a huge problem for our school. Alice
  9. Intensive Practice 5A word problem

    It is not necessary to solve all problems with bar models. By grade 5 they should be able to think logically. One issue with this problem is that two quantities are involved, price of ticket and number of people. Sometimes, a problem cannot be easily squeezed into one bar model either. You could use two bar models. But another problem with bar models sometimes is adequately showing division by grouping where you do not know the number of units. Bar models are helpful especially initially with complex word problems, to help students think logically, but are not universally applicable. That is one problem that arises from the use of bar models, the idea that all and every problem can be easily represented with them. It can be useful to start trying to draw bar models, and maybe that will lead to the idea that the child tickets and adult tickets can be be added together for 1 unit of child/adult ticket. Then, you could show that there were an as yet unknown number of child/adult tickets, a combined unit, and then 30 more of the adult tickets. Except that you would not want to bother drawing 30 units. Or, you could show one bar for children tickets, one for adult tickets that is longer, and associated the calculations below with each part. 30 more adult tickets were sold, so 30 x $54 = $1620 was made for the extra adult tickets. $9000 - $1620 = $7380 is what was made from equal amounts of child and adult tickets. A child and an adult ticket together is $54 + $36 = $90 $7380 / $90 = 82 82 children attended 82 + 30 = 112 adults attended.
  10. The price of tickets for a musical is as follows: Adult $54 Child. $36 30 more adult tickets than child tickets were sold at the end of a certain day. If a total of $9000 was collected for that day, how many adults and children attended the musical? I would love it if someone could help me solve this problem, in particular I'd love to see how to show using bar diagrams. Greatly appreciated!!
  11. Place value tiles

    I have never had an issue with any differences in color. I just marked round counters. They do not use them for numbers larger than 9999, if your child does not understand place value by then there is a problem. But, they do have a picture of cards instead of discs in 5A and ten thousands is darker blue and hundred thousands yellow (arbitrary colors).
  12. Place value tiles

    We are planning to make our own place value tiles for each student. The colors in the book are different from the colors you can buy. We are thinking that it makes sense to match the colors used in the textbook, which are blue-ones, pink-tens, green-hundreds. What are the colors in the textbook for 10,000 and 100,000. Do others make their own and match to the colors the textbook uses?
  13. Test 5A Unit 4 Test 5B

    Draw a bar, divide it into 5 units, indicate that the last 2 units are red. Add a part to the bar on the right, label it as 12. No, the last 2 units plus the 12 is equal to 2/3 of all her hairpins. Therefore, the first 3 units is equal to 1/3 of all her hairpins. Since 3 units have to equal 1/3, then 6 units have to equal 2/3, but you have 2 units and 12. Therefore, the 12 must be 4 units of the same size as you started with. Each unit is therefore 12 div 4 = 3. She started out with 5 units. 5 x 3 = 15
  14. Primary math 6 vs. Dimensions Math 6

    Yes, your child can go from Standards Edition 5 to Dimensions Math 6. You can see a table of contents for each book at our web site by clicking on the book's title or image and then clicking on Contents_Sample. Dimensions Math 6 includes the topics in Common Core Standards for grade 6. So it does have some topics considered pre-algebra. It is formatted differently in that lesson exercises (every 1-3 day's worth of lessons) is in the textbook, so the workbook, when there is one, is supplemental, that is, simply more problems. A teacher's guide will be simply something that will help divide the longer lessons into what can be done in a day, reiterate what is in the textbook, give some additional solutions (there are answers at the back) and some additional activities for starting a lesson, and notes on the material in the textbook, i.e. things teachers should watch out for. It should be out in time for next school year.
  15. Primary math 6 vs. Dimensions Math 6

    I had more questions on this topic. What is the difference between Primary Math 6 and Dimensions 6? Can my child go from Standards Edition 5 to Dimensions 6? What exactly is Dimensions 6? Is it pre-algebra? When are the instruction manual and workbook going to come out for Dimensions 6?
  16. Test 5A Unit 4 Test 5B

    Problem 10 states "2/5 of Cindy's hairpins are red. She bought another 12 red hairpins. The red hairpins now made up 2/3 of all her hairpins. How many hairpins did she have at first?" We can figure out the answer is correct by working backwards, but we can't figure out how to solve this problem. Can anyone help us out? Thank you in advance!
  17. Textbook 6B, Review 5, page 42, #6a

    You have four lengths tat are r, that is 4r part. Then you have the two quarter circles. Together they would be same as a half circle. Circumference if a half circle is 2 pi x r x 1/2, or pi x r. Or, you can calculate it as 2 x circ. of quarter circles, but it simplifies to the same.
  18. Textbook 6B, Review 5, page 41, #3

    2 x pi x 10 x 3/4 + 20 = 67.1 is what I get.
  19. Textbook 6B, Practice A, page 40,# 6

    For the area of the semi-circle, you forgot to multiply by 1/2. See if that gives you the answer.
  20. Textbook 6B, Review 5, page 41, #2

    The distance from the vertical line to the edge of the semi-circle is the radius of the semi-circle, which is half its diameter, and therefore half of the diameter of the quarter circle. So the 21 cm is half again the radius of the quarter circle. You would have to divide the 21 cm by 3 and multiply by 2 (the radius of the quarter circle is 2/3 of 21), so 14, and that is the diameter of the halfcircle. The radius of the half circle is 7, if that is what you are saying. So to find the area of the quarter circle, you would calculate 22/7 x 14^2 x 1/4. Not sure why you are multiplying by 49.
  21. The question is asking for the height of the syrup level. So you would divide the volume of the syrup by the area of the base.
  22. The answer for 6a is 4r + (pi x r). I don't understand how pi is used here. Two curves surround two sides of the square, but I don't understand how this fact is identified as "pi x r".
  23. Just a quick one here: the Answer Key I have gives only the area, but not the perimeter, and the book asks for both. We calculated the perimeter as 82.82 cm. Is that correct?
  24. For this one, I'm confused about how to explain it. 7 is the radius I'm pretty sure, but the tricky part is that the quarter circle is larger than the semi-circle. Therefore, multiplying 22/7 by 49 and by 1/2 produces 77. Multiplying 22/7 by 49 and by 1/4 produces 38.5, so it would seem the ratio of A:B is 2:1. I know the opposite is true, but I'm stuck on how to explain this. Could you please assist?
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