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Jenny last won the day on September 8 2017

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About Jenny

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  1. Whats next after US ed 6B?

    Yes, she can do Dimensions 7A after US edition 6B. I think she should not skip US edition 6A and 6B, it it is good. A lot of review, but wonderful problems as well, and depth added for some topics. I am not as fond of Standards edition 6, as it was a total rewrite, US math being so different at that grade level. Standards edition has some things moved down from 6 to meet some requirements in California (the topics should actually have been made easier, or more introductory, but the were not). And, area and ciricumference of a circle was added to 7. Which means no topics lost, if you wanted to do that. That is not the case with US edition, and anyway that level has a lot of good depth and good problems and covers some topics very well. New Elementary Math is quite challenging, and the Teacher's Manual is out of print, but if you can find it used, and want the challenge, your child will get a very deep understanding of math, or get frustrated with not being able to solve half of the problems, depending on your child's math abilities. And maybe yours in helping.
  2. TEKS

    With whom? Yes, it is just an informal document. Not carefully reviewed, but a start.
  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. 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.
  5. Workbook Help

    Please email school@singaporemath.com
  6. 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.
  7. 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).
  8. 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
  9. 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.
  10. 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.
  11. Textbook 6B, Review 5, page 41, #3

    2 x pi x 10 x 3/4 + 20 = 67.1 is what I get.
  12. 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.
  13. 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.
  14. 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.
  15. The differences may be whether you and whether the person doing the answers used the calculator value for pi, which is out more than 4 places, 22/7, which is an approximation, or a value for pi rounded to a few decimal places. I am not going to take the time to calculate it all three ways to determine which you did and which the solution writers did.