Jenny
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It is similar to Primary Mathematics, prior to the Common Core edition, but better..., at least for grades 15. It will be true to Primary Math more than to Common Core topics, though. There are periodic practices, reviews every halfsemester, 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 K1 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 15, but later.

Dimensions Math 7 is mostly prealgebra. 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.

Please email school@singaporemath.com

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.

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).

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

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 prealgebra. It is formatted differently in that lesson exercises (every 13 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.

Textbook 6B, Review 5, page 42, #6a
Jenny replied to Philip Calvert's topic in Grade 6  Standards Edition
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. 
Textbook 6B, Review 5, page 41, #3
Jenny replied to Philip Calvert's topic in Grade 6  Standards Edition
2 x pi x 10 x 3/4 + 20 = 67.1 is what I get. 
Textbook 6B, Practice A, page 40,# 6
Jenny replied to Philip Calvert's topic in Grade 6  Standards Edition
For the area of the semicircle, you forgot to multiply by 1/2. See if that gives you the answer. 
Textbook 6B, Review 5, page 41, #2
Jenny replied to Philip Calvert's topic in Grade 6  Standards Edition
The distance from the vertical line to the edge of the semicircle is the radius of the semicircle, 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. 
volume of prisms and cylinders Textbook 6B, Practice A, page 40,# 7b
Jenny replied to Philip Calvert's topic in Grade 6  Standards Edition
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. 
Textbook 6B, Practice A, page 39, 4a and b
Jenny replied to Philip Calvert's topic in Grade 6  Standards Edition
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. 
How do I find the height of a triangle with just the sides
Jenny replied to AmandaDiane21's topic in Standards Edition
The area of a triangle is 1/2 x base x height. The area of the parallelogram is base x height. These are both in the textbook. You are using the textbook, are you not? If not, you need to be. On p. 120 of the workbook, for (b), that is a parallelogram with base 10 and height 7. It is just like the one in the TB on p. 125 but different bases and heights is all. For (d), There is a parallelogram with base 4 and height 2, one (actually a rectangle, which is denoted by the little squares showing right angles (with base 4.5 and height 2), a triangle with base 4 and height 1, and another triangle with base 2 and height 4 (the height here is the base of the parallelogram it is next to. 
Do you mean 3 and 3/8, the mixed fraction? It can't be that, there are only 6 eighths. So, there are 3 eighths with the 1/8 x 3, and then three more, so 6 in all, so the missing number is 6. If I am looking at the same problem you are. The answer (missing number) is not 4.

Please...Help me choose! I'm lost. How to start?
Jenny replied to Kris's topic in New to Singapore Math
There are sample pages available, see http://www.singaporemath.com/Singapore_Math_samples_s/257.htm But there is not a lot of differences, they will look quite similar. I prefer the Standards edition because it adds back in a little bit from the second edition of Primary Math (the US edition is based on the third edition) that was cut way back when. A review of equivalent fractions in grade 4 for example. Fraction multiplication as not just fraction of a set, but also repeated addition (both are multiplication but the ideas behind them are different as to what constitutes the groups and what the number of groups). Some problems added back to the reviews. Also, the Home Instructor's Guide is more thorough. And I like it better than the Common Core edition because I like the periodic practices, which are not in the Common Core edition, and I like the cumulative reviews, the reviews in the Common Core edition just cover the chapter. And I don't like some of the Common Core things, like an area model for division, and line plots of measurements to the nearest fraction of an inch. But those things are minor, even if you do decide on the Common Core edition. I don't think any of them are more or less challenging. Standards edition has some topics US does not, Common Core has some others US edition does not, but the basic content is similar in all. It is not like students using the US edition were any less prepared than those that might be currently using the Common Core edition, for some reason, as it was the edition that started the rise in fame, after all. 
Please...Help me choose! I'm lost. How to start?
Jenny replied to Kris's topic in New to Singapore Math
It depends on what your needs are. Do you want to be sure all common core topics are at least covered, at the expense of cumulative reviews and no Home Instructor's Guide? Do you want the one with the best Home Instructor's Guide. Do you want the one with the fewest topics, as that is one of the hallmarks of Singapore Math. Do you mind that the textbook is not in color at grade 3 and up. At the base, all three editions are the same. All three will prepare for advanced math. See http://www.singaporemath.com/FAQ_Primary_Math_s/15.htm For which level, see https://www.singaporemath.com/Homeschool_Planning_Chart_s/229.htm My own preference is for Standards edition through grade 5 only. If you change your mind, say after grade 2, you can get grade 3 in another edition. So it is not a committed all the way choice. There are supplemental titles that do offer more challenge. 
We will announce if we are discontinuing it, and give plenty of time to buy workbooks. Whether any math book continues in publication depends on whether it continues to be purchased in adequate numbers.

Standards 5A, Workbook, Exercise 10, Problem 2E
Jenny replied to Danica's topic in Grade 5  Standards Edition
You are correct, that is an error in the guide. Thanks for letting me know. 
5A Unit 3, Chapter 5, Test A question
Jenny replied to Danica's topic in Grade 5  Standards Edition
The number line shows 3. So the total is 3, not 7. Then the bar below it shows 3/4 shaded. So 3/4 of what is 3 wholes. 3/4 of 4 is 3. 4 x 3/4 is 3. 
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....

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.

Need Help Showing Steps to 5A Test Questions
Jenny replied to Jeanette's topic in Grade 5  Standards Edition
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 partwhole 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. 
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 ....