Posted on 09/15/2010 8:41:36 PM PDT by Fundamentally Fair
4/6 = 2/3 of a meter
5/8 is smaller than 2/3 now if it was 6/8 then it would be the same since 6/8 is equal to 2/3.
So 4/6 is longer than 5/8
I know it’s a math problem but I couldn’t help noticing that the word ‘further’ was used. Fail. Further denotes a degree, farther is used when refering to a distance.
Oh, and I see that all scaled are equal but some scales are more equal than others in CA.
True, but the question should test the child’s understanding of fractions, not whether he can be tricked with a confusing and illogical illustration. This is horribly unfair, stupid question.
I understand the point that was being attempted, but the problem is with the illustration. The two lines should be equal lengths with one being divided into 8 parts, the other into 6.
But 8/8 is not equal to 6/6 in the illustration.
Can someone explain to me why, according this graph, one meter equals 7/8 of a meter
The way I was taught in 5th grade was to use a common denominator.
So 5/8 =15/24 and 4/6 = 16/24.
Therefore 4/6 is 1/24 more than 5/8.
So as along as the lines are a couple miles apart, the graph makes sense?
Yes, I remember this guy very very well — the really stupid Democrat who, for every ballot in Florida during the recount that he picked up, had only one word to say — “Gore”.
You can see in the photo: there is no hole no mark no indentation yet this is probably also vote for Gore.
I read several books about the Florida recount — what a travesty. But they sure helped me see how Democrats think “meanwhile, tens of thousands of ballots were sitting in boxes all over Florida, uncounted, and the voices of all these African — Americans could not be heard”. I paraphrased a little bit but this is from that horrible Toobin book about the Florida recount.
By the way, the math problem is laughably incorrect. How could anybody be so stupid as to create two lines, both representing 1 m in length, but show them to be of different sizes?
It seems they want the children to count from the number one to the number of five, or from the number one to the number four and then compare the unequal results and “get the answer”.
Laughable.
Truly laughable.
Brain-damaged. Why are the number lines different in length, if they are both supposed to represent one meter?
It seems to me the purpose of this exercise is to show that number lines with different scales are not a good technique for determining the relative size of fractions.
Have they been taught how to determine the lowest common denominator and then convert the fractions to that denominator?
The problem has one instruction and one question:
1> instruction: mark the graphs
2> answer who jumped farther.
The graph can be made sense of in 3-D by construction. You can find the answer while only knowing how to count up to eight.
It is California, there are very clever.
I’ll take your word for it. I could of used you sitting next to me in 5th grade. But if you were to answer in that way instead of how the work book directs, you get a big fat “Wrong” from the teacher.
post #15...i am dying of laughter over here! medic!!!
I’d like to know what books they’re using, too.
The last I’d read, CA approved Singapore Math to be used as a math curriculum. It’s supposed to be a superior curriculum. We’ve never tried it, but I’ll be very surprised if this is a problem from one of those books.
“then it would be the same since 6/8 is equal to 2/3.”
I hope you are joking. 6/8 = 3/4 not 2/3
Too much wine, yes I meant to say 3/4... ooppps
It’s obvious Maisie jumped further as girls suffer from low self esteem and therefore had her meter adjusted to fit her own group. Also several cm. were added to her jump to normalize her score and reflect her struggle with oppression in a male dominated society.
The school should be sued for gender discrimination and possibly civil rights violations but she and her lawyer are willing to settle out of court.
This is Cal. you know.
The first thing that I saw wrong with this technique is that using a number line to figure out which fraction is greater requires the fifth grader to draw a perfectly spaced and scaled set of lines on which to do the comparison.
They demonstrate that weakness with this problem by not making 1 meter equal 1 meter.
Finally, they use "further" rather than the correct "farther."
Yes, the drawing is confusing. .6667 > .625, but according to the drawing, the line segement representing 5/8 of the top line is longer than the line segment representing 4/6 of the bottom line.
Either the drawing was meant to decieve, or the person that wrote the math book is an idiot. Or possibly, both.
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