Help! Third grade math question!

[hrh_disney_queen]

Too funny Come to think of it, I can make up a reason for every multiple choice answer given. So I usually go with "all of the above".

Essays were my favorite, I could pretty much BS my way through most topics..The more I wrote, the better!

 

[NCDisneyMom]

I asked my 3rd grader, and he said the answer is "150", but he doesn't know what the abbreviations stand for. And I am as clueless as he is. Sorry!

 

[tchrrx]

I'm a 3rd grade teacher, but those abbreviations mean nothing to me. Sorry! I did, however, post your question on my 3rd grade teacher chatboard. I'll let you know if I get an answer.

 

[Papa Deuce]

"Everyday math".... IMO, the suckiest of all sucky ways to "not" teach math, but a way to come up with a correct answer even if it makes zero sense...

http://www.youtube.com/watch?v=Tr1qee-bTZI

The people who created this nonsense ought to be ashamed of themselves... Actually, I have MUCH stronger words, but can't use them on the DIS...

Seriously, this is worth a watch.. ALL 15 minutes of it..... but if nothing else watch from 4:50 - 6:00! Yikes!

 

[golfgal]

Is this a pre-printed math sheet or something out of a book. Look online for the publisher and see if they have a reference section there. That is what I did. I think the posters with the answers like "number sentence" are on the right track. Ask your child if they learned different ways to solve problems and if so what were they called. That might answer your question.

 

[tchrrx]

Here's what some other 3rd grade teachers suggested:

Maybe it's

T -think about the question?
I nformation - what information do you need?
NS - Number sentence?
Solution - or does it make sense?

We used to do something like this with Daily Math....I think the acronym was T. I. P. S. (Think about the problem, Information, Plan, Solve)

Another said: T - Thought
I - investigation
NS - number sentence
S - Solution

 

[DarthKTrava]

When the question is asked "how many did they bake together" is that physically together? or just a total of the two. (66+84=150)

My first thought when I read it was "how the heck do I know how many they baked "together", it doesn't even say that they were in the same house".

I've ALWAYS had a problem with reading too much into word problems.

I hate word problems.

And are you able to spy on both women to know who baked what and when and whether or not one aided the other during the preparation/baking process....

 

[madmom1030]

You are the only one who doesn't get third grade math. I was helping mine study for a test tomorrow over the weekend and I had no idea what the question was and what they wanted for an answer. My dd8 told the teacher that her mom didn't understand her math problems and tonight she came home with new review sheet that I did understand. Parent teacher conference on Thursday night should be interesting, when I ask how are they suppose to understand in when mom and dad can't.

 

[figment52]

T = thumbprint cookies
I = iced cookies
NS = no sprinkles
S= sprinkles

I wonder why my teachers always hated me? Please let us know when you find out what the real answer is.

Ginny

 

[Pixie Dust for Me!]

When the question is asked "how many did they bake together" is that physically together? or just a total of the two. (66+84=150)

My first thought when I read it was "how the heck do I know how many they baked "together", it doesn't even say that they were in the same house".

I've ALWAYS had a problem with reading too much into word problems.

Oh I am so with you!

 

[Handbag Lady]

I don't get it.

What good is it to learn how to "guess" and "estimate" the answer when you have two solid figures you can just add together?

Guessing and estimating should be used when you are not starting with two known numbers.

As in, guess how many people can fill a stadium. Estimate how much time it takes to solve one word problem.

 

[NCDisneyMom]

I don't get it.

What good is it to learn how to "guess" and "estimate" the answer when you have two solid figures you can just add together?

Guessing and estimating should be used when you are not starting with two known numbers.

As in, guess how many people can fill a stadium. Estimate how much time it takes to solve one word problem.

Or, estimate how many DISboard members it takes to solve a 3rd grade math problem!

 

[I_Know_You2!]

I don't get it.

What good is it to learn how to "guess" and "estimate" the answer when you have two solid figures you can just add together?

Guessing and estimating should be used when you are not starting with two known numbers.

As in, guess how many people can fill a stadium. Estimate how much time it takes to solve one word problem.

Getting an estimate allows a kid to know quickly if they are really off base. If they add 27 + 36 and come up 53, they will know they need to redo if they look at the estimate which is 70. It is just another tool.

 

[mickeyboat]

Speaking of Third Grade Math - our school is starting a new math curriculum this year - Bridges. Anyone ever heard of it?

Denae

 

[agnes!]

Getting an estimate allows a kid to know quickly if they are really off base. If they add 27 + 36 and come up 53, they will know they need to redo if they look at the estimate which is 70. It is just another tool.

This is just my opinion, but I hate the fact that math curriculums TEACH these various methods of estimating. My DD could always add everything up and get the actual answer quickly. I understand teaching rounding-up or down, she understood rounding, my DH (a CPA) understands rounding...but it was all the other estimation methods that drove her crazy. Frankly, I always though the kids in her class were never sure which answer the curriculum was looking for.

ugh.

I second golfgal's brilliant idea of finding the textbook publisher's website and looking for the reference section. That's a technique we've used to find online chapter quizzes and tests - they're a great tool for student review. Also look for the publisher's homeschool section.

agnes!

 

[tazdev3225]

OP no help here. Third grade math did my DD in. She was adding at 2 y/o but then came that dreaded year. She failed a math test even though all of her answers looked right to me. 6 X 2 = 12 and 4 X 3 = 12 was wrong. It was supposed to be 2 X 6 and 3 x 4 = 12. Same thing in my book but not in new math. X no longer meant times. I was in college getting "A's" in advanced linear math and flunked the third grade test. DD still has trouble with math and loves her calculator. I like the old methods of teaching the basics fundamentals.

 

[I_Know_You2!]

This is just my opinion, but I hate the fact that math curriculums TEACH these various methods of estimating. My DD could always add everything up and get the actual answer quickly. I understand teaching rounding-up or down, she understood rounding, my DH (a CPA) understands rounding...but it was all the other estimation methods that drove her crazy. Frankly, I always though the kids in her class were never sure which answer the curriculum was looking for.

ugh.

I'm not partial to estimating, myself, but I always figure that what doesn't work for me and mine, might work for someone else's.

 

[MM27]

This is why I like DD's 3rd grade teacher, the class uses Everyday Math and they send an answer sheet home at the beginning of each unit!

I teach with the Everyday Math Program, but I'm one of those mean teachers that rip out the answer sheets before I send the homework books home. I've had 4th graders discover that they don't actually have to do homework because the answers are right in the book.

 

[mamacatnv]

Has the original problem been solved yet? Not sure if I missed the solution......

 

[polineedyan]

My closest to third grade is 7th..so maybe no help..but Im thinking..

T=technique (in this case, addition)
I= Integers (the numbers) or even Inference, for those who think there has to be a guess or estimate involved.
NS= majority is saying number sentence (I + I =)
S= Solution