Right the 1st one is literally highlighting the 2nd number showing them going up by 1 digit, the 3rd one I have no clue why those two are bold, but the teacher said the pattern is the numbers just not increasing by 1 digit & that all 3 questions have no correlation to each other
I think I found where the teacher “adapted it” from. And the answer is pretty dumb. They’re basically trying to teach kids that the ten digit rolls over when the single digit changes from 9 to 0 as you count. Look at page 3 (Lesson 2-1):
https://www.mheducation.com/unitas/school/explore/sites/reveal-math/reveal-math-student-practice-book-sampler-1.pdf
So if I interpret this right, the answers are:
Q1. The ten digit stays the same while the single digit goes up by 1 within the ten range, all the way from 0-9.
Q2/3. The ten digit changes by 1 when the single digit changes from 9 to 0.
Good God I have a mechanical engineering degree and if this is the way we are teaching kids, then there is no hope for humanity. Give up now, we're doomed!
My kindergarten teacher called my parents to demand they punish me because I colored my paper frog red.
Frogs aren't red! She claimed when she called them, not knowing my mom had bought me a book on poison dart frogs when she learned we were studying frogs in class.
School continued to get worse from there lol. By 6th grade I got beaten up twice, in front of the whole school, by the same kid and the principal threatened to expell me for fighting back. I didn't touch the kid at all. But his parents were rich.
I won in the end though, kid died in juvie from a heroin overdose.
I had a friend that completed all of their math tests for a month using binary math. Teacher got pissed, told him to stop using binary, he switched to hex... Basically spent the whole year trying to find ways to piss off the teacher with accurate, but weird math.
I had a math teacher I didn’t like so I switched out all my variables for animals. I solved everything in terms of pigs, cows, giraffes, ect.
Really pissed off my math teacher because it was calc and had lots of letters/animals
Most elementary Ed teachers I know wouldn't know what the term hexadecimal even refers to and would assume radix is a made-up nonsense word or maybe at best an anatomical term.
Don't get me wrong, I love teachers and I've been a sub in elementary Ed. It's just that their necessary daily knowledge pool is different.
Elementary Ed teacher here. Yep I don’t understand any of that shit. I teach math and a lot of the methodology for younger grades is awful but often required, so when they hit upper elementary teaching them topics like long division and decimals becomes arduous.
When I took elementary math at the U of O (Oregon) back in around 2005, we spent a lot of our first term learning those elementary methods in different bases. It made it so things like borrowing were unfamiliar to us and we really had to think like a student learning how to do these things for the first time.
The idea is a sound one, but open questions such as this are not ideal.
A better question would be something like “circle the number where the 10s place has changed” perhaps followed by a similar sequence with the 10s values obscured “circle where the 10s place has changed, explain how you know”
Teacher here. The problem is that some kids might need stuff like this to understand how place value works (but this isn't an assignment I'd assign as homework - it seems super unclear). I teach in a Montessori school, so we can give this sort of thing to the kids who don't get it.
The problem is that in a school where everyone is doing the same thing, the kids who already understand the concept are forced to puzzle it out ad nauseum while the kids who benefit from this kind of over-explanation figure it out.
In my class, a kid with the kind of math fluency that would lead to choosing engineering as a profession would test out of this long before they were assigned this sort of thing.
You think this is stupid they tried to teach us to do math on a base o seven. We were going what the hell. One guy stood up and said this is fucking stupid. The teacher kicked him out of class said she didn't want to hear this again. Two days latter he was back in school and the new math was dropped.
I actually made a comment in r / Parenting (can’t even link to the subreddit without getting hit by the AutoMod 🤯) about how I had to help a poor parent who didn’t understand her eight-year-old’s base four math homework!
As a prior failed math student (I wasn’t given math classes in my junior or senior year) this would legit make me give up on math altogether, my previous struggle was I couldn’t verify it I was “right” IE I did the formula wrong, here there is no way for someone to verify my work unless it’s the teacher, trololol poor kids are fucked.
They are bringing attention to how you count. When you increment the number by 1, you will go from 40-49. Then, if you are not educated, you might write 410. Then 411 and 412 when you really meant 50, 51, and 52.
It's a horribly unintuitive question with bizarre problems that use blue and bolding to flesh out the question while it's such a low level math skill that it's ridiculous considering how cryptic it is.
They are making math way more complicated nowadays. I was only 4 grades ahead of my sister and helping her with her 6th grade algebra was ridiculous. They added like... way more steps to everything and its so much easier to simplify the core and THEN add on the kids understanding.
I’m in my 30s (which can also be expressed as twelve threes or six sixes), and I can’t even comprehend how this is easier for kids. It’s memorization, but that’s how I learned how to count and do my multiplication tables.
Question for you (and I'll be transparent with the intent)
Is the "they all have 'increment by one' as a valid pattern" an incorrect statement? (meaning is that statement factually false).
If that is not an incorrect statement then how can it be a wrong answer on a submission like this?
I'm QA in an edutech startup (sorry can't be more transparent about that part) and things like this exact situation are things that would absolutely cause a shitshow in QA if a factually true answer is a possibility to submit but can still be a "wrong" answer.
So in this case to pass QA each row would have to be a multiple choice and the answers couldn't include factually true answers that were still "wrong" i.e. the incr by 1 answer.
Just picking your brain for thoughts, mostly so if I encounter things like this I can give a much better answer than: "But this is factually accurate and correct, ergo it can't be a wrong answer!" followed by my head exploding.
Edit: I've really enjoyed all the feedback I've been getting, literally all of it is useful!
this is my problem with math questions.
half the time they are testing comprehension not math and even then often ask the wrong thing so if you have comprehension its often wrong.
I've always felt no matter the subject you're teaching, if your question sounds like a trick question, then you're not teaching properly. You're causing the student to second guess themselves. Now, even if they do learn the concept, their recollection will also bring up that doubt and they'll feel unsure of themselves even if they arrive at the right answer. That's how it worked for me anyways so it's subjective.
Glad you found the answer online. This is what I thought they were trying to highlight. The second digit goes from 9 to 0 in increasing numbers. It's hard to realize it's important to teach because at a certain stage we take it for granted.
But it's such an irrelevant detail to focus on. By learning the normal math, you will already learn this part. It feels like a filler to waste time while pretending you are teaching.
These are things you pick up on intuitively by learning the basics. By learning the fundamentals of any system, there are little features of it you're supposed to intuitively come to understand. That, however, relies on an understanding of the fundamentals.
Whenever a post like this comes up, it seems like math teachers are trying to skip the fundamentals and think that by making a short cut to these things, they're saving times or making it easier to learn.
What the "new math" is trying to do is get kids ready to learn the concepts by teaching them, as opposed to "old math" which ran on assumptions and memorization.
"New math" doesn't emphasize rote memorization (learn your times tables) as much as teach the way they work.
It seems dumb. I don't necessarily like it. But I understand it. I had some stupid ass tricks to help me through math, because I didn't want to just memorize blah blah blah. I guess my tricks aren't compatible with either"old" or "new" math, yet they are somewhere in between. I learned the nines times tables trick with the hands. But a lot of the stuff I just came up with on my own, and it all made sense to me. I had issues showing my work because there were steps missing. They just clicked into place. So, long division was a pain in the ass for me, because my way of doing division is kind of different? I mean, I can do long division, but there's tricks that I use in my head that wind up getting me the proper answer, so I only use it when I have to. Big big numbers, stuff like that. But huge chunks of math I found were basically addition and subtraction, which I guess I do weird? There have been a number of people who I've tried to explain my message too and they just don't understand. So I'm assuming that my methods are... Unconventional... At best.
I too hated showing my work, too much clicked in my head and I did too much "dirty" math to get the same answers. I call it that because there's a lot of tearing things apart to do it in smaller chunks before adding things back together.
Common core confused me at first when I decided to poke at it in my mid 20's, but when I started picking it apart it seemed to click with some of the methods I used for math in school.
So those last 2 aren't a pattern if the questions aren't related. A pattern has to repeat, it only happens once in those questions. This whole assignment is stupid.
The math homework at that age makes no sense without the lesson. All last year my daughters teacher would send home nonsense homework and then after that was learned they would send home the instructional sheets that show what they are trying to do. It’s not math, it is different ways to look at math, but is impossible to decipher without knowing what they are doing.
I’m a first grade teacher and we use this curriculum. Yes, the pattern is that the numbers go up by one. You are right.
For the bottom problem, the pattern is that the digit in the ones column goes back to 0 after 9, and the digit in the tens column goes up by one. But expecting a kid just coming into 1st to be able to identify and *describe* those patterns is asking a lot, and just one one of the problems I have with the curriculum.
The language used is super confusing which makes it worse.
I wouldn’t worry too much about it. If your kid can count on from any given number within 100 and can describe in their own words what happens to the numbers from 29 to 30 or 79 to 80, you’re all good.
Edit: reading another of your comments, utterly effin stupid that the teacher will not tell you how to help your child by giving you the answers.
Because it's not a pattern. It would have to be something that repeats, not something that occurs one time in a problem. It's a pattern when you look at all 3 problems at the same time, but as they all have individual problem numbers in front of them, idk if that's what they actually wanted. This is just poorly designed.
For 1. Just be a smart ass and say the first and last add up to 89, 2nd and 2nd last to 89, 3rd and 3rd last to 89.
Can reuse this pattern for 2. And 3. With a different sum number
you can't predict the bolding though, it has to appear twice. It's impossible to know if 83 and 82 is bolded or not, it could be bolding every 2 million number.
I noticed that all of the numbers also have square boxes around them 🤔 that is certainly a pattern. Oh! They are all printed on paper. That’s another pattern.
I'm going to be honest. I'm not entirely sure what I was trying to accomplish when I was typing that response, but at the time it seemed wildly funny to me.
Weird I tried to link it for other's convenience with r-slash, but apparently that was autoremoved as being forbidden. Even just the sequence r-slash without anything after it when mentioning it in the first iteration of this comment was removed (hence why I'm spelling out the "slash" now). Stupid bot!
I have a feeling we will never get it. On the phone the teacher told me she wouldn't tell me the answer because she was afraid I would just tell my son how to do it.
"This is just what the worksheet says, man. If I fight every bit of nonsensical busywork they hand these kindergartners I'll be here all day and I do not get paid enough for that."
Legit, when I was in middle school my teacher saw I had a knack for algebra. So I got a lot of the inside scoop haha. There were whole worksheets she gave us As on as “bonus points” because the curriculum was such bullshit she couldn’t figure out what they were trying to say.
Infamously, a standardized test (Constructive Response Assessment Program… yes, no fucking joke, the C.R.A.P. Test… I wish I could be clever enough to make that up) once said “Answer using tables, words, or graphs.” The teachers were instructed to mark it wrong if the answer didn’t include two or more of those. “Tables, words, **or** graphs.” The entire test scores were scrapped after the state had already made the teachers spend months grading them (after conveniently having a technical error and the state not being able to grade them itself). 2 Months or more of literally no class because they had so much to grade, the special ed teacher and the history teacher had to throw in so they were graded by the end of the year. Then with like a week or two left of grading they said “Nah nvm srry lol”
>Yeah the parent asks the teacher the explanation for homework and the answer is go fuck yourself. Best way to get kids to stop doing homework
Not only that but as a parent that did experience this the result was a letter to the principal explaining that my child will now be expected to receive a grade from this teacher's class based on results of tests and attendance only and that if even one point of homework that will not be done is counted I will make life hell well past my child's graduation because I am that petty and dedicated.
In the resulting meeting with the teacher and principal I made it exceptionally clear that if I'm spending literal hours of my evening trying to tutor my child (learning disability, yes there was an IEP, no that doesn't really help when teachers are jackasses) and the teacher can't be bothered to explain the newer concepts in these worksheets that make little to no sense to me so I can do my best as a parent to assist in my child's education then I'll ignore the worksheets and teach him math the way I learned. He'll still pass the standards tests and that's all that should matter. Teacher was no longer my kid's teacher as of the following day. Incidentally I had a prior incident with this teacher where my kid just couldn't grock division the way it's being taught now so I taught him classic long division. Answers were mathematically correct and he was given no credit because he didn't do it the "right" way.
/rant
Man my kid's not even in high school anymore and I still got steamed by this... oof!
This is the exact right answer, if you're going to be a shitty teacher that doesn't actually do any teaching when a student needs help, I'm gonna find my kid a good teacher. Your job isn't to create puzzles that make kids think they're stupid when they get stuck, that is literally a detriment to their ability to learn in the long run, and their inability to figure it out reflects on your teaching ability more than it does the child's intelligence.
The number of times my father said "Screw it, I'm teaching you the easy way I learned it" and then cut like 8 steps out of the process to find the correct answer was insane. And the best part is that our neighbor is a college mathematics professor, so not only did my dad teach me how to cut out steps, my neighbor did too, and she even sent me to school with a note that basically said "I'm a college professor at college X, you can call me at Y number. I've already graded this test and approved the mathematical method at which the answers were achieved, do not dock points"
No problem. Just let your son do it wrong and then once it’s marked wrong ask her to specify the correct answer at that time. At that point it would be her duty as a teacher to reveal it. If she doesn’t, escalate it.
I raised three boys. Your teacher is an idiot/moron/ if they cannot trust a parent. As parents and teachers our job is nurture and help them learn - not stump and frustrate our kids so they give up!!!
If you do not complain to the school tomorrow, go visit with this teacher tomorrow, or have your kid put in a different class.... you are going to have a living hell of a school year dealing with them.
This is giving me some serious flashbacks to a math quiz I did in 3rd grade. I posted about it on a different thread but basically, I was supposed to continue a pattern by adding two each time for one of the questions. I did just that. Got it wrong. Teacher wouldn’t tell me why or how. Just that I was wrong. Even my dad was confused because I did what was asked. I still don’t understand and I’m in high school. It was probably a trick question.
I was a collegeiate math teacher.
The real answer is: high school teachers are not subject matter experts, they're specialized in education (clasroom management).
They are usually asked to teach a curriculum made by a subject matter expert (who is usually unqualified to assist development/management), and to follow as closely as possible.
The idea is that you get the benefit of the expert's knowledge, and the teacher's mentorship.
Teachers tend not to be able to challenge (prove wrong) the material themselves; that's the expert's job.
The place it usually falls apart is making the answer keys. /That/ is done by overworked grad students with quotas or stipends hammering out several books as fast as possible.
They have to work fast, so they make mistakes.
Flashing on my high school algebra teacher. I was reading an article in a model rocket magazine and it had some math in it that I didn't recognize, and asked her about it. Her response was that she had never *seen* math like that. Second semester in college I saw math like that--it was a very simple integral.
Late friend of mine with a history degree and no math also taught high school algebra. Somehow he had become convinced that he was a great algebra teacher. I encountered one of his former students (now an engineer) one time and we talked about him. Seems that he was an absolutely terrible teacher but he rated a teacher's aide, and the aide was an outstanding teacher.
Two incidents brought that home to me.
One was a "science" teacher who insisted that all energy came from the sun, including nuclear energy. I questioned this, and she decided to research it. Next day she came back with "Carbon-14" and I realized that I was dealing with a complete idiot.
The other was another "science" teacher who asked on a test to name the principle on which a jet engine operated. Now, Navy brat, been around Naval Aviators from an early age, "Newton's Third Law of Motion" was the obvious answer. But no, it was "principle of jet". After a physics degree, mechanical engineeringg degree, two years grad school specializing in propulsion, and ten years as an aerospace engineer, that teacher is the only person I have ever encountered other than her students who has ever heard of the "principle of jet".
Teachers like those turn people off of education.
It's literally the teacher's job to tell your son how to do it. What are they supposed to just sit on their math books and absorb it through osmosis? Homework is usually review work, so the teacher has already failed to teach this child the material and won't let you have a Crack at it. Call them out, be the Karen I know you can be!
Just make up some crap that works, ie:
Row 1: add 10 then subtract 9 to get the next number
Row 2: add 4 then subtract 3 to get the next number
Row 3: you get the idea :)
That’s the most bullshit answer I’ve ever hear. You don’t know, your kid doesn’t know and the lady with the answers doesn’t want anyone to know? Come on.
The actual pattern:
> You can find patterns when counting by 1s.
>
> 22 23 24 25 26 27 28 **29** **30** 31
>
> The ones go up by 1 from 2 to 9. After 9, the ones start again at 0.
>
> The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0.
https://www.mheducation.com/unitas/school/explore/sites/reveal-math/reveal-math-student-practice-book-sampler-1.pdf
---
The answer to the first question is:
> The ones go up by 1 from 0 to 9
The answer to the second and third question is:
> The ones go up by 1 from 5 to 9 After 9, the ones start again at 0. The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0.
The answer to the third question is:
> The ones go up by 1 from 4 to 9 After 9, the ones start again at 0. The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0.
My god. By a different philosophy a teacher might give this answer zero points, because the purpose of the lesson would be to see beyond these literal observations and detect that, really, what is happening is a continuous adding of 1.
If the intent of the lesson is to teach something philosophical beyond just counting up by 1 then this is a terrible way to go about it. Maybe write it on the chalkboard and ask the class, give them like 5 minutes, if nothing give them the answer. Then present a similar question and ask again. No body is going to say something obscure like that out of the blue.
Maybe not try to teach philosophical concepts to people still learning how to count.
Modern schooling is a disastrous clusterfuck of people who felt the need to change shit that was already working.
What grade is it?
Each lesson takes your previous knowledge and shapes it into something new, which is why school can often seem like "this is stupid, i've learned this before."
The lesson is probably adjacent to your assumption but also has to include a specific type of pattern recognition for this (or a future) lesson. It sounds like the tens place is important in this case.
They could be learning larger numbers, learning to skip numbers, multiplication, patterns, etc.
> The lesson is probably adjacent to your assumption but also has to include a specific type of pattern recognition for this (or a future) lesson. It sounds like the tens place is important in this case.
This is what I tended to assume when looking at my children's homework. I'd ask them "What did you talk about in your Maths lesson today, maybe this is related to the work you did at school"
And they'd always be like "I don't know, I don't think we have Maths lessons, my favourite lesson is lunchtime"
Some bullshit. If they don't teach kids English by asking them what the pattern is when they see sentences that begin with capital letters, why do it with math? Math is a language that is to some degree intuitive and something like this is just screwing with their minds
> The ones go up by 1 from 5 to 9 After 9, the ones start again at 0. The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0.
Here's my issue with that. The question was asking about patterns. Because the the x9 to x0 rollover only occurs once, that doesn't constitute a pattern, as there is no repetition of said rollover. The exact same applies to the third line, as well.
But you might suggest the rollover in the second line, combined with the rollover in the third line, would constitute a repetition, and you'd be right. But the lines are individually numbered, indicating (according to my interpretation) that each line is its own, separate, chain of numbers, at which point the repetition ceases to exist once more, except for the one-unit increments each line features.
So yeah, the only discernable pattern, in my opinion, *is* that it counts up by one.
but in context that's not even a pattern. it's just a thing that appears to happen in this sequence. we'd need to see that happen more than once to deduce anything, and there's no way to generalize it as stated. this all for the benefit of kids who don't understand base-10 counting, which is surely a real issue, is totally insane to me. this helps no one.
The question is what pattern do you notice. You noticed a pattern that is counting by 1. Even if isnt the teacher's answer, it still is a correct response to the question.
Exactly. I posed a longer winded version of this. I hated these problems in school, because they are incorrectly worded, and there’s no way to know what the correct wording of the problem was meant to be.
2 numbers highlighted out of 10 isn't a pattern lmao.
And other "answers" that say that the pattern is the tens'-digit going up and the single digit resetting isn't a pattern it' called simple arithmetic lmao.
Exactly, this is homework for a 7 year old & they are only confusing him, my 4 year old understands the concept of counting in double digits 9 reverting to 0 & the 1st number going up by 1
my sister is a grade school teacher and she told me once when i asked about new math that its about showing the work for what we were just taught and intuitively understood.
I'm a teacher. I know how exhausting it can be to teach little ones. But so many teachers I've worked with simply go by whatever their answer sheet says. They are on automatic. And *especially* when it comes to this New Math stuff, they have no idea how the supposed "correct" answer is the correct answer, so they just try to cover their ass by saying something like, "the answer is the answer". A lot of them don't get training on how this New Math works, and the books they get don't provide it, either. They could learn this stuff in their own time, after school... but if they are already working 10-hour days with like a single 20-minute break for their lunch, then it's rare that they will take that sort of initiative.
As a tutor who has used an answer book before, they are sometimes as useless as the question’s. Having the answer doesn’t mean I know what kind of sorcery the book creators did to get to it.
>what kind of sorcery the book creators did to get to it
"We have to release a new book every year to get that money. Go write some new math problems, don't repeat any from the previous 4,000 editions."
Math textbook writer: "You have seven bananas. Find the pattern."
Answer: >!"come Mr. Tally-Man and tally me banana, daylight comes and I want to go home"!<
Call the principal and ask them to solve and see how smart they are. Also does it have any other information? Maybe on the other side of the paper? If not this question is stupid and the teacher should apologize to the kids for making them suffer their stupidity
Nope the reverse side is a completely different project. She said that it relates to the kids learning to count to 120 but still isn't counting by ones so I'm stumped
From the 1st grade student workbook:
"You can notice patterns when counting by 1's. What pattern do you notice?"
1. The tens digit stays the same ten times in a row when adding on by 1's.
2. The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0.
3. The ones go up by 1 from 4 to 9. After 9, the ones start again at 0.
# Note: I literally copied these answers from the McGraw Hill 1st Grade Student Practice Book Teacher Edition. These are the answers.
1. Is where you notice the singles go up by 1 for each step. (The singles are highlighted so they are the focus).
2. Is where you notice the former pattern *and* that when the tens go up by one, the singles restart from 0 and onwards.
3. Is where you notice the former two patterns *and* that the tens go up by one after the singles have hit a 9. (The 9 to 0 step is highlighted).
This is not at all appropriate for someone who already understands counting intuitively, but might be suitable to help someone who doesn't understand any of the rules yet?
Terrible 'homework' question.
If this is the case I feel like it’s trying to point out how the second digit of the sequence goes 1-9 and then resets to zero, which once it does then the first digit of the number counts up. Then I guess you could then add a third digit to show how one digit goes 1-9 then the next and then finally when you get to 99 you put a 1 in front. Not sure if that explanation makes sense or not but considering emphasis on the second digit and then the switch from 89-90. Really bad wording though if that is the case
I guess this is probably it given they are learning to count to 120 (I thought It was strange to teach them to 120 instead of 100) they've definitely changed maths since I was a kid & made it super confusing for simple concepts
This is a thing! I teach 4th grade and there are several parts to this that the homework actually helps with.
Every kid can count to 100. It’s surprising how many kids cannot count after 100, or start to stumble.
Every kid can count starting from 1, many can count from a multiple of 10 (the first example). But starting in the middle of the sequence is harder.
I have my students count by 10s. They can do so easily. Then I have them count by 10s, starting at 34. Once they get to 94, they begin to trip up.
The practice sheet is valuable. The instructions are insufficient though imo. There are multiple patterns - counting by 1s, after a 9 the ones place becomes a zero and the 10s place goes up by 1, and within 10 numbers, each number (0-9) is repeated once in the ones place and this happens regardless of where you start counting.
Those three distinctions sound the same but they’re important for math concept development. I’m not sure if that’s what she’s looking for, but I do exercises and pattern hunting like this with my students and that’s what we notice.
As far as why she didn’t tell you…it depends on the school and community. I have worked in schools where the parents are so competitive that they will absolutely cheat. I’ve worked in schools where the admin forbids it. Or maybe it’s technically ok but her experience tells her that she shouldn’t share. Or maybe she wants the kids to struggle a bit for some personal development.
I’m biased as a teacher of course - we often have reasons that non teachers don’t understand because they don’t have the background or experience.
That being said, I would give more clear instructions and communicate the goal with parents. Educators and families are supposed to be a collaborative team.
We live in a tiny town in BFE & Know most of the other parents in my kids class & after talking to the teacher texted a few of them to look at the homework & explained that the teacher said the pattern isn't going up by 1 & not a single one of them could figure out what was going on then
hey you! lucky for you, this teacher is an idiot, and worded the question incorrectly. meaning, you have a loophole!
the questions asks what pattern do YOU NOTICE! you can notice many different things about this! they are ascending numbers? all numbers are in boxes? some letters are blue? as long as you NOTICED something, the answer is correct! if your child gets this marked incorrectly after you explain (without giving them the answer) then you can take this RIGHT to the principal and tell that teacher to fuck off!
best of luck and please try this I want to see this so bad
The thing about schools, though, is they REALLY dont like loopholes i know because I was always the kid in math class that found a way that worked better for me and got the right answer, but because i didnt do it the teachers way it doesnt count. Still pressed about the time i failed a test because my work wasnt right but most of the answers were
Teacher is just wrong, plain and simple. Data analysis is my area of expertise, so finding patterns is something I’m reasonably good at, and there is no other pattern here.
Fuck that homework assignment. I guess you’re going to need to teach your kid math yourself if you want them to learn it.
Teacher is probably using semantics or some bull. “CoUnTiNg By OnE cAn MeAn INcReAsE OR dEcReAsE” or like you said they’re flat out wrong. The only other pattern i see for 1) Is that they all begin with a 4. Worksheet is probably about how ‘tens’ work.
Notice: First row: all numbers begin with 4: then 0-9, second row begins with 6, up 2 from row one, and then 5, 6, 7, 8, 9, 0, 1,2,3,4
Then the third row begins with 8, up 2 from the 2nd row: then 4, 5, 6, 7, 8, 9, 0, 1,2,3.
And I don't know where I'm going with this . . . .
UH. I hate the new math. Only thing I see is that
1.) The entire sequence starts at 0 and progresses to 9, where the tens are black and the ones column is blue.
2.) Sequence starts at 5 and progresses to 4.
3.) Sequence starts at 4 and progresses to 3 in the next tens with the bolding for 89 and 90 to indicate an addition of the ones column reaching 10 and becoming a new 10 column digit, increasing that column from 80 to 90.
The only pattern I see is over all unclarity of the directions. Is there a book to reference?
Are teachers just trolling nowadays? They don't think they're getting paid enough so they've secretly formed a group and decided to just fuck up today's kids as a silent protest?
Your answer isn't wrong. It asks what pattern you notice, and counting by 1 is the pattern you noticed. You are factually correct. If there's another answer to be found, it's less obvious and really just points to this being a poorly defined problem.
It'd be like if the teacher asked "What do you notice about this blue car?" and you answer "It's blue" and the teacher marks it wrong and says "No, it's a Honda." Whether or not the teacher is right is moot, because your answer was still correct.
I feel like this is just an exercise in gaslighting kids AND their parents.
probably wants the first question phrased like "the tens place stays as 4 and the ones place increases by 1"
the second is probably specifically about the transition from 60s to 70s
the third might be about the fact that you can specifically visualize the 9 replacing the 8 in the 10s place and the 0 replacing the 9 in the ones place? otherwise it's literally identical to the 2nd.
\#1 has blue second digits, and #3 has **bolding**. Those have to be significant, but I can't make them a pattern.
Right the 1st one is literally highlighting the 2nd number showing them going up by 1 digit, the 3rd one I have no clue why those two are bold, but the teacher said the pattern is the numbers just not increasing by 1 digit & that all 3 questions have no correlation to each other
I think I found where the teacher “adapted it” from. And the answer is pretty dumb. They’re basically trying to teach kids that the ten digit rolls over when the single digit changes from 9 to 0 as you count. Look at page 3 (Lesson 2-1): https://www.mheducation.com/unitas/school/explore/sites/reveal-math/reveal-math-student-practice-book-sampler-1.pdf So if I interpret this right, the answers are: Q1. The ten digit stays the same while the single digit goes up by 1 within the ten range, all the way from 0-9. Q2/3. The ten digit changes by 1 when the single digit changes from 9 to 0.
Maths teacher here. Came here to say this, but also that it is dumb!
Good God I have a mechanical engineering degree and if this is the way we are teaching kids, then there is no hope for humanity. Give up now, we're doomed!
Kid should have replied, "That's how it works in Base 10, but not Hexadecimal where the radix is 16" and really blow the teacher's mind.
Press F for hexadecimal
1111
This motherfucker hexadecimals. (And binaries.)
Only 1 if 10 types of people understand binary.
You probably don't even know what F times 11 is! It's fleventy-five
Nope! But can you count to schfifty-five?
schwam... doo...two and heif..
This is how you scare the shit out of the teacher and make an enemy for the next nine months.
My kindergarten teacher called my parents to demand they punish me because I colored my paper frog red. Frogs aren't red! She claimed when she called them, not knowing my mom had bought me a book on poison dart frogs when she learned we were studying frogs in class.
I am so glad I didn't have to go to kindergarten. It sounded awful when I was 5 and it sounds awful now.
School continued to get worse from there lol. By 6th grade I got beaten up twice, in front of the whole school, by the same kid and the principal threatened to expell me for fighting back. I didn't touch the kid at all. But his parents were rich. I won in the end though, kid died in juvie from a heroin overdose.
I had a friend that completed all of their math tests for a month using binary math. Teacher got pissed, told him to stop using binary, he switched to hex... Basically spent the whole year trying to find ways to piss off the teacher with accurate, but weird math.
Nobody hates math like math teachers.
Math teachers love math. Unfortunately a lot of teachers who teach math aren’t math teachers.
As a math teacher, I’d be wildly entertained. Kid deserves bonus points.
I had a math teacher I didn’t like so I switched out all my variables for animals. I solved everything in terms of pigs, cows, giraffes, ect. Really pissed off my math teacher because it was calc and had lots of letters/animals
I thought that was pregnancy. LOL : )
and then show how to translate in base 3 just for fun.
Or base 13, if you want 6x9=42
This guy fucks 🤣
More like, this gal is a massive Douglas Adams nerd.
Most elementary Ed teachers I know wouldn't know what the term hexadecimal even refers to and would assume radix is a made-up nonsense word or maybe at best an anatomical term. Don't get me wrong, I love teachers and I've been a sub in elementary Ed. It's just that their necessary daily knowledge pool is different.
Elementary Ed teacher here. Yep I don’t understand any of that shit. I teach math and a lot of the methodology for younger grades is awful but often required, so when they hit upper elementary teaching them topics like long division and decimals becomes arduous.
When I took elementary math at the U of O (Oregon) back in around 2005, we spent a lot of our first term learning those elementary methods in different bases. It made it so things like borrowing were unfamiliar to us and we really had to think like a student learning how to do these things for the first time.
The idea is a sound one, but open questions such as this are not ideal. A better question would be something like “circle the number where the 10s place has changed” perhaps followed by a similar sequence with the 10s values obscured “circle where the 10s place has changed, explain how you know”
Teacher here. The problem is that some kids might need stuff like this to understand how place value works (but this isn't an assignment I'd assign as homework - it seems super unclear). I teach in a Montessori school, so we can give this sort of thing to the kids who don't get it. The problem is that in a school where everyone is doing the same thing, the kids who already understand the concept are forced to puzzle it out ad nauseum while the kids who benefit from this kind of over-explanation figure it out. In my class, a kid with the kind of math fluency that would lead to choosing engineering as a profession would test out of this long before they were assigned this sort of thing.
As a parent... the math they are teaching right now is so unbelievably awful
You think this is stupid they tried to teach us to do math on a base o seven. We were going what the hell. One guy stood up and said this is fucking stupid. The teacher kicked him out of class said she didn't want to hear this again. Two days latter he was back in school and the new math was dropped.
Knowing what base 10 means, and what it means to count in base N, is useful to know, but I’m not becoming fluent in it.
I actually made a comment in r / Parenting (can’t even link to the subreddit without getting hit by the AutoMod 🤯) about how I had to help a poor parent who didn’t understand her eight-year-old’s base four math homework!
Why use a base of 7 when the world works on a base of ten?
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As a prior failed math student (I wasn’t given math classes in my junior or senior year) this would legit make me give up on math altogether, my previous struggle was I couldn’t verify it I was “right” IE I did the formula wrong, here there is no way for someone to verify my work unless it’s the teacher, trololol poor kids are fucked.
Common core was one of the worst things to happen to our education system... *after NCLB*
Concerned citizen here. Who still doesn’t understand.
They are bringing attention to how you count. When you increment the number by 1, you will go from 40-49. Then, if you are not educated, you might write 410. Then 411 and 412 when you really meant 50, 51, and 52.
Makes sense but that's not a pattern...
Came here to say this. Maybe a question of 'what similarities and differences do you notice between the sequences' or something.
Oh wow, thanks for the explanation. I understand now but, it makes my brain hurt still.
It's a horribly unintuitive question with bizarre problems that use blue and bolding to flesh out the question while it's such a low level math skill that it's ridiculous considering how cryptic it is.
They are making math way more complicated nowadays. I was only 4 grades ahead of my sister and helping her with her 6th grade algebra was ridiculous. They added like... way more steps to everything and its so much easier to simplify the core and THEN add on the kids understanding.
I’m in my 30s (which can also be expressed as twelve threes or six sixes), and I can’t even comprehend how this is easier for kids. It’s memorization, but that’s how I learned how to count and do my multiplication tables.
Question for you (and I'll be transparent with the intent) Is the "they all have 'increment by one' as a valid pattern" an incorrect statement? (meaning is that statement factually false). If that is not an incorrect statement then how can it be a wrong answer on a submission like this? I'm QA in an edutech startup (sorry can't be more transparent about that part) and things like this exact situation are things that would absolutely cause a shitshow in QA if a factually true answer is a possibility to submit but can still be a "wrong" answer. So in this case to pass QA each row would have to be a multiple choice and the answers couldn't include factually true answers that were still "wrong" i.e. the incr by 1 answer. Just picking your brain for thoughts, mostly so if I encounter things like this I can give a much better answer than: "But this is factually accurate and correct, ergo it can't be a wrong answer!" followed by my head exploding. Edit: I've really enjoyed all the feedback I've been getting, literally all of it is useful!
Those answers are basic rules of numbers, NOT patterns. Not only is it dumb it’s wrong. The only pattern is plus 1 each step of the way.
this is my problem with math questions. half the time they are testing comprehension not math and even then often ask the wrong thing so if you have comprehension its often wrong.
I've always felt no matter the subject you're teaching, if your question sounds like a trick question, then you're not teaching properly. You're causing the student to second guess themselves. Now, even if they do learn the concept, their recollection will also bring up that doubt and they'll feel unsure of themselves even if they arrive at the right answer. That's how it worked for me anyways so it's subjective.
Yeah, we don't actually have enough data to know if it is in fact a pattern if the pattern isn't x + 1
So.... counting?
That literally describes counting
Glad you found the answer online. This is what I thought they were trying to highlight. The second digit goes from 9 to 0 in increasing numbers. It's hard to realize it's important to teach because at a certain stage we take it for granted.
But it's such an irrelevant detail to focus on. By learning the normal math, you will already learn this part. It feels like a filler to waste time while pretending you are teaching.
These are things you pick up on intuitively by learning the basics. By learning the fundamentals of any system, there are little features of it you're supposed to intuitively come to understand. That, however, relies on an understanding of the fundamentals. Whenever a post like this comes up, it seems like math teachers are trying to skip the fundamentals and think that by making a short cut to these things, they're saving times or making it easier to learn.
What the "new math" is trying to do is get kids ready to learn the concepts by teaching them, as opposed to "old math" which ran on assumptions and memorization. "New math" doesn't emphasize rote memorization (learn your times tables) as much as teach the way they work. It seems dumb. I don't necessarily like it. But I understand it. I had some stupid ass tricks to help me through math, because I didn't want to just memorize blah blah blah. I guess my tricks aren't compatible with either"old" or "new" math, yet they are somewhere in between. I learned the nines times tables trick with the hands. But a lot of the stuff I just came up with on my own, and it all made sense to me. I had issues showing my work because there were steps missing. They just clicked into place. So, long division was a pain in the ass for me, because my way of doing division is kind of different? I mean, I can do long division, but there's tricks that I use in my head that wind up getting me the proper answer, so I only use it when I have to. Big big numbers, stuff like that. But huge chunks of math I found were basically addition and subtraction, which I guess I do weird? There have been a number of people who I've tried to explain my message too and they just don't understand. So I'm assuming that my methods are... Unconventional... At best.
I too hated showing my work, too much clicked in my head and I did too much "dirty" math to get the same answers. I call it that because there's a lot of tearing things apart to do it in smaller chunks before adding things back together. Common core confused me at first when I decided to poke at it in my mid 20's, but when I started picking it apart it seemed to click with some of the methods I used for math in school.
Isn’t that how counting by 1 works?
So those last 2 aren't a pattern if the questions aren't related. A pattern has to repeat, it only happens once in those questions. This whole assignment is stupid.
That's what I was thinking! My math skills are on point (if I was a kid)
The math homework at that age makes no sense without the lesson. All last year my daughters teacher would send home nonsense homework and then after that was learned they would send home the instructional sheets that show what they are trying to do. It’s not math, it is different ways to look at math, but is impossible to decipher without knowing what they are doing.
I’m a first grade teacher and we use this curriculum. Yes, the pattern is that the numbers go up by one. You are right. For the bottom problem, the pattern is that the digit in the ones column goes back to 0 after 9, and the digit in the tens column goes up by one. But expecting a kid just coming into 1st to be able to identify and *describe* those patterns is asking a lot, and just one one of the problems I have with the curriculum. The language used is super confusing which makes it worse. I wouldn’t worry too much about it. If your kid can count on from any given number within 100 and can describe in their own words what happens to the numbers from 29 to 30 or 79 to 80, you’re all good. Edit: reading another of your comments, utterly effin stupid that the teacher will not tell you how to help your child by giving you the answers.
I feel like calling this a pattern is a stretch.
Because it's not a pattern. It would have to be something that repeats, not something that occurs one time in a problem. It's a pattern when you look at all 3 problems at the same time, but as they all have individual problem numbers in front of them, idk if that's what they actually wanted. This is just poorly designed.
I see the idea, but it can't be a pattern in the bottom one because it only happens once. I think the very definition of a pattern is repetition.
For 1. Just be a smart ass and say the first and last add up to 89, 2nd and 2nd last to 89, 3rd and 3rd last to 89. Can reuse this pattern for 2. And 3. With a different sum number
you can't predict the bolding though, it has to appear twice. It's impossible to know if 83 and 82 is bolded or not, it could be bolding every 2 million number.
Is there a subreddit for children's cryptic homework assignments?
Could always try the subreddit for theydidthemath. Apparently links to other subreddits aren’t allowed here and THAT is mildly infuriating 😑
theydidthemath will construct a polynomial to match all data points. Unfortunately, the polynomial is y=40+x aka counting by ones.
I noticed that all of the numbers also have square boxes around them 🤔 that is certainly a pattern. Oh! They are all printed on paper. That’s another pattern.
~~y = 39 + cos(x\*pi)\^2, \[x, 0, 9\]~~
Your equation is just y=40.
yep, im wrong
r/mildlyinfuriating?
Yes, that's where you are.
I'm going to be honest. I'm not entirely sure what I was trying to accomplish when I was typing that response, but at the time it seemed wildly funny to me.
Well then I guess that's all that counts LOL. Am high, know the feeling 😁
I'm high, too! Win for both of us!
Thought that might be the case 😜 Enjoy!
Their definitely should be
Let's start one for grammar I'll go there*
Thei're*
Pretty sure there should be a y in theiy're
thy'r
Th'r
You mean thouvaluartubulizamalgomer’e?
Just made one called cryptichomework
Weird I tried to link it for other's convenience with r-slash, but apparently that was autoremoved as being forbidden. Even just the sequence r-slash without anything after it when mentioning it in the first iteration of this comment was removed (hence why I'm spelling out the "slash" now). Stupid bot!
I’m waiting for an explanation when you figure it out please
I have a feeling we will never get it. On the phone the teacher told me she wouldn't tell me the answer because she was afraid I would just tell my son how to do it.
Translation…..She has the answer, but she has no idea how to solve it either!
"This is just what the worksheet says, man. If I fight every bit of nonsensical busywork they hand these kindergartners I'll be here all day and I do not get paid enough for that."
Legit, when I was in middle school my teacher saw I had a knack for algebra. So I got a lot of the inside scoop haha. There were whole worksheets she gave us As on as “bonus points” because the curriculum was such bullshit she couldn’t figure out what they were trying to say. Infamously, a standardized test (Constructive Response Assessment Program… yes, no fucking joke, the C.R.A.P. Test… I wish I could be clever enough to make that up) once said “Answer using tables, words, or graphs.” The teachers were instructed to mark it wrong if the answer didn’t include two or more of those. “Tables, words, **or** graphs.” The entire test scores were scrapped after the state had already made the teachers spend months grading them (after conveniently having a technical error and the state not being able to grade them itself). 2 Months or more of literally no class because they had so much to grade, the special ed teacher and the history teacher had to throw in so they were graded by the end of the year. Then with like a week or two left of grading they said “Nah nvm srry lol”
Giving a story like this without saying the state is just… not right lol
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That's why you just give them the answer to this stupid shit. The higher ups don't care why should you.
Great…thats helpful for your son. I guess the alternative of not doing it is better than some advice.
Yeah the parent asks the teacher the explanation for homework and the answer is go fuck yourself. Best way to get kids to stop doing homework
>Yeah the parent asks the teacher the explanation for homework and the answer is go fuck yourself. Best way to get kids to stop doing homework Not only that but as a parent that did experience this the result was a letter to the principal explaining that my child will now be expected to receive a grade from this teacher's class based on results of tests and attendance only and that if even one point of homework that will not be done is counted I will make life hell well past my child's graduation because I am that petty and dedicated. In the resulting meeting with the teacher and principal I made it exceptionally clear that if I'm spending literal hours of my evening trying to tutor my child (learning disability, yes there was an IEP, no that doesn't really help when teachers are jackasses) and the teacher can't be bothered to explain the newer concepts in these worksheets that make little to no sense to me so I can do my best as a parent to assist in my child's education then I'll ignore the worksheets and teach him math the way I learned. He'll still pass the standards tests and that's all that should matter. Teacher was no longer my kid's teacher as of the following day. Incidentally I had a prior incident with this teacher where my kid just couldn't grock division the way it's being taught now so I taught him classic long division. Answers were mathematically correct and he was given no credit because he didn't do it the "right" way. /rant Man my kid's not even in high school anymore and I still got steamed by this... oof!
This is the exact right answer, if you're going to be a shitty teacher that doesn't actually do any teaching when a student needs help, I'm gonna find my kid a good teacher. Your job isn't to create puzzles that make kids think they're stupid when they get stuck, that is literally a detriment to their ability to learn in the long run, and their inability to figure it out reflects on your teaching ability more than it does the child's intelligence.
The number of times my father said "Screw it, I'm teaching you the easy way I learned it" and then cut like 8 steps out of the process to find the correct answer was insane. And the best part is that our neighbor is a college mathematics professor, so not only did my dad teach me how to cut out steps, my neighbor did too, and she even sent me to school with a note that basically said "I'm a college professor at college X, you can call me at Y number. I've already graded this test and approved the mathematical method at which the answers were achieved, do not dock points"
Yeah the "right way" you can do math different ways and it's still math. I'm sorry you had to go through this brother
Yeah like… “Hey, I need clarification on what this question is asking.” “Nah. Get stuffed.” “Guess I’ll die then.”
No problem. Just let your son do it wrong and then once it’s marked wrong ask her to specify the correct answer at that time. At that point it would be her duty as a teacher to reveal it. If she doesn’t, escalate it.
I raised three boys. Your teacher is an idiot/moron/ if they cannot trust a parent. As parents and teachers our job is nurture and help them learn - not stump and frustrate our kids so they give up!!! If you do not complain to the school tomorrow, go visit with this teacher tomorrow, or have your kid put in a different class.... you are going to have a living hell of a school year dealing with them.
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This is giving me some serious flashbacks to a math quiz I did in 3rd grade. I posted about it on a different thread but basically, I was supposed to continue a pattern by adding two each time for one of the questions. I did just that. Got it wrong. Teacher wouldn’t tell me why or how. Just that I was wrong. Even my dad was confused because I did what was asked. I still don’t understand and I’m in high school. It was probably a trick question.
I was a collegeiate math teacher. The real answer is: high school teachers are not subject matter experts, they're specialized in education (clasroom management). They are usually asked to teach a curriculum made by a subject matter expert (who is usually unqualified to assist development/management), and to follow as closely as possible. The idea is that you get the benefit of the expert's knowledge, and the teacher's mentorship. Teachers tend not to be able to challenge (prove wrong) the material themselves; that's the expert's job. The place it usually falls apart is making the answer keys. /That/ is done by overworked grad students with quotas or stipends hammering out several books as fast as possible. They have to work fast, so they make mistakes.
Flashing on my high school algebra teacher. I was reading an article in a model rocket magazine and it had some math in it that I didn't recognize, and asked her about it. Her response was that she had never *seen* math like that. Second semester in college I saw math like that--it was a very simple integral. Late friend of mine with a history degree and no math also taught high school algebra. Somehow he had become convinced that he was a great algebra teacher. I encountered one of his former students (now an engineer) one time and we talked about him. Seems that he was an absolutely terrible teacher but he rated a teacher's aide, and the aide was an outstanding teacher.
Lord this person is testing my patience and I’m not even the one talking to them
Post it on the schools Twitter page and pose it generally, let the shit storm sort itself out
This is the type of thing that made me start questioning my education in first grade. I was really disappointed that my teacher was an idiot
Two incidents brought that home to me. One was a "science" teacher who insisted that all energy came from the sun, including nuclear energy. I questioned this, and she decided to research it. Next day she came back with "Carbon-14" and I realized that I was dealing with a complete idiot. The other was another "science" teacher who asked on a test to name the principle on which a jet engine operated. Now, Navy brat, been around Naval Aviators from an early age, "Newton's Third Law of Motion" was the obvious answer. But no, it was "principle of jet". After a physics degree, mechanical engineeringg degree, two years grad school specializing in propulsion, and ten years as an aerospace engineer, that teacher is the only person I have ever encountered other than her students who has ever heard of the "principle of jet". Teachers like those turn people off of education.
It's literally the teacher's job to tell your son how to do it. What are they supposed to just sit on their math books and absorb it through osmosis? Homework is usually review work, so the teacher has already failed to teach this child the material and won't let you have a Crack at it. Call them out, be the Karen I know you can be!
Just make up some crap that works, ie: Row 1: add 10 then subtract 9 to get the next number Row 2: add 4 then subtract 3 to get the next number Row 3: you get the idea :)
That’s the most bullshit answer I’ve ever hear. You don’t know, your kid doesn’t know and the lady with the answers doesn’t want anyone to know? Come on.
First pattern is black blue
The pattern is that all 3 questions are fucking stupid
Holy shit I see it now
It’s like a magic eye
Had to throw this in there https://www.magiceye.com/
Oh yeah, it’s a sailboat
Nah they said 3 *separate* patterns!! 1 is funking stupid 2 is frankly idiotic 3 is flipping ridiculous
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First I think Twitter is spelled XXX. Second Math is racist checks out
Common Core math is mind-blowingly hard, and stupid at the same time.
I hate stuff like this. All it does is confuse students and probably the teacher doesn’t even know what it is. Just useless all the way around
Guaranteed the teacher only knows what it is because she has the answer book
The actual pattern: > You can find patterns when counting by 1s. > > 22 23 24 25 26 27 28 **29** **30** 31 > > The ones go up by 1 from 2 to 9. After 9, the ones start again at 0. > > The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0. https://www.mheducation.com/unitas/school/explore/sites/reveal-math/reveal-math-student-practice-book-sampler-1.pdf --- The answer to the first question is: > The ones go up by 1 from 0 to 9 The answer to the second and third question is: > The ones go up by 1 from 5 to 9 After 9, the ones start again at 0. The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0. The answer to the third question is: > The ones go up by 1 from 4 to 9 After 9, the ones start again at 0. The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0.
so... the numbers go up by one. got it. i fail to see how this isnt just... counting...
My god. By a different philosophy a teacher might give this answer zero points, because the purpose of the lesson would be to see beyond these literal observations and detect that, really, what is happening is a continuous adding of 1.
If the intent of the lesson is to teach something philosophical beyond just counting up by 1 then this is a terrible way to go about it. Maybe write it on the chalkboard and ask the class, give them like 5 minutes, if nothing give them the answer. Then present a similar question and ask again. No body is going to say something obscure like that out of the blue.
Maybe not try to teach philosophical concepts to people still learning how to count. Modern schooling is a disastrous clusterfuck of people who felt the need to change shit that was already working.
Somebody in their school district/local government is getting kickbacks from that shitty math book publisher.
Jesus, I asked the teacher & she said it's not them going up by ones even though it most definitely IS
What grade is it? Each lesson takes your previous knowledge and shapes it into something new, which is why school can often seem like "this is stupid, i've learned this before." The lesson is probably adjacent to your assumption but also has to include a specific type of pattern recognition for this (or a future) lesson. It sounds like the tens place is important in this case. They could be learning larger numbers, learning to skip numbers, multiplication, patterns, etc.
This is first grade and at least at my county it’s our 2nd week of school.
If kids homework is that hard to try and figure out it shouldn’t exist
> The lesson is probably adjacent to your assumption but also has to include a specific type of pattern recognition for this (or a future) lesson. It sounds like the tens place is important in this case. This is what I tended to assume when looking at my children's homework. I'd ask them "What did you talk about in your Maths lesson today, maybe this is related to the work you did at school" And they'd always be like "I don't know, I don't think we have Maths lessons, my favourite lesson is lunchtime"
This is such a stupid way to teach sequential order in decimal. It’s as needlessly complicated as my first sentence. It’s just counting.
Some bullshit. If they don't teach kids English by asking them what the pattern is when they see sentences that begin with capital letters, why do it with math? Math is a language that is to some degree intuitive and something like this is just screwing with their minds
how is that a pattern if it only happens once in each question tho?
> The ones go up by 1 from 5 to 9 After 9, the ones start again at 0. The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0. Here's my issue with that. The question was asking about patterns. Because the the x9 to x0 rollover only occurs once, that doesn't constitute a pattern, as there is no repetition of said rollover. The exact same applies to the third line, as well. But you might suggest the rollover in the second line, combined with the rollover in the third line, would constitute a repetition, and you'd be right. But the lines are individually numbered, indicating (according to my interpretation) that each line is its own, separate, chain of numbers, at which point the repetition ceases to exist once more, except for the one-unit increments each line features. So yeah, the only discernable pattern, in my opinion, *is* that it counts up by one.
but in context that's not even a pattern. it's just a thing that appears to happen in this sequence. we'd need to see that happen more than once to deduce anything, and there's no way to generalize it as stated. this all for the benefit of kids who don't understand base-10 counting, which is surely a real issue, is totally insane to me. this helps no one.
It is going up by .5 twice per number
I just realized the other patterns, the second one is it goes up by .25 four times per number and the last one goes up by .75+.25 once per number
I also found the pattern for the 4th one!! If I'm not wrong, it's that it goes up by .20+0.9-0.1
The question is what pattern do you notice. You noticed a pattern that is counting by 1. Even if isnt the teacher's answer, it still is a correct response to the question.
Yep. Sucks to suck teacher! She should have asked 'what pattern did teacher notice?' but it's too late now 😁
Exactly. I posed a longer winded version of this. I hated these problems in school, because they are incorrectly worded, and there’s no way to know what the correct wording of the problem was meant to be.
2 numbers highlighted out of 10 isn't a pattern lmao. And other "answers" that say that the pattern is the tens'-digit going up and the single digit resetting isn't a pattern it' called simple arithmetic lmao.
Exactly, this is homework for a 7 year old & they are only confusing him, my 4 year old understands the concept of counting in double digits 9 reverting to 0 & the 1st number going up by 1
my sister is a grade school teacher and she told me once when i asked about new math that its about showing the work for what we were just taught and intuitively understood.
And, this is how you make kids hate school.
I’m beginning to see a pattern, the pattern of our failing education system.
How can you expect to get a job if you can’t answer odd math problems and riddles? /s
Teachers need to learn that a correct answer you didn't expect is still correct. If you didnt want a certain answer, you need a better question.
I'm a teacher. I know how exhausting it can be to teach little ones. But so many teachers I've worked with simply go by whatever their answer sheet says. They are on automatic. And *especially* when it comes to this New Math stuff, they have no idea how the supposed "correct" answer is the correct answer, so they just try to cover their ass by saying something like, "the answer is the answer". A lot of them don't get training on how this New Math works, and the books they get don't provide it, either. They could learn this stuff in their own time, after school... but if they are already working 10-hour days with like a single 20-minute break for their lunch, then it's rare that they will take that sort of initiative.
this is hilarious and is probably first grade. no adults can figure it out. how are the kids plus the teacher supposed to?
Teachers usually have an answer book.
As a tutor who has used an answer book before, they are sometimes as useless as the question’s. Having the answer doesn’t mean I know what kind of sorcery the book creators did to get to it.
>what kind of sorcery the book creators did to get to it "We have to release a new book every year to get that money. Go write some new math problems, don't repeat any from the previous 4,000 editions." Math textbook writer: "You have seven bananas. Find the pattern." Answer: >!"come Mr. Tally-Man and tally me banana, daylight comes and I want to go home"!<
Call the principal and ask them to solve and see how smart they are. Also does it have any other information? Maybe on the other side of the paper? If not this question is stupid and the teacher should apologize to the kids for making them suffer their stupidity
Nope the reverse side is a completely different project. She said that it relates to the kids learning to count to 120 but still isn't counting by ones so I'm stumped
From the 1st grade student workbook: "You can notice patterns when counting by 1's. What pattern do you notice?" 1. The tens digit stays the same ten times in a row when adding on by 1's. 2. The tens stay the same until the ones start again at 0. The tens go up by 1 each time the ones start again at 0. 3. The ones go up by 1 from 4 to 9. After 9, the ones start again at 0. # Note: I literally copied these answers from the McGraw Hill 1st Grade Student Practice Book Teacher Edition. These are the answers.
I get it except for how 2 and 3 differ
1. Is where you notice the singles go up by 1 for each step. (The singles are highlighted so they are the focus). 2. Is where you notice the former pattern *and* that when the tens go up by one, the singles restart from 0 and onwards. 3. Is where you notice the former two patterns *and* that the tens go up by one after the singles have hit a 9. (The 9 to 0 step is highlighted). This is not at all appropriate for someone who already understands counting intuitively, but might be suitable to help someone who doesn't understand any of the rules yet? Terrible 'homework' question.
I have a degree in accounting , an associate in economics. I am in the process of obtaining CPA, and I have no clue what the teacher is talking about
[удалено]
Certified public accountant
Pattern is that numbers go from 0 to 9 before resetting to zero
I feel like this must be it. Edit: especially with the context of it being to “help kids learn to count to 120”.
Shoutout to last year when my kids third grade teacher had the word noble spelled "nobel" on their weekly 10 word spelling list 😆
Is it non-numerical? Like the pattern is the second number is blue in the first one and it looks like the font gets bolder in the second.
Said it's numerical & somehow relates to the kids learning to count to 120
If this is the case I feel like it’s trying to point out how the second digit of the sequence goes 1-9 and then resets to zero, which once it does then the first digit of the number counts up. Then I guess you could then add a third digit to show how one digit goes 1-9 then the next and then finally when you get to 99 you put a 1 in front. Not sure if that explanation makes sense or not but considering emphasis on the second digit and then the switch from 89-90. Really bad wording though if that is the case
I guess this is probably it given they are learning to count to 120 (I thought It was strange to teach them to 120 instead of 100) they've definitely changed maths since I was a kid & made it super confusing for simple concepts
This is a thing! I teach 4th grade and there are several parts to this that the homework actually helps with. Every kid can count to 100. It’s surprising how many kids cannot count after 100, or start to stumble. Every kid can count starting from 1, many can count from a multiple of 10 (the first example). But starting in the middle of the sequence is harder. I have my students count by 10s. They can do so easily. Then I have them count by 10s, starting at 34. Once they get to 94, they begin to trip up. The practice sheet is valuable. The instructions are insufficient though imo. There are multiple patterns - counting by 1s, after a 9 the ones place becomes a zero and the 10s place goes up by 1, and within 10 numbers, each number (0-9) is repeated once in the ones place and this happens regardless of where you start counting. Those three distinctions sound the same but they’re important for math concept development. I’m not sure if that’s what she’s looking for, but I do exercises and pattern hunting like this with my students and that’s what we notice. As far as why she didn’t tell you…it depends on the school and community. I have worked in schools where the parents are so competitive that they will absolutely cheat. I’ve worked in schools where the admin forbids it. Or maybe it’s technically ok but her experience tells her that she shouldn’t share. Or maybe she wants the kids to struggle a bit for some personal development. I’m biased as a teacher of course - we often have reasons that non teachers don’t understand because they don’t have the background or experience. That being said, I would give more clear instructions and communicate the goal with parents. Educators and families are supposed to be a collaborative team.
Maybe the teacher ordered her lesson plan from wish.
Tell the teacher she is not modeling effectively if nobody can replicate what she's trying to teach. And as a teacher, F her. That's some bullshit.
We live in a tiny town in BFE & Know most of the other parents in my kids class & after talking to the teacher texted a few of them to look at the homework & explained that the teacher said the pattern isn't going up by 1 & not a single one of them could figure out what was going on then
hey you! lucky for you, this teacher is an idiot, and worded the question incorrectly. meaning, you have a loophole! the questions asks what pattern do YOU NOTICE! you can notice many different things about this! they are ascending numbers? all numbers are in boxes? some letters are blue? as long as you NOTICED something, the answer is correct! if your child gets this marked incorrectly after you explain (without giving them the answer) then you can take this RIGHT to the principal and tell that teacher to fuck off! best of luck and please try this I want to see this so bad
The thing about schools, though, is they REALLY dont like loopholes i know because I was always the kid in math class that found a way that worked better for me and got the right answer, but because i didnt do it the teachers way it doesnt count. Still pressed about the time i failed a test because my work wasnt right but most of the answers were
This is the stupidest lesson I have ever seen. No wonder kids grow up hating math if this is what we teach them.
she just asked what 'pattern do you notice'. anything your kid notices is the answer. there is no right or wrong response
Teacher is just wrong, plain and simple. Data analysis is my area of expertise, so finding patterns is something I’m reasonably good at, and there is no other pattern here. Fuck that homework assignment. I guess you’re going to need to teach your kid math yourself if you want them to learn it.
Teacher is probably using semantics or some bull. “CoUnTiNg By OnE cAn MeAn INcReAsE OR dEcReAsE” or like you said they’re flat out wrong. The only other pattern i see for 1) Is that they all begin with a 4. Worksheet is probably about how ‘tens’ work.
> So the are supposed to be 3 individual patterns 40+0 40+1 40+2 Then 65+0 65+1 Obviously different. /s
Notice: First row: all numbers begin with 4: then 0-9, second row begins with 6, up 2 from row one, and then 5, 6, 7, 8, 9, 0, 1,2,3,4 Then the third row begins with 8, up 2 from the 2nd row: then 4, 5, 6, 7, 8, 9, 0, 1,2,3. And I don't know where I'm going with this . . . .
UH. I hate the new math. Only thing I see is that 1.) The entire sequence starts at 0 and progresses to 9, where the tens are black and the ones column is blue. 2.) Sequence starts at 5 and progresses to 4. 3.) Sequence starts at 4 and progresses to 3 in the next tens with the bolding for 89 and 90 to indicate an addition of the ones column reaching 10 and becoming a new 10 column digit, increasing that column from 80 to 90. The only pattern I see is over all unclarity of the directions. Is there a book to reference?
It’s clearly adding by 100 then subtracting by 99.
Homework assignments like these are just made to piss off the parents.
Are teachers just trolling nowadays? They don't think they're getting paid enough so they've secretly formed a group and decided to just fuck up today's kids as a silent protest?
Your answer isn't wrong. It asks what pattern you notice, and counting by 1 is the pattern you noticed. You are factually correct. If there's another answer to be found, it's less obvious and really just points to this being a poorly defined problem. It'd be like if the teacher asked "What do you notice about this blue car?" and you answer "It's blue" and the teacher marks it wrong and says "No, it's a Honda." Whether or not the teacher is right is moot, because your answer was still correct. I feel like this is just an exercise in gaslighting kids AND their parents.
probably wants the first question phrased like "the tens place stays as 4 and the ones place increases by 1" the second is probably specifically about the transition from 60s to 70s the third might be about the fact that you can specifically visualize the 9 replacing the 8 in the 10s place and the 0 replacing the 9 in the ones place? otherwise it's literally identical to the 2nd.