Posted: 10/8/2013 4:06:22 AM EDT
The following image was posted in GD.
The OP is wondering about problem #9. It's from a 4th grade math class. Everybody agrees that the first "is" is a typo. My contention is that there is no pattern--there is exactly one number that satisfies the problem as written. x=3x-1. Therefore, x=1/2. There is no pattern, and no fourth number. A couple of other people are arguing in favor of a sequence defined by Thoughts? |
|
Full disclaimer: My bias against this type of math stems from the fact that I did not learn math like this.
Having said that, wtf kind of problem is that. I saw that thread, and those were the most unclear, poorly written questions I've ever seen, next to the old voting tests. I clicked out of it before I got teh AIDS from GD math 
|
| OP, you are right that the problem does not distinguish between the number and any previous or subsequent numbers. That said, I'm sure the intent is to find the next number in a sequence. Were that the case, a starting number should also be provided, but maybe the students are supposed to start with their own number. |
|
The new national standard "Common Core" will cover that:
Mathematics » Grade 4 »
In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. 
Common Core math - grade 4 |
|
Quoted:
My contention is that there is no pattern--there is exactly one number that satisfies the problem as written. x=3x-1. Therefore, x=1/2. There is no pattern, and no fourth number. Thoughts? 4th grade is early for algebra. Explain the word "each", which implies more than one number I.e. a pattern. |
|
Quoted:
4th grade is early for algebra. Explain the word "each", which implies more than one number I.e. a pattern. Quoted:
Quoted:
My contention is that there is no pattern--there is exactly one number that satisfies the problem as written. x=3x-1. Therefore, x=1/2. There is no pattern, and no fourth number. Thoughts? 4th grade is early for algebra. Explain the word "each", which implies more than one number I.e. a pattern. I agree, which is why I think the question is fucked up. In fourth grade, you should be learning that math is precise. There is a right and wrong answer. They failed to write the question in a way that allows for the existence of a pattern. |
|
Quoted:
I agree, which is why I think the question is fucked up. In fourth grade, you should be learning that math is precise. There is a right and wrong answer. They failed to write the question in a way that allows for the existence of a pattern. Quoted:
Quoted:
Quoted:
My contention is that there is no pattern--there is exactly one number that satisfies the problem as written. x=3x-1. Therefore, x=1/2. There is no pattern, and no fourth number. Thoughts? 4th grade is early for algebra. Explain the word "each", which implies more than one number I.e. a pattern. I agree, which is why I think the question is fucked up. In fourth grade, you should be learning that math is precise. There is a right and wrong answer. They failed to write the question in a way that allows for the existence of a pattern. I agree. That's what happens when math geeks try to express themselves verbally or in writing. 
|