Dumb math question

[Atonchia]

My answer is also 300, when nothing is given then it is base on shape, pattern and simple logic.

 

[Raymondism]

OK, you're assuming the metric: area is proportional to value. That was my first response as well. And I guess it's the one that most kids would go for.

 

But why not:

 

number of sides is proportional to value? Ans: 100 + 100 + 75 + 75 = 350

 

And why not:

 

number of right angles is proportional to value? Ans: 100 + 100 + 25 + 25 = 250

 

Admittedly, the last one is less obvious, but you get my point, I hope. When a question is as ambiguous as this one, the smarter kids who think outside the proverbial box (even a little) are the ones who'll come off worse.

 

In fact, my friend considered other possibilities: why assume the implied bridging operation is a "sum". Why not a product? For that matter, why is the answer not a code? Why is the answer a single number instead of the string "100,100,50,50", for example.

 

I really wish they would stop setting questions like this. Storm in a teacup, I know, but it highlights a larger problem with the education system here - as they try to make the questions "smarter", some of them inevitably become dumber. And the problem is that only one answer is acceptable.

 

maybe they teach something like that in school?

i dun hv kids so i wont know

 

but the logical area is 300... cos squares n triangles are all 2D..

 

unless 100 refers to perimeter... then pythagoras come into play?

 

[Porker]

OK, you're assuming the metric: area is proportional to value. That was my first response as well. And I guess it's the one that most kids would go for.

 

But why not:

 

number of sides is proportional to value? Ans: 100 + 100 + 75 + 75 = 350

 

And why not:

 

number of right angles is proportional to value? Ans: 100 + 100 + 25 + 25 = 250

 

Admittedly, the last one is less obvious, but you get my point, I hope. When a question is as ambiguous as this one, the smarter kids who think outside the proverbial box (even a little) are the ones who'll come off worse.

 

In fact, my friend considered other possibilities: why assume the implied bridging operation is a "sum". Why not a product? For that matter, why is the answer not a code? Why is the answer a single number instead of the string "100,100,50,50", for example.

 

I really wish they would stop setting questions like this. Storm in a teacup, I know, but it highlights a larger problem with the education system here - as they try to make the questions "smarter", some of them inevitably become dumber. And the problem is that only one answer is acceptable.

 

Mate I think you're reading too much into a simple logic and addition question. This open question at that level is meant to test logic and how they arrive at the answer. That's it. Nothing else

[Raymondism]

Mate I think you're reading too much into a simple logic and addition question. This open question at that level is meant to test logic and how they arrive at the answer. That's it. Nothing else

 

 

maybe this question can reveal whether the student is homosexual or straight or bi

 

[Porker]

maybe this question can reveal whether the student is homosexual or straight or bi

 

 

Square is hole and triangle is c o c k

[Raymondism]

Square is hole and triangle is c o c k

 

izzit?

how about octagon?

[Porker]

Gay lah

[Jman888]

Gay lah

 

 

octagon is Bi and circle is Gay

[Civic3106]

The answer is 300. This is P3 question and need not be as complicated as you though.

[Topspin]

OK, you're assuming the metric: area is proportional to value.

 

Why did you associate area with the term metric?? Metric is just a system of measurement.

 

I think you meant to say scaling? Wow!! some P3 schools are teaching the students the concept of scaling already ah??

Edited February 2, 2013 by Topspin

[Shawntai]

Valid question.

Similar to number representation in hieroglyphics or roman numerals.

If I = 1, and V = 5, then, VII equals ?

 

5*1*1=5

[1fast1]

agree the test is on shape and area.

 

No, the test is not on shape and area. It's a CA1 paper from MGS. Can't remember the year, but it tests many different areas in Pri 3 Math. Also, there were no preceding cues to clue students in on what's expected. This is not one part of a multi-part question, etc., just a standalone question.

 

You still think it's fair? Still think I should give the teachers a break?

[1fast1]

Why did you associate area with the term metric?? Metric is just a system of measurement.

 

This applies, in the sense of a bijection between two sets. e.g. area of figure -> numerical value.

 

The mapping defines the metric, which in a generic mathematical sense, describes a systematic way of measuring the "distance" (which can be quite abstract - not necessarily our ordinary concept of the Euclidean distance) between elements of a set.

 

I'm not talking about the "metric" (SI) system of units.

Edited February 2, 2013 by Turboflat4

[1fast1]

Mate I think you're reading too much into a simple logic and addition question. This open question at that level is meant to test logic and how they arrive at the answer. That's it. Nothing else

 

I have to tell you, it's a great relief to see at least one reply from you that doesn't have any gay in it. Maybe I should post more math complaints, to bring out the straight in you.

[VellfireS]

That's an actual Pri 3 CA1 past year question from a branded Pri school. No options, so it's a free response question. What's your answer, and why?

 

I can think of three equally valid ways to do it (two obvious and one slightly less obvious), giving three different answers. In fact, none of these is truly correct since there's insufficient information to establish the implied metric, but whatever.

 

I wouldn't mind if challenging questions are set by those with a modicum of intelligence and judgement. But clearly, at least some of the question setters are falling short of the mark.

 

I feel the answer is 300?

[Happily1986]

This applies, in the sense of a bijection between two sets. e.g. area of figure -> numerical value.

 

The mapping defines the metric, which in a generic mathematical sense, describes a systematic way of measuring the "distance" (which can be quite abstract - not necessarily our ordinary concept of the Euclidean distance) between elements of a set.

 

I'm not talking about the "metric" (SI) system of units.

 

dey, peepur who donno you would think you got permanent head damage in maths.

[Happily1986]

I have to tell you, it's a great relief to see at least one reply from you that doesn't have any gay in it. Maybe I should post more math complaints, to bring out the straight in you.

I gotta tell you. the only straight about Porker is his definition of a line.

 

[Givechance]

The key word here is represent.

 

There is no summation or mathematical connotation in the question.

 

It's purely symbol/shapes arranged in a linear fashion.

So I think it means 1001005050.

The answer box is rectangular and longish, which I assumed the teacher is expecting the long numerical answer.

 

so TS what did your kid's teacher say is the correct answer?

Edited February 2, 2013 by Givechance