First one to get it right, congrats.
Any other answer is incorrect.

I found this on the net.

I didn't want to start a new thread.

How is the child's answer incorrect?

It is correct!

Only if she read the first 28 pages again on the Tuesday

Public education now is moronic.

I'm at a loss for words.Someone will have to explain to me in easy to understand terms why the student got this wrong.

Yup.The sooner things like 'gender studies' is removed from the curriculum the better.I've been following some college protests over there in the US and some of these kids are as dumb as rocks.They are being led astray for whatever reason.

They are getting these kids ready to be government contractors. How can pork survive without the massive overruns through poorly executed estimates. Think about the children.

When I was a junior in high school, our math teacher had a system of teaching us good solid arithmetic to prepare us for trigonometry and our next year in AP Calculus. He had consulted with the high school psychology teacher and together they came up with the Jolly Numbers test. It was the nightmare of everyone in this class.

It consisted of a grade school level math test. Long addition, simple subtraction, medium level multiplication and long division. However, you had to get 100% of the test correct. And you had to get 3 if them correct in a row. Until then, he had gone to the yearbook staff and found your worst high school yearbook picture and posted it on the outside of the classroom for all to see, showing at what stage of Jolly Numbers you were at. If you didn't finish all three before grades were coming out, your grade was withheld until you do.

You don't know how psychologically terrorizing that was! And the tests were EASY but because your mind is being played with, you'd make the stupidest mistakes. -1 instead of 1, add instead of subtract. You felt paranoid. But when you finally finished, you felt like king of the world, and you did have greater attention to detail when doing math!

v6,
boNes

I call a reasonable fake on the above picture, the original answer has been rubbed out.

Possibly, but he could have written an answer that he changed before he turned it in. Otherwise, why would the teacher mark it wrong saying it should be estimated?

Which IMHO is wrong anyway...it didn't ask to estimate it. IT asked if it was reasonable. If you estimate it, it's reasonable. If you calculate it like the student did, of course it's reasonable, because it's exactly correct.

v6,
boNes

We don't see the rest of the question paper and if there are any instructions on what you should be doing in the example given.

Context could change the meaning, and not fit it into what the original poster of the picture was trying to convey.
(I did not mean you CG2015)

It's wrong because the kid did not follow instructions. If the instructions were "round to the nearest 10 and estimate the answer" then the kid is wrong. They are teaching specific ways to do thing using specific methods. If you use the wrong method to get the right answer you lose points but you dont get the whole thing wrong. This is the equivalent of the question saying "use long division to find the answer, show your work" and the kid whips out a calculator and puts the right answer. Yes the answer is right but it was never about what the answer was it was about proving you know how to use a specific methodology.

But where does it say in the question/instructions to estimate the answer? It doesn't. It just asks if 75 is a reasonable answer.

As for the wrong method to get the right answer, why would it matter? In math there are different ways to get the same answer. It might not be efficient, but as long as you get the right answer what is the problem then? If they are making them learn a method, and punishing them for using a different method for getting the same correct answer, that is not encouraging thinking out of the box or developing more logic in thought. That teaching method reminds me of how my wife was telling me they were taught in communist Poland. This is the ONLY way to do it, and you're berated if you do it any other way.

v6,
boNes

Well like a couple of members here said that since we can't see the instructions to solve that problem, I am still saying the child got it correct.

They got it both wrong, the student and the teacher.
In fact, on Monday Carole was on page 28 of the book and by Tuesday she reached page 103. So she read just 103-28=75 pages on Tuesday, which is 75-28=47 more than she read on Monday (assuming she actually read at all on Monday - could have read them also on Sunday...).
I asked Carole, and she confirmed that she never ever counts the pages she reads, but just remembers the page she stops reading, so I must be right!
Based on my sketchy grammar skills, the questions maybe would have been better phrased as "Carole has read 28 pages..."

I agree.


Wheels

I just saw this thread so I am commenting on earlier posts. I am a retired maths teacher, so I had better get things right LOL

You can multiply 5 slices of bacon by 5 which gives 25 slices of bacon because 5 is a number
You cannot multiply 5 slices of bacon by 5 slices of bacon because the second 5 slices of bacon is not a number.
Mind you you can multiply five metres by five metres to get an area of 25 square metres because a metre is a linear measurement, which a bacon slice is not

The original problem was a "BEDMAS" (or "BODMAS") test.
"BEDMAS" was invented as a rule so that there can be only one correct answer to problems like this one (5+5x5+5)
However, in all of my 77 years I have never seen a real-life arithmetical problem that required BEDMAS in order to be solved. I have only ever seen them in maths tests.
If you buy three bottles of red wine for $10 per bottle; eight bottle of white for $12 per bottle and five bottles of rosé for $9 per bottle then bring them straight to my place when you have spent your $171

Just kidding. I've been waiting to use this, and now anyone can use it as a reference link without attachment.

++++++++++

I need to give my wife a break and start posting my math problems on this board when I get stumped (freshman college-level algebra/trig), especially word problems (writing the correct formula to solve).

Re-reading this thread, I've *finally* exorcised my HS math demons by working out every odd-numbered problem in my original HS textbooks (Algebra I, Geometry, Algebra II w/Trig, purchased new to help me study for the ACT in '85). I don't have the Calculus book my wife used our senior year (I was just taking my first Algebra class), but I've moved on to more modern textbooks (many of which include classroom video instruction on CD which is *really* nice).

Back to original topic on Oder of Operations (5+5x5+5), this is why you should never use a simple calculator for advanced math as it doesn't have the built-in algebraic logic of a scientific calculator.

If you are going for max bacon you would end up with 100 bacon. (5+5)*(5+5). If you are going to be wrong, then you might at least go ham.