I believe I understand, but I want to make sure I get what they want. The question is pretty simple. They are asking which numbers are both a multiple of 2 and 5? Like the number 10, for example?
I wouldn’t shade a number twice, but simply once…
His HW does come with a 1-100 number chart. No direction on it, though…
I’m not a math teacher, but as my children are in 3rd and 5th grades and as the designated Math Homework Helper[sup]TM[[sup] of the house, I read lots of math problems these days.
I would assume a 10x10 grid and probably something the kids are familiar with and have been introduced to. We haven’t done hundreds charts here yet (my eldest is in kindergarten), but I was introduced to the “ten frame.”
Seconded that they are teaching kids about prime numbers. In this case, that if p and q are different primes, like 2 and 5, and a number is divisible by p, as well as by q, then it is divisible by pq.
I guess if you even had only one chart and do as the question asks, multiples of 10 would get shaded twice. It doesn’t say to ignore already shaded numbers.
Elementary math specialist/math writer here. Most posters have it right.
Please note: Some posters may be unaware, which is fine, but the child in question almost certainly knows what a “hundred chart” is (as others have surmised it is a 10x10 grid with the numbers 1 to 100 and is a very common math material in the US at least).
The idea of shading would be something like “shade multiples of 2 yellow; now shade multiples of 5 blue; notice that some of the numbers have been shaded twice; which numbers look vaguely greenish when you’re finished?” I’m sure that the kids in the class have experienced this kind of language.
You can quibble with the wording if you want. Again, it’s a decent bet that the kids in the class have heard the wording, or similar, before.
As for why use the hundred chart: You can look at this as a halfway step to the more abstract question of “which numbers are multiples of 2 and also multiples of 5.” Giving kids a visual can often increase their understanding. And hundred charts are common ways to teach beginning concepts of multiples, among other things.
My kids’ classes both have social media groups for the parents. (In Taiwan, we use a different social media than Facebook, but you can have groups.)
It’s really convenient for asking other parents to explain the problem if you don’t understand. For my third-grade son, the teacher also participates, so she can directly answer questions. As a teacher I don’t want to be on call that much, but as a parent, I appreciate her willingness.
She’s actually making things easier on herself by doing that, as well as doing a better job of teaching. Any teacher will tell you that grading is a slog, and it’s even more of a slog when you’ve got a lot of wrong answers to deal with. When you’ve got a right answer, you can usually recognize it quickly, put a big check mark on the page, and move on to the next one. When you have a wrong answer, you have to figure out what the student did wrong, what that implies about any misconceptions they might have, explain what their mistake was, decide how many points off it’s worth (being sure to be consistent with other students), and figure out how to correct the misunderstanding. A little bit of work helping the students means a lot less work on grading wrong answers.
We got it, thank you all. Perhaps more another time. My daughter in in 5th grade, but she has been using Youtube to teach herself pre-algebra and some basic algebra. Hopeful she can cope with actual 5th grade math on her own!
The final answer might be given as the list of numbers, or it might be given as “the ones that end in 0”, or “the multiples of 10”. Saying “the multiples of 10” probably shows a greater understanding of the concept, but the way the question is worded, any of those should be acceptable. Hopefully her teacher isn’t just looking for the One True Answer that the answer key says is right.
