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I'm looking for some tips on how to help my 5th grader understand decimal number order. I've tried drawing a pie and dividing the pie and discussing how .5 is greater than .25 which is greater than .125; but when she is putting decimals in order she is struggling with it. Any good tips on how to help her with this? They begin testing next week so I'm trying to help her get comfortable with these concepts before the stress of testing on it.
Hello Gail,

I find that when I use money to explain the order of decimals it seems to click. You can explain to her that .5 is .50 cents and .50 cents is greater than .25 cents. and .25 cents is greater than .125 which I would round to .13 cents. Play cashier with her and have her buy pieces of candy from you. For example, one piece of candy is .25 cents but if she wanted to purchase two it would cost .50 cents. This way she would see that .50 cents has a greater value because she can buy more with it.

Hope this helps!

Warm regards,

Gail Klanchesser said:
I'm looking for some tips on how to help my 5th grader understand decimal number order. I've tried drawing a pie and dividing the pie and discussing how .5 is greater than .25 which is greater than .125; but when she is putting decimals in order she is struggling with it. Any good tips on how to help her with this? They begin testing next week so I'm trying to help her get comfortable with these concepts before the stress of testing on it.

What is distributive property? I think my daughter is supposed to rewrite the math problem, but I'm not sure and neither is she.

Okay, I just reread her homework it says:
Use the Distributive Property to rewrite each expression. Then solve.
35x27
61x19
etc.
Looking it up in google it looks like this has to do with the order of operations, but all of the problems are simple like the ones above.
Gail,

Sorry it took so long to reply but i had the stomach virus that was going around. I probably caught it from one of my students. Anyways, the distributive property is used to break the multiplication up into parts. We teach our students to use the distributive property so they can multiply math mentally.

For instance:
35 x 27= 945
(20x30) + (20 x 5) + (7x30) + (7x5)= 945

61 x 19= 1,159

(10 x 60) + (10x1) + (9 x60) + (9x1)= 1,159

I hope this helps,

Wanda

Gail Klanchesser said:
What is distributive property? I think my daughter is supposed to rewrite the math problem, but I'm not sure and neither is she.

Okay, I just reread her homework it says:
Use the Distributive Property to rewrite each expression. Then solve.
35x27
61x19
etc.
Looking it up in google it looks like this has to do with the order of operations, but all of the problems are simple like the ones above.
Hi Wanda,

Thanks! That helps quite a bit. I feel so challenged by 5th grade math!
Gail,

No problem! I am here to help!

Wanda
Well we're into addition and subtraction with unlike denominators.  And for the first time I know it.  And now have the evening battle of explaining to my daughter why she needs to show her work.

Hello Gail,

It is extremely important that students show their work so they can see where they made mistakes and if they understand the concepts learned. Providing an answer is not enough because teachers want to see how you arrived at your answer and what mistakes you made. After checking my students work, I always go over the mistakes they made on the board or in a PowerPoint and re-emphasize them before a quiz or test.

Gail Klanchesser said:

Well we're into addition and subtraction with unlike denominators.  And for the first time I know it.  And now have the evening battle of explaining to my daughter why she needs to show her work.
thanks! I explained that I can help her better if I can see her work.  It's getting better.  Her vocabulary list this past week had words like difficult and horrible, and when she had to write sentences with those words she wrote "math is difficult" and "my math is horrible".  So trying to help her without her getting frustrated has been a challenge for me this year!

You welcome. Post the questions you have difficulty explaining here and I will provide you answers that help her relate them to real life. I have found that using drawings with my 1st grader helps her because she is a visual learner.

Warm regards,

Wanda

Gail Klanchesser said:

thanks! I explained that I can help her better if I can see her work.  It's getting better.  Her vocabulary list this past week had words like difficult and horrible, and when she had to write sentences with those words she wrote "math is difficult" and "my math is horrible".  So trying to help her without her getting frustrated has been a challenge for me this year!

64             25

25    times 64     and square root it

in my homework it says that if 10 students want to pick color like 1blue, 3green ,6red how much times they can pick green

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## Notes

### Figure This Challenge #56

• Complete Solution will be given on May 17, 2015

Complete Solution:

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Created by Wanda Collins May 10, 2015 at 1:56pm. Last updated by Wanda Collins May 10, 2015.

# Math Limerick

Question: Why is this a mathematical limerick?

( (12 + 144 + 20 + 3 Sqrt[4]) / 7 ) + 5*11 = 92 + 0 .

A dozen, a gross, and a score,
plus three times the square root of four, divided by seven, plus five times eleven, is nine squared and not a bit more.

---Jon Saxton (math textbook author)

Presentation Suggestions:
Challenge students to invent their own math limerick!

The Math Behind the Fact:
It is fun to mix mathematics with poetry.

Resources:

Su, Francis E., et al. "Math Limerick." Math Fun Facts.

funfacts

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