Math help EPGY Accelerated 5 course

[cdgni]

file:///C:/Users/CATHY-%7E1/AppData/Local/Temp/moz-screenshot-13.jpgMy daughter is taking an EPGY math course and is stuck on something simple, yet I don't understand enough to answer her.



This is an example.

57635/34

She would estimate that for quick division that 34 should be estimated as 30.. this was fine and easy to do.

Then it would ask if the quotient was too big or to small. Too big or too small in relationship to what? We never understood as we tried multiple different ideas and nothing was consistent with each other.

No matter if we answered too small, too big or left it blank, we were just as likely to get the answer wrong as well as right. If by chance, she got a few answers right, it was only because she had 50/50 chance. It wasn't because she understood the material.

It seems like this should be easy, she can do the division but didn't understand the too big/too small portion and I couldn't help her.

Has anyone taken this course and could answer a relatively easy question!

[melmichigan]

If you give me the point she is at I can look up the exercise. Is she in my group?

If you answer with rounding to 30 then the quotient would be to low because you are rounding down, high if you are rounding up, if it's the exercise I am think of. Let me know.

[cdgni]

Hi, thanks.

She's not in your group, I signed her up before I knew about your much better program! Unfortunately, I enrolled my dd for 9 months of math.

The problem that I'm having a hard time is a5.968.e2 or e4 or e7. I think that the problem must be very simple and I'm missing the obvious, but neither my dd or I understand when to check to the box!

Give the estimated for the divisors. Check the boxes for the estimated that would give quotients that are too LARGE.

122/42 (estimate 40) TOO LARGE
53/11 (estimate 10) TOO LARGE
83/44 (estimate 40) TOO LARGE
168/33 (estimate 30) not checked
75/34 (estimate 30) not checked
158/51 (estimate 50) not checked

Give the estimated for the divisors. Check the boxes for the estimated that would give quotients that are too SMALL.

95/28 (estimate 30) not checked 30*3=90
458/69 (estimate 70) Not checked 70*6=420
153/37 (estimate 40) TOO SMALL

[melmichigan]

Since she's not in my class it won't let me access that lesson. Can't you replay the lecture?

[tofuscramble]

We aren't doing EPGY yet (we are excited to be joining the homeschooling EPGY class), but I knew if I showed this thread to DH, he would see a pattern and he did.

Using estimation you can sometimes get a quotient that is larger or smaller than it would have been if you hadn't rounded.

For example 53/11=4 but after rounding the divisor down to 10; 53/10=5 so in this case the quotient is too large.

83/44=1 but 88/40=2 too large
168/33=5 and 168/30=5 just right


122/42 (estimate 40) TOO LARGE
53/11 (estimate 10) TOO LARGE
83/44 (estimate 40) TOO LARGE
168/33 (estimate 30) not checked - Just right
75/34 (estimate 30) not checked - Just right
158/51 (estimate 50) not checked - Just right

Give the estimated for the divisors. Check the boxes for the estimated that would give quotients that are too SMALL.

95/28 (estimate 30) not checked 30*3=90 - just right
458/69 (estimate 70) Not checked 70*6=420 - just right
153/37 (estimate 40) TOO SMALL Let me know if that doesn't make any sense and I'll have him do the explaining, instead.

[christinu]

Do you know how I could get on the list for EPGY so that I could pay and register my daughter for this on line program. Is there any feedback about the success of this program as well.

Thank you.

C.apgar@att.net

[regentrude]

This is a conceptual question about what division (and fractions) mean.
If you make the denominator smaller (or here divide by a number that is smaller than the one you should actually divide by), that makes the fraction (or result of division) LARGER .

If you estimate the denominator bigger than the actual one, it makes the result too small.

It is easy to see that when you split a given amount into fewer parts (or underestimate the number by which you divide), the parts become bigger - if you split into more parts (or overestimate the number by which you divide), the parts become smaller (think of dividing a 10-slice pizza for 12 people vs for 8 people)
Hope this helps


This is an example.

57635/34

She would estimate that for quick division that 34 should be estimated as 30.. this was fine and easy to do.

Then it would ask if the quotient was too big or to small. Too big or too small in relationship to what? We never understood as we tried multiple different ideas and nothing was consistent with each other.