Hi Megan! This is definitely not traditional curricula, but this is all I use with my kids for the whole school year. Each week on Monday I give them one of the 36 sheets with 10 problems. They do as much as they can on their own and then later in the week we sit together and talk about how to do the ones they don’t konw how to do. I give them hints rather than telling them the answer as much as possible, but there are times when I have to just tell them (like how many ounces are in a pint). My answer keys, which are really more like solution guides particularly for the older grades, are available on Etsy and Patreon if you need help explaining how to do the problems. For older kids, you could also just give them the solution guide. (That’s what I had to do with my oldest last fall, because I was working full time.) I also have task cards on Patreon with the same 360 problems so we can set aside and review the ones that are giving them a lot of trouble. The questions build on each other each week, so I don’t think it’s necessary to have them do all the problems again, even if they get a lot of help. Each week they revisit the same 10 concepts, so even through there is not a lot of repetition on a daily basis, there is spaced repetition that personally I think is more helpful. If they master these 360 questions, they will have a solid grasp of all the math they should understand for that grade level. I hope that helps explains my approach!

Hi Carol, I’m so sorry it took me almost 2 months to get back to you! 🙈 I’m doing my student teaching at the moment, so I’m taking a break from blogging! You are right…this is a very unusual question. You are definitely not the first person to ask about it. Honestly, I don’t think this is something that kids need to fully understand. I wanted to make sure that kids saw it, because it was included in one of the curricula I used and I like to make sure kids see EVERYTHING, but honestly, questions like this one are not in most curricula. The way I explain it to my kids is that if there were 10 cows and 5 horses, then we would say there are 2 times as many cows or 2 times fewer horses. This makes sense to them since we’re dealing with a whole number ratio. However, math doesn’t care about whole numbers. To find the number that would go into the blank in the phrase “_____ times as many cows or _____ times fewer horses” you still have to find the ratio. Since you did 10/5 to get 2 in the case that made sense, we will do 9/5 and leave the answer as 9/5 (or 1.8 or 1 and four fifths) for our problem. I hope that helps!

Now my questions – Gr. 5 Week 8. 9 cows and 5 horses. The answer for how may times fewer horses there are is 9/5 times fewer horses. Why? I’m not familiar with this type of question. Are you just looking to write the problem as a division problem? I’m not sure how to explain this.

Thank you so much for letting me know! I just updated the files yesterday after I found some typos, but I clearly messed up! I just uploaded the file without answers, so the links should work now. Thanks again!

I’m so glad you can use it! There are probably a few typos. I am planning to go through and proofread them more carefully in the next couple weeks in case you want to wait to print them!

Hi Betsy! I haven’t posted it on my blog yet, but I have curricula for 6th grade which my oldest has used. I should also have 7th grade done soon, though I won’t have an answer key for a while. You can send me your email address using the contact form: https://researchparent.com/contact/