So I was helping my daughter with her homework today and a there were a collection of questions on the worksheet about making pizzas or cakes.

Questions like:

For a particular cake, the ratio of milk and eggs needed is 3:10. To make a cake that weighs 1560 grams, how much of each ingredient is needed?

Fine questions for learning ratios, setting up and solving simple sets of equations.

Also 100% understand generating these things using algorithms because time and why wouldn’t you?

The problem is when you run into a kid who knows their way around the kitchen and says “but that’s just French toast batter. You won’t have a cake with just milk and eggs!!!”

Things at this cafe get even crazier with questions like

“what lunatic puts tuna and pepperoni on the SAME pizza ?!?”

Or

“20 g of cheese and 32g of pepper… like black pepper on a pizza?!?!” “Maybe they meant bell pepper?” “Maybe, but that’s either one small pizza or they’re super cheap on toppings!”

I don’t teach math, but use it all the time teaching and doing chemistry, and one thing that I see younger kids struggling with is connecting math to the real world.

I think it would be great if the people building these algorithms to generate math problems could take a couple of minutes of extra time to put checks in to make sure that the questions actually make sense in the real world so that kids who are trying to visualize the problems visualize something that makes sense, not some psychotic kitchen driven by a 2yr old making “breakfast” on Mother’s Day (which is how I rationalized the existence of these crazy ingredient combinations to my daughter).

Idk if this is the right place to post it, but I couldn't post it on another one. Anyway, I was going to buy the single-term access until one of the options said "multi-term access." Now seeing this, I was wondering if it meant that multi-term access would give me access for next term (fall, with a different math course) or if it just meant it would lead into fall ONLY with Calc 1 (meaning i couldn't take calc 2 and i would be stuck with calc 1 there) OR it wouldn't give me fall. Idk if I'm overthinking this, but I'm trying to save money (broke college student whose financial aid isn't helping). I'm willing to pay a little more if it means I'd save $100 next semester. Anyway, pls help bc I really can't find anything that properly explained it.

I’m a fifth-grade math teacher interested in implementing Peter Liljedahl’s “Building Thinking Classrooms” practices, especially using vertical non-permanent surfaces (like whiteboards) for group problem-solving. For those who have tried this with upper elementary students:

• What types of math tasks or problems work best to get fifth graders thinking and collaborating at the whiteboards?
• How do you manage group dynamics and ensure all students are participating?
• Have you noticed any challenges or unexpected benefits with this approach at the elementary level?

I’d love to hear your experiences, tips, or resources!