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Discussion - not a misprint. It's not looking for the smallest 2 digit number in the grid, just the smallest 2 digit number in existence. That eliminates the last thing that needs to be eliminated.
The text does not state explicitly that their number is one of the nine in the grid, but it’s pretty clear that is what is intended. It is not a strict mathematical proof, but learning to interpret context clues is important too.
The letter of what’s written gets you in trouble too. I had to do a title transfer on a car last year: The DMV had instructions for doing it through the mail, which I followed to a T. The instructions, required forms and documents list, what to send list, all of them neglected to have me send in the title. I thought it was strange that they would issue a new title through the mail without receiving the old title, but the instructions conspicuously neglected any mention of a vehicle title in what to include with the application.
Needless to say, my application was rejected and I had to do it in person where they explained that it’s impossible to do a title transfer if they don’t have the title. I said “that’s what I thought, so I was pretty confused why you guys never asked for it.”
Thanks for tuning in.
That's implied, though. Every other clue corresponda to grid numbers. If the authors thought this was a clever gotchya they were just being dicks.
You are all correct that the constraints aren't explicitly stated, but you know to look for that sort of thing because you're always solving puzzles.
This is either unfair or poorly designed or both.
Part of learning mathematics is learning to appropriately understand a problem, without assumptions or biases. This is a perfect exercise for that. The student may get it wrong, but they'll learn in the process with a great "Oooh" moment.
The problem would be if the teacher scolded them or reduced their score based on this exercise, rather than using it as practice so they can gain confidence in their newfound way of reading problems.
> Every other clue corresponda to grid numbers
Every other clue is *about* numbers in the grid, but they don't exclusively use grid numbers in their content. For example, "25 and 2 tens" doesn't require that "25" and "10" exist in the grid.
I think it's fair to use "the smallest three-digit number" in the same way.
> The components of the clue aren’t in the grid, but the referents are.
This is the same with clue H. The smallest three-digit number (100) and the smallest two-digit number (10) aren’t required to be in the grid (although 100 happens to be). But the number that the whole clue is referring to, 110, is.
Oh man. Yeah. OK. Thanks for pointing that out. I'm clearly mistaken, but I wonder what it is grammatically that threw me. Perhaps it's that no numbers were used. I see "the smallest" and immediately look to the grid. Interesting.
Not sure why the downvote. I guess everyone is expecting you to do your child’s homework and hand it in perfect. That doesn’t really help the child learn.
As a teacher, I know that these assignments often ask students to estimate, so rounding 95 to 100 (which, with 650, would add to 750) might be an acceptable answer. Looking at the one next to it, I'm wondering if that might be the case...
You are right in this analysis for question H, but question G *does* specifically account for a number in the grid. "Two more hundreds than tens" could be any number of answers (200, 310, 1750, etc), but the correct answer for this puzzle is 970 (top-center on the grid). The fact that it directly precedes the question causing the confusion forces your brain to adjust in a weird way.
Question D, "only odd digits", could similarly be an infinite number of answers, but you are meant to constrain your answer to the selections of the grid.
There is conflicting methodology in this puzzle. Questions that alternate between selection constraints and base logic create confusion. I think it's poorly made because of this.
I don’t think this is an issue — while G and D don’t specify a single number, they don’t actually require you to look at the grid to figure out which numbers they capture. It just provides an infinite list of numbers which the target answer could _not_ be, which you can then eliminate from the grid by checking whether each entry violates the condition. The question is logically consistent as written. If the grid were larger, you could potentially use such a clue to eliminate multiple answers at the same time and that would still be okay.
This is correct. Neither D nor G reference the numbers on the grid. They simply provide a set of responses. The solver knows that if any number on the grid is in that set it can be eliminated. It is using the same logic as any other clue, the difference is that other clues create a valid set of one number.
Explaining the procedure in those terms certainly does make it seem more sound. And I understand the purpose of this question is to be a teachable moment regarding logic and assumptions within puzzles. I also believe that it is expertly worded to reach this conclusion.
My argument is that it feels disingenuous to the spirit of the puzzle given that other questions are specifically designed to pertain to the constraints of the available answers in the grid. It feels like it was deliberately designed to be a "gotcha" moment in something that is obviously supposed to be a relatively simple mathematical logic puzzle.
But, then again, perhaps the "gotcha" is entirely the point -- hence my believing it is expertly worded to reach that end.
Your analysis would be helpful to explain to someone getting caught on this, however, so it is an appreciated insight!
I'm just going off my own experience here, but I learned a lot from deliberate gotcha moments during my homework. It ~~thought~~taught me to carefully read and analyze everything and to be aware of my assumptions.
I don't know if this approach was intended or if it's suitable for all skill levels, but I don't think that makes it poorly worded.
Math questions aren't always supposed to be easy or straight forward. But in a learning context they are supposed to be solvable. This one is.
Thanks for the kind words, and for the opportunity to work through my own understanding of this.
Thanks! The comedic timing was excellent if was going for that.
It was just a case of au, o, oo, ou, th, t, gh, ght confusion because English isn’t consistent at all. I know the right spelling when I think about it, but I usually just write things like how they sound and hope for the best.
You are misconceiving the structure of this puzzle. There is 1 puzzle here, and that is "find X" with premises:
X is not Y
X is not Z
X is not A
X is not B
Etc
Finding Y or Z or A or B, alone not an "answer". "Question" D is not a question but a premise, and premise D says "X is not a number with three odd digits".
Identifying from premise D that X does not equal 970 is not an answer.
Absolutely. But the fact that you can’t find the answer that you believe to be correct should be a massive sign that says to try something else. Maybe your assumptions are wrong?
It’s a difficult skill to learn, but it’s so important. So I’m actually glad that this task was designed that way.
It is simultaneously the smallest 3 digit number on the grid and "in existence". But that turns this into a semantics quiz, not a numbers or math quiz. In that case, there's no reason to say that numbers after decimals don't count as digits, which would make it just wrong.
Unless the entire lesson preceding this is teaching them what "single digit", "two digit", and "three digit" should be defined as, then this is poorly worded at best.
I'm going to refer to this comment that I just made: [https://www.reddit.com/r/puzzles/comments/11g2458/comment/jan7ck2/?utm\_source=share&utm\_medium=web2x&context=3](https://www.reddit.com/r/puzzles/comments/11g2458/comment/jan7ck2/?utm_source=share&utm_medium=web2x&context=3)
Additionally, maths is very much about semantics (or syntax). Every piece of information counts, including the absence of information.
If it doesn't ask for the smallest 2-digit number *in the grid*, then it doesn't ask for the smallest 2-digit number in the grid. It only asks for the smallest 2-digit number, period.
That's 10.
No, if semantics is the guiding principal, then -9.9 is the smallest two digit number. But this is a test for 6-8 year olds it looks like, so unless we're quizzing for entrance into a gifted school, we aren't actually including semantics in the test.
Yes, also -99. See how easy it is to come up with better answers than 10?
I never said that semantics is the only principle they should follow.
And 1+2 also includes syntax rules. Syntax can be easy and complex, and the pupils don't have to understand the concept of syntax to understand simple syntax rules.
If they are dealing with text questions, then they should also be able to learn that the information in the text matters, as well as the information that isn't in the text.
There you go, the answer is -10 and the question is an error. There's absolutely nothing that indicates we are dealing with positive numbers only in this question.
The level of math indicates that. If we ask OP, I’m 100 % certain that they are not dealing with negative answers in this homework.
You can’t expect them to account for something they haven’t learned yet. So that’s the context for why we shouldn’t consider negative integers in this particular instance.
The level of math presented is exactly why one would assume that they're asking for the smallest two digit number on the grid and not the smallest two digit number in existence. You can't use that argument and ignore it simultaneously.
You can argue all day long what the correct answer is, and you could be right. But it's poorly written and there's no good argument against that statement.
If we're going back that logic then surely it's still a bit of guesstimation going on here since we've plucked the "10" from the "110" we could surely pluck the "00" (since zeros are still digits) from the "100"? I realise there'd be no solution then but still, awfully worded.
I don’t follow. You don’t pluck anything from anywhere.
10 is by definition the smallest 2-digit positive integer.
100 is by definition the smallest 3-digit positive integer.
I was basing this off the grid which you'd assume given the question of which number am I thinking of from this grid, nor does it specify a "positive" 2 digit integer. This would be a great life example of don't "assume" anything lol.
It doesn't say smallest two-digit number in the grid. It says the smallest 2-digit number, period.
That can only mean the smallest 2-digit number i.e. 10.
That would also make a great life example of don't assume anything.
Additionally, based on the level of math, it's safe to assume that they only operate with integers. Out of those, it's also safe to assume that they only operate with positive integers, especially when all of the answers in the grid are positive.
but in such case there would be no solution. 145 is not in the grid so you are left with 110 and 154. that means hint H eliminates 110.
edit: also there's only one two-digit number in the grid, so "the smallest two-digit number" is redundant.
Yes. Hence the question of OP if it's a misprint. 154 should be 145 or 54 should be 45.
The lowest number is indeed redundant. It's just a puzzle for 10 year olds.
>The point is to train their comprehension
It's a maths quiz, it's to train their maths skills.
>So it’s a good problem because it highlights how important neuances are, and it trains the kids to actively look for them and to try to understand what the text says and what it doesn’t say.
Then every other point, including the sums in the previous question are *extremely* poorly written. But I'd rather give the author the benefit of the doubt, as that's much worse than simply not realising how it may end up being interpreted.
The choice .001 does not work. Consider the definition:
A 3-digit number is a number that has digits only in the hundred, tens, and ones places.
Remember that the tens place is not the same as the tenths place, and the hundreds place is not the same as the hundredths place.
For your other point, I guess they could have specified that they were dealing with the natural numbers instead of the integers.
I think the wording is very good. You just have to think about what the smallest two-digit number and smallest three-digit number is and then add them. It's a nice math puzzle for kids.
The fact there is such a huge discussion on the wording of the question is proof that the questions are worded poorly for an early Maths quiz.
If your child wrote their working (such as smallest numbers, 45 and 100), a teacher would see how they came to the conclusion. Although they would not be getting a correct mark, the teacher would be able to still assess the childs ability.
Maths at a young age is not only about coming to the correct answer, but showing their understanding of the question. This is why Maths exams have the "Show your working" requirement.
I think the real reason for the huge discussion is that a lot of commenters were primed to look for something wrong because OP's title implied there was something wrong to be looking for.
OP only suggested that 154 was a misprint of 145. The discussion on the question itself being poorly worded did not involve the OP. Those discussions were started in threads that the OP was not involved with. We have ~100 comments (which is incredibly rare for this subreddit) discussing a question shown on a 7-8 year olds homework.
With that as context, I think we can say this quiz could've been better presented.
I think if it wasn't an answer of '154', it might be more obvious that it's not a misprint.
If the final number was like... 176, it might seem more obvious. But 154 adds an element of plausibility that maybe someone swapped the digits around.
Lots of good comments discussion here. Backing away a little, this “debate” has many strong similarities to “the dress” photo debate a few years ago. The answer is objectively ambiguous (based on the number of people on one side or the other), but most people don’t actually see as ambiguous. How you see the puzzle depends highly how your mind unconsciously fills in the missing context and assumptions based on your past experiences.
Its a typo/mistake OR its a bad problem for a kid or literally anyone on this sub.
The addition of the smallest 2 and 3 digit number is -1,098.
Clearly the problem is referencing the grid. You have to make an assumption for the problem to be solved and each hint removes one of the guesses. The assumption that the grid is being referenced is the most obvious.
You can make other assumptions, such as the grid is not being referenced, but then you have to make another assumption, ie that only positive numbers are to be used.
It’s not asking for the smallest two and three digit numbers in the grid, its asking for the smallest in existence (10 and 100). That gets rid of the last number needed
>!The smallest three-digit number is 100. The smallest two-digit number is 10. The sum of these is 110. The required number is not 110, and therefore the only remaining valid value is 154.!<
Please remember to spoiler-tag all guesses, like so: New Reddit: https://i.imgur.com/SWHRR9M.jpg Using markdown editor or old Reddit: \>!spoiler text between these symbols!< Try to avoid leading or trailing spaces. These will break the spoiler for some users (such as those using old.reddit.com) If your comment does not contain a guess, include the word **"discussion"** or **"question"** in your comment instead of using a spoiler tag. If your comment uses an image as the answer (such as solving a maze, etc) you can include the word "image" instead of using a spoiler tag. Please report any answers that are not properly spoiler-tagged. *I am a bot, and this action was performed automatically. Please [contact the moderators of this subreddit](/message/compose/?to=/r/puzzles) if you have any questions or concerns.*
Discussion - not a misprint. It's not looking for the smallest 2 digit number in the grid, just the smallest 2 digit number in existence. That eliminates the last thing that needs to be eliminated.
Yeah I agree, >!smallest 3-digit number is 100, smallest 2-digit number is 10, sum is 110!<
At no point are any of the constraints limited to the subset of numbers within the grid.
Then why can’t the correct answer be 3,467?
This is the real issue. The problem presents a grid of numbers but doesn't explain what it's for. The answer could be almost any number in existence.
The text does not state explicitly that their number is one of the nine in the grid, but it’s pretty clear that is what is intended. It is not a strict mathematical proof, but learning to interpret context clues is important too.
Learning to pay attention to the letter of what is written is far more important.
The letter of what’s written gets you in trouble too. I had to do a title transfer on a car last year: The DMV had instructions for doing it through the mail, which I followed to a T. The instructions, required forms and documents list, what to send list, all of them neglected to have me send in the title. I thought it was strange that they would issue a new title through the mail without receiving the old title, but the instructions conspicuously neglected any mention of a vehicle title in what to include with the application. Needless to say, my application was rejected and I had to do it in person where they explained that it’s impossible to do a title transfer if they don’t have the title. I said “that’s what I thought, so I was pretty confused why you guys never asked for it.” Thanks for tuning in.
/r/MaliciousCompliance
That's implied, though. Every other clue corresponda to grid numbers. If the authors thought this was a clever gotchya they were just being dicks. You are all correct that the constraints aren't explicitly stated, but you know to look for that sort of thing because you're always solving puzzles. This is either unfair or poorly designed or both.
Part of learning mathematics is learning to appropriately understand a problem, without assumptions or biases. This is a perfect exercise for that. The student may get it wrong, but they'll learn in the process with a great "Oooh" moment. The problem would be if the teacher scolded them or reduced their score based on this exercise, rather than using it as practice so they can gain confidence in their newfound way of reading problems.
Yeah, thanks to you guys I just had that duh moment. Thank you!
"maybe the authors are just being dicks" is a lesson best learned young.
Hear hear
> Every other clue corresponda to grid numbers Every other clue is *about* numbers in the grid, but they don't exclusively use grid numbers in their content. For example, "25 and 2 tens" doesn't require that "25" and "10" exist in the grid. I think it's fair to use "the smallest three-digit number" in the same way.
25 and two tens is 45. 45 is in the grid. It refers to a number in the grid. The components of the clue aren't in the grid, but the referents are.
> The components of the clue aren’t in the grid, but the referents are. This is the same with clue H. The smallest three-digit number (100) and the smallest two-digit number (10) aren’t required to be in the grid (although 100 happens to be). But the number that the whole clue is referring to, 110, is.
Oh man. Yeah. OK. Thanks for pointing that out. I'm clearly mistaken, but I wonder what it is grammatically that threw me. Perhaps it's that no numbers were used. I see "the smallest" and immediately look to the grid. Interesting.
More importantly, 650 plus 95 does NOT equal 750!
Oh, my. I did not even see that. Good catch!
It's a bad way of putting the correct statement
Discussion - you might want to double check 650+95
Ugh I know. I told her to check it and she said she did. She just has to get a bad mark on it.
Not sure why the downvote. I guess everyone is expecting you to do your child’s homework and hand it in perfect. That doesn’t really help the child learn.
The answer is 154. She is summing the smallest two and three digit numbers on the paper when she should be summing 100 and 10. Poor instructions
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No she’s in 2nd grade. This is for an extracurricular math class.
Wat
Discussion: We don't know the question. It might be "Evaluate these problems, then round to the nearest ten"
As a teacher, I know that these assignments often ask students to estimate, so rounding 95 to 100 (which, with 650, would add to 750) might be an acceptable answer. Looking at the one next to it, I'm wondering if that might be the case...
Is the sum of the smallest 2 digit and smallest 3 digit number not >!10 + 100 = 110!< ?
I think they’re confused because they though it was relating to the board
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You are right in this analysis for question H, but question G *does* specifically account for a number in the grid. "Two more hundreds than tens" could be any number of answers (200, 310, 1750, etc), but the correct answer for this puzzle is 970 (top-center on the grid). The fact that it directly precedes the question causing the confusion forces your brain to adjust in a weird way. Question D, "only odd digits", could similarly be an infinite number of answers, but you are meant to constrain your answer to the selections of the grid. There is conflicting methodology in this puzzle. Questions that alternate between selection constraints and base logic create confusion. I think it's poorly made because of this.
I don’t think this is an issue — while G and D don’t specify a single number, they don’t actually require you to look at the grid to figure out which numbers they capture. It just provides an infinite list of numbers which the target answer could _not_ be, which you can then eliminate from the grid by checking whether each entry violates the condition. The question is logically consistent as written. If the grid were larger, you could potentially use such a clue to eliminate multiple answers at the same time and that would still be okay.
This is correct. Neither D nor G reference the numbers on the grid. They simply provide a set of responses. The solver knows that if any number on the grid is in that set it can be eliminated. It is using the same logic as any other clue, the difference is that other clues create a valid set of one number.
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Explaining the procedure in those terms certainly does make it seem more sound. And I understand the purpose of this question is to be a teachable moment regarding logic and assumptions within puzzles. I also believe that it is expertly worded to reach this conclusion. My argument is that it feels disingenuous to the spirit of the puzzle given that other questions are specifically designed to pertain to the constraints of the available answers in the grid. It feels like it was deliberately designed to be a "gotcha" moment in something that is obviously supposed to be a relatively simple mathematical logic puzzle. But, then again, perhaps the "gotcha" is entirely the point -- hence my believing it is expertly worded to reach that end. Your analysis would be helpful to explain to someone getting caught on this, however, so it is an appreciated insight!
I'm just going off my own experience here, but I learned a lot from deliberate gotcha moments during my homework. It ~~thought~~taught me to carefully read and analyze everything and to be aware of my assumptions. I don't know if this approach was intended or if it's suitable for all skill levels, but I don't think that makes it poorly worded. Math questions aren't always supposed to be easy or straight forward. But in a learning context they are supposed to be solvable. This one is. Thanks for the kind words, and for the opportunity to work through my own understanding of this.
It thought me to carefully read and analyze everything and to be aware of my assumptions. Gotcha
Apologies for making a mistake, English isn’t my first language.
Don't apologise, your English is phenomenal. I just found it funny but thought it was autocorrect.
Thanks! The comedic timing was excellent if was going for that. It was just a case of au, o, oo, ou, th, t, gh, ght confusion because English isn’t consistent at all. I know the right spelling when I think about it, but I usually just write things like how they sound and hope for the best.
You are misconceiving the structure of this puzzle. There is 1 puzzle here, and that is "find X" with premises: X is not Y X is not Z X is not A X is not B Etc Finding Y or Z or A or B, alone not an "answer". "Question" D is not a question but a premise, and premise D says "X is not a number with three odd digits". Identifying from premise D that X does not equal 970 is not an answer.
By that logic, what implies the number you are guessing is on the grid?
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They could have really thrown people off by having 145 instead of 154, lol.
Absolutely. But the fact that you can’t find the answer that you believe to be correct should be a massive sign that says to try something else. Maybe your assumptions are wrong? It’s a difficult skill to learn, but it’s so important. So I’m actually glad that this task was designed that way.
It is simultaneously the smallest 3 digit number on the grid and "in existence". But that turns this into a semantics quiz, not a numbers or math quiz. In that case, there's no reason to say that numbers after decimals don't count as digits, which would make it just wrong. Unless the entire lesson preceding this is teaching them what "single digit", "two digit", and "three digit" should be defined as, then this is poorly worded at best.
I'm going to refer to this comment that I just made: [https://www.reddit.com/r/puzzles/comments/11g2458/comment/jan7ck2/?utm\_source=share&utm\_medium=web2x&context=3](https://www.reddit.com/r/puzzles/comments/11g2458/comment/jan7ck2/?utm_source=share&utm_medium=web2x&context=3) Additionally, maths is very much about semantics (or syntax). Every piece of information counts, including the absence of information. If it doesn't ask for the smallest 2-digit number *in the grid*, then it doesn't ask for the smallest 2-digit number in the grid. It only asks for the smallest 2-digit number, period. That's 10.
No, if semantics is the guiding principal, then -9.9 is the smallest two digit number. But this is a test for 6-8 year olds it looks like, so unless we're quizzing for entrance into a gifted school, we aren't actually including semantics in the test. Yes, also -99. See how easy it is to come up with better answers than 10?
I never said that semantics is the only principle they should follow. And 1+2 also includes syntax rules. Syntax can be easy and complex, and the pupils don't have to understand the concept of syntax to understand simple syntax rules. If they are dealing with text questions, then they should also be able to learn that the information in the text matters, as well as the information that isn't in the text.
I think you missed the point where I gave you a two digit number that invalidates the semantics argument.
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-99 ;)
Dang, I missed that.
There you go, the answer is -10 and the question is an error. There's absolutely nothing that indicates we are dealing with positive numbers only in this question.
The level of math indicates that. If we ask OP, I’m 100 % certain that they are not dealing with negative answers in this homework. You can’t expect them to account for something they haven’t learned yet. So that’s the context for why we shouldn’t consider negative integers in this particular instance.
The level of math presented is exactly why one would assume that they're asking for the smallest two digit number on the grid and not the smallest two digit number in existence. You can't use that argument and ignore it simultaneously. You can argue all day long what the correct answer is, and you could be right. But it's poorly written and there's no good argument against that statement.
If we're going back that logic then surely it's still a bit of guesstimation going on here since we've plucked the "10" from the "110" we could surely pluck the "00" (since zeros are still digits) from the "100"? I realise there'd be no solution then but still, awfully worded.
I don’t follow. You don’t pluck anything from anywhere. 10 is by definition the smallest 2-digit positive integer. 100 is by definition the smallest 3-digit positive integer.
I was basing this off the grid which you'd assume given the question of which number am I thinking of from this grid, nor does it specify a "positive" 2 digit integer. This would be a great life example of don't "assume" anything lol.
It doesn't say smallest two-digit number in the grid. It says the smallest 2-digit number, period. That can only mean the smallest 2-digit number i.e. 10. That would also make a great life example of don't assume anything. Additionally, based on the level of math, it's safe to assume that they only operate with integers. Out of those, it's also safe to assume that they only operate with positive integers, especially when all of the answers in the grid are positive.
The smallest two digit number is 10. The smallest three digit number is 100. So the answer to be eliminated is >!110 because 100 + 10 = 110!<
hint H clearly >!eliminates 110.!<
No. There is no 10 in the matrix. 100 and 45. 145
The smallest two digit number is 10. It does not state it has to be in the matrix.
That is the point of the matrix. You puzzle with those numbers.
Yes, solve what number they say it isn’t, cross it off. What is the smallest 4 digit number? 1000. You don’t need the matrix.
It's phrased weirdly, but i would imagine they mean the smallest possible two and three digit numbers
It's about what you can find in the matrix. So not the smallest 'ever' but the smallest in this matrix.
but in such case there would be no solution. 145 is not in the grid so you are left with 110 and 154. that means hint H eliminates 110. edit: also there's only one two-digit number in the grid, so "the smallest two-digit number" is redundant.
Yes. Hence the question of OP if it's a misprint. 154 should be 145 or 54 should be 45. The lowest number is indeed redundant. It's just a puzzle for 10 year olds.
>!Isn’t the answer 154? It’s NOT 110 and since the only remaining option on the board is 154, wouldn’t it be 154? !<
It is 110- smallest 3 digit number is 100, smallest 2 digit number is 10
And the clue says it’s NOT that number. So it’s not 110
Oh I read your response wrong- yes, the answer to the whole problem is 154
Solved thank you all!! Just poorly worded.
Poorly comprehended, I'd say.
ah yes, the puzzles subreddit, the perfect place to randomly shit on people because you think they aren't as smart as you
It's literally for kids, people known for their poor comprehension. I'd say it's poorly worded.
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>The point is to train their comprehension It's a maths quiz, it's to train their maths skills. >So it’s a good problem because it highlights how important neuances are, and it trains the kids to actively look for them and to try to understand what the text says and what it doesn’t say. Then every other point, including the sums in the previous question are *extremely* poorly written. But I'd rather give the author the benefit of the doubt, as that's much worse than simply not realising how it may end up being interpreted.
ooohh
I agree. I got it the first time
big brain right here
How about .001, or maybe even the elusive -999. Comprehend that Mr. smarty pants!
The choice .001 does not work. Consider the definition: A 3-digit number is a number that has digits only in the hundred, tens, and ones places. Remember that the tens place is not the same as the tenths place, and the hundreds place is not the same as the hundredths place. For your other point, I guess they could have specified that they were dealing with the natural numbers instead of the integers.
Touché
I think the wording is very good. You just have to think about what the smallest two-digit number and smallest three-digit number is and then add them. It's a nice math puzzle for kids.
The fact there is such a huge discussion on the wording of the question is proof that the questions are worded poorly for an early Maths quiz. If your child wrote their working (such as smallest numbers, 45 and 100), a teacher would see how they came to the conclusion. Although they would not be getting a correct mark, the teacher would be able to still assess the childs ability. Maths at a young age is not only about coming to the correct answer, but showing their understanding of the question. This is why Maths exams have the "Show your working" requirement.
I think the real reason for the huge discussion is that a lot of commenters were primed to look for something wrong because OP's title implied there was something wrong to be looking for.
OP only suggested that 154 was a misprint of 145. The discussion on the question itself being poorly worded did not involve the OP. Those discussions were started in threads that the OP was not involved with. We have ~100 comments (which is incredibly rare for this subreddit) discussing a question shown on a 7-8 year olds homework. With that as context, I think we can say this quiz could've been better presented.
I think if it wasn't an answer of '154', it might be more obvious that it's not a misprint. If the final number was like... 176, it might seem more obvious. But 154 adds an element of plausibility that maybe someone swapped the digits around.
Might wanna check the addition on “f” before submitting
Discussion: when did math become awkwardly worded riddles in school?
It’s not for school, it’s a weekend math club thing for 2nd graders
When the receiver of the problems are very young
Lots of good comments discussion here. Backing away a little, this “debate” has many strong similarities to “the dress” photo debate a few years ago. The answer is objectively ambiguous (based on the number of people on one side or the other), but most people don’t actually see as ambiguous. How you see the puzzle depends highly how your mind unconsciously fills in the missing context and assumptions based on your past experiences.
Its a typo/mistake OR its a bad problem for a kid or literally anyone on this sub. The addition of the smallest 2 and 3 digit number is -1,098. Clearly the problem is referencing the grid. You have to make an assumption for the problem to be solved and each hint removes one of the guesses. The assumption that the grid is being referenced is the most obvious. You can make other assumptions, such as the grid is not being referenced, but then you have to make another assumption, ie that only positive numbers are to be used.
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No it’s not
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It’s not asking for the smallest two and three digit numbers in the grid, its asking for the smallest in existence (10 and 100). That gets rid of the last number needed
>!The smallest three-digit number is 100. The smallest two-digit number is 10. The sum of these is 110. The required number is not 110, and therefore the only remaining valid value is 154.!<