logo

Have an account?

Quiz image

Upper Intermediate Grammar Review

9th -  university  , past simple, perfect tenses, past perfect simple, 11th -  12th  .

pencil-icon

FCE midterm test - part 4

User image

6 questions

Player avatar

I spent ages doing my homework last night. It .................. to do my homework last night. (LONG)

It's possible that Maria forgot it was your birthday. Maria.............................it was your birthday. ( MAY)

Danny is very disappointed that he lost important tennis match on Saturday. Danny hasn't got over the .................. the important tennis match on Saturday. ( LOSING)

Carole said that it wasn't a problem if her guitar lesson started an hour later than usual. Carole said she ............................. her guitar lesson an hour later than usual. ( MIND)

Even though Luca took the early bus, he was still late for school. Luca was late for school ................ the early bus. ( SPITE)

Joanna decided that using an out-of-date website for her school project was pointless. Joanna seceded that there ............................. an out-of-date website for her school project. (POINT)

Google Logo

  • Our Mission

Adolescent girl doing homework.

What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

  • How long will it take to complete?
  • Have all learners been considered?
  • Will an assignment encourage future success?
  • Will an assignment place material in a context the classroom cannot?
  • Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

TODAY-exclusive deals and coupons: How to save while you shop

  • TODAY Plaza
  • Share this —

Health & Wellness

  • Watch Full Episodes
  • Read With Jenna
  • Inspirational
  • Relationships
  • TODAY Table
  • Newsletters
  • Start TODAY
  • Shop TODAY Awards
  • Citi Music Series
  • Listen All Day

Follow today

More Brands

  • On The Show

Too much homework: Is it reality or a myth?

How long do your kids spend each night hitting the books? If they are complaining about being buried by a growing mountain of homework, not so fast.

A report from the Brookings Institution released Tuesday suggests that despite stories about stressed out kids having too much homework, the amount has not changed much in 30 years and rarely tops more than two hours a night.

"It still doesn't look like kids are overworked," researcher Tom Loveless, a former math teacher who conducted the study, told USA Today . "The percentage who are overworked is really small."

The TODAY anchors weighed in Tuesday, with Matt Lauer and Carson Daly saying they don’t quite remember being overburdened.

“I don’t remember doing two hours of homework a night,” Lauer said. “Me neither,” Daly added.

Natalie Morales said she thinks homework loads vary by school, and added, “I think nowadays, kids are on their devices.”

In the report, “Homework In America, ” Loveless analyzed several previous surveys, including the National Assessment of Educational Progress. Kids ages 9, 13 and 17 were asked how much time they spent on homework a day earlier.

For the 17-year-olds, the percentage of kids doing the most homework — more than two hours a night — stayed the same at 13 percent from 1984 to 2012. The percentage spending one to two hours a night dropped from 27 percent to 23 percent in that time period and the kids who did less than an hour — 26 percent — was the same as well.

The percentage of 13-year-olds with the heaviest workload, more than two hours, dropped from 9 percent to 7 percent in 2012, and those spending one to two hours on homework also went down.

TODAY’s Savannah Guthrie said she thought it was the younger kids who have been getting more homework lately. “Isn’t the complaint that it’s the little kids, the little ones in elementary school who have homework until 10 at night?

The Brookings report concluded that “the homework load has remained remarkably stable since 1984,” with one exception: 9-year-olds.

The percentage of 9-year-olds with no homework fell from 35 percent in 1984 to 22 percent in 2012, while the percentage of those doing less than an hour rose from 41 percent o 57 percent in the same time period.

Lauer said his elementary school-aged kids spend 45 minutes to an hour on homework.

Another survey, by researchers at the University of California, Los Angeles, found that the percentage of college freshmen who recalled having at least six hours a week of homework during their last year of high school dropped from 50 percent in 1986 to 38 percent in 2012, USA Today said.

The Brookings report comes as some parents have complained about their kids being stressed out from too much homework. Some district are considering time limits on homework or making homework optional.

The report noted that major magazines ran cover stories on the evils of homework from 1998 until 2003. More recently, it noted a 2011 front-page New York Times story about the nightly homework grind stressing out kids and an article in The Atlantic in September headlined “My Daughter’s Homework Is Killing Me,” that describes a man doing his daughter’s homework every night for a week.

The Brookings report says most parents think their kids are getting the right amount of homework, and that “homework horror stories” need proper perspective.

“They seem to originate from the very personal discontents of a small group of parents,” the report said. “They do not reflect the experience of the average family with a school-age child.”

Mike Petrilli of the education think tank Thomas B. Fordham Institute said the amount of homework varies for different kinds of students. Those hoping to attend elite colleges "probably are doing too much homework and are stressed out about it," he told USA Today.

But the rest of the students, he said, "are not being pushed to do a lot of homework at all."

  • February 29 Cardinals continue magical playoff run
  • February 28 Yearbook interest meeting debrief
  • February 27 A final performance
  • February 26 Introducing computing research to the new generation
  • February 26 Defeating silence

The student news site of Bellaire High School

Three Penny Press

i spent ages doing my homework last night

Students spend three times longer on homework than average, survey reveals

Sonya Kulkarni and Pallavi Gorantla | Jan 9, 2022

The+National+Education+Association+and+the+National+Parent+Teacher+Association+have+suggested+that+a+healthy+number+of+hours+that+students+should+be+spending+can+be+determined+by+the+10-minute+rule.+This+means+that+each+grade+level+should+have+a+maximum+homework+time+incrementing+by+10+minutes+depending+on+their+grade+level+%28for+instance%2C+ninth-graders+would+have+90+minutes+of+homework%2C+10th-graders+should+have+100+minutes%2C+and+so+on%29.

Graphic by Sonya Kulkarni

The National Education Association and the National Parent Teacher Association have suggested that a healthy number of hours that students should be spending can be determined by the “10-minute rule.” This means that each grade level should have a maximum homework time incrementing by 10 minutes depending on their grade level (for instance, ninth-graders would have 90 minutes of homework, 10th-graders should have 100 minutes, and so on).

As ‘finals week’ rapidly approaches, students not only devote effort to attaining their desired exam scores but make a last attempt to keep or change the grade they have for semester one by making up homework assignments.

High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number.

The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average.

When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than nine with an average of about four hours. In contrast, polled students said that about one hour of homework would constitute a healthy number of hours.

Junior Claire Zhang said she feels academically pressured in her AP schedule, but not necessarily by the classes.

“The class environment in AP classes can feel pressuring because everyone is always working hard and it makes it difficult to keep up sometimes.” Zhang said.

A total of 93 students reported that the minimum grade they would be satisfied with receiving in a class would be an A. This was followed by 81 students, who responded that a B would be the minimum acceptable grade. 19 students responded with a C and four responded with a D.

“I am happy with the classes I take, but sometimes it can be very stressful to try to keep up,” freshman Allyson Nguyen said. “I feel academically pressured to keep an A in my classes.”

Up to 152 students said that grades are extremely important to them, while 32 said they generally are more apathetic about their academic performance.

Last year, nine valedictorians graduated from Bellaire. They each achieved a grade point average of 5.0. HISD has never seen this amount of valedictorians in one school, and as of now there are 14 valedictorians.

“I feel that it does degrade the title of valedictorian because as long as a student knows how to plan their schedule accordingly and make good grades in the classes, then anyone can be valedictorian,” Zhang said.

Bellaire offers classes like physical education and health in the summer. These summer classes allow students to skip the 4.0 class and not put it on their transcript. Some electives also have a 5.0 grade point average like debate.

Close to 200 students were polled about Bellaire having multiple valedictorians. They primarily answered that they were in favor of Bellaire having multiple valedictorians, which has recently attracted significant acclaim .

Senior Katherine Chen is one of the 14 valedictorians graduating this year and said that she views the class of 2022 as having an extraordinary amount of extremely hardworking individuals.

“I think it was expected since freshman year since most of us knew about the others and were just focused on doing our personal best,” Chen said.

Chen said that each valedictorian achieved the honor on their own and deserves it.

“I’m honestly very happy for the other valedictorians and happy that Bellaire is such a good school,” Chen said. “I don’t feel any less special with 13 other valedictorians.”

Nguyen said that having multiple valedictorians shows just how competitive the school is.

“It’s impressive, yet scary to think about competing against my classmates,” Nguyen said.

Offering 30 AP classes and boasting a significant number of merit-based scholars Bellaire can be considered a competitive school.

“I feel academically challenged but not pressured,” Chen said. “Every class I take helps push me beyond my comfort zone but is not too much to handle.”

Students have the opportunity to have off-periods if they’ve met all their credits and are able to maintain a high level of academic performance. But for freshmen like Nguyen, off periods are considered a privilege. Nguyen said she usually has an hour to five hours worth of work everyday.

“Depending on the day, there can be a lot of work, especially with extra curriculars,” Nguyen said. “Although, I am a freshman, so I feel like it’s not as bad in comparison to higher grades.”

According to the survey of Bellaire students, when asked to evaluate their agreement with the statement “students who get better grades tend to be smarter overall than students who get worse grades,” responders largely disagreed.

Zhang said that for students on the cusp of applying to college, it can sometimes be hard to ignore the mental pressure to attain good grades.

“As a junior, it’s really easy to get extremely anxious about your GPA,” Zhang said. “It’s also a very common but toxic practice to determine your self-worth through your grades but I think that we just need to remember that our mental health should also come first. Sometimes, it’s just not the right day for everyone and one test doesn’t determine our smartness.”

Members of the varsity guitar team pose on the stairwell at the annual regional UIL competition. They are all competing with class 1 pieces.

A final performance

Ellis and Lee figure out the best way to film the shot. Lee works with the camera for the angles, and Ellis thinks about how she wants the scene to play out with the lines.

From watching films to directing one

Tran was a finalist at the 2024 UIL State Tournament which took place from January 10 - 11. It was held at the Texas State Capitol.

Chasing the golden gavel

Lily Parker, Annie Kong, Charlotte Heemer, Kaitlin Nguyen, and Beatrix Gnemi take a picture after playing in the Aggieland tournament.

Women’s lacrosse takes on Aggieland

Cadence Johnson swimming the breaststroke leg of the individual medley. Despite coming in fourth for this event, she got called back and will be competing in state.

‘I just had a feeling that I had the ability to’

Junior Shelton Henderson flies in for a fast-break dunk.

Cardinals continue magical playoff run

The yearbook editor-in-chiefs made a presentation at their interest meeting on Feb. 15. Senior and editor-in-chief Lucy Vestal talks about what yearbook staff does and how they serve their school.

Yearbook interest meeting debrief

Graduate student Jennifer Wang and Matthew Yeh from MIT and Harvard present the program schedule and lesson plans to students.

Introducing computing research to the new generation

Senior and president of AAA, Joshua Percy, presents about powerful black women in history. He points out how influential Sojourner Truth was in the abolition movement.

Defeating silence

Guos portrait of Jose Trejo won a Gold Key in the Scholastic Art and Writing Competition. She completed the drawing in freshman year in Michelle Vassallos Advanced Art II class.

It doesn’t come easel-y

Millward poses with his close friends Livingston (left) and Caplan (right). They are all wearing thrifted clothes.

From rummage to riches

Bellaire students fielded a puppet show team that ultimately advanced to state. Here, senior Hamza Demirovic plays a puppet interested in buying a Mercedes.

‘Inspiring a German community’

He after the Junior Olympics Competition held in Hampton, Virginia.

Junior balances artistic swimming, school

SFR partnered with a restaurant to raise $4,000. Using the money they donated food to Libyan and Syrian refugees.

Students for Refugees teaches empathy, broadens perspectives

The student news site of Bellaire High School

  • Letter to the Editor
  • Submit a Story Idea
  • Advertising/Sponsorships

Comments (7)

Cancel reply

Your email address will not be published. Required fields are marked *

Anonymous • Nov 21, 2023 at 10:32 am

It’s not really helping me understand how much.

josh • May 9, 2023 at 9:58 am

Kassie • May 6, 2022 at 12:29 pm

Im using this for an English report. This is great because on of my sources needed to be from another student. Homework drives me insane. Im glad this is very updated too!!

Kaylee Swaim • Jan 25, 2023 at 9:21 pm

I am also using this for an English report. I have to do an argumentative essay about banning homework in schools and this helps sooo much!

Izzy McAvaney • Mar 15, 2023 at 6:43 pm

I am ALSO using this for an English report on cutting down school days, homework drives me insane!!

E. Elliott • Apr 25, 2022 at 6:42 pm

I’m from Louisiana and am actually using this for an English Essay thanks for the information it was very informative.

Nabila Wilson • Jan 10, 2022 at 6:56 pm

Interesting with the polls! I didn’t realize about 14 valedictorians, that’s crazy.

Homework in America

  • 2014 Brown Center Report on American Education

Subscribe to the Brown Center on Education Policy Newsletter

Tom loveless tom loveless former brookings expert @tomloveless99.

March 18, 2014

  • 18 min read

Part II of the 2014 Brown Center Report on American Education

part two cover

Homework!  The topic, no, just the word itself, sparks controversy.  It has for a long time. In 1900, Edward Bok, editor of the Ladies Home Journal , published an impassioned article, “A National Crime at the Feet of Parents,” accusing homework of destroying American youth.  Drawing on the theories of his fellow educational progressive, psychologist G. Stanley Hall (who has since been largely discredited), Bok argued that study at home interfered with children’s natural inclination towards play and free movement, threatened children’s physical and mental health, and usurped the right of parents to decide activities in the home.

The Journal was an influential magazine, especially with parents.  An anti-homework campaign burst forth that grew into a national crusade. [i]   School districts across the land passed restrictions on homework, culminating in a 1901 statewide prohibition of homework in California for any student under the age of 15.  The crusade would remain powerful through 1913, before a world war and other concerns bumped it from the spotlight.  Nevertheless, anti-homework sentiment would remain a touchstone of progressive education throughout the twentieth century.  As a political force, it would lie dormant for years before bubbling up to mobilize proponents of free play and “the whole child.” Advocates would, if educators did not comply, seek to impose homework restrictions through policy making.

Our own century dawned during a surge of anti-homework sentiment. From 1998 to 2003, Newsweek , TIME , and People , all major national publications at the time, ran cover stories on the evils of homework.  TIME ’s 1999 story had the most provocative title, “The Homework Ate My Family: Kids Are Dazed, Parents Are Stressed, Why Piling On Is Hurting Students.” People ’s 2003 article offered a call to arms: “Overbooked: Four Hours of Homework for a Third Grader? Exhausted Kids (and Parents) Fight Back.” Feature stories about students laboring under an onerous homework burden ran in newspapers from coast to coast. Photos of angst ridden children became a journalistic staple.

The 2003 Brown Center Report on American Education included a study investigating the homework controversy.  Examining the most reliable empirical evidence at the time, the study concluded that the dramatic claims about homework were unfounded.  An overwhelming majority of students, at least two-thirds, depending on age, had an hour or less of homework each night.  Surprisingly, even the homework burden of college-bound high school seniors was discovered to be rather light, less than an hour per night or six hours per week. Public opinion polls also contradicted the prevailing story.  Parents were not up in arms about homework.  Most said their children’s homework load was about right.  Parents wanting more homework out-numbered those who wanted less.

Now homework is in the news again.  Several popular anti-homework books fill store shelves (whether virtual or brick and mortar). [ii]   The documentary Race to Nowhere depicts homework as one aspect of an overwrought, pressure-cooker school system that constantly pushes students to perform and destroys their love of learning.  The film’s website claims over 6,000 screenings in more than 30 countries.  In 2011, the New York Times ran a front page article about the homework restrictions adopted by schools in Galloway, NJ, describing “a wave of districts across the nation trying to remake homework amid concerns that high stakes testing and competition for college have fueled a nightly grind that is stressing out children and depriving them of play and rest, yet doing little to raise achievement, especially in elementary grades.”   In the article, Vicki Abeles, the director of Race to Nowhere , invokes the indictment of homework lodged a century ago, declaring, “The presence of homework is negatively affecting the health of our young people and the quality of family time.” [iii] 

A petition for the National PTA to adopt “healthy homework guidelines” on change.org currently has 19,000 signatures.  In September 2013, Atlantic featured an article, “My Daughter’s Homework is Killing Me,” by a Manhattan writer who joined his middle school daughter in doing her homework for a week.  Most nights the homework took more than three hours to complete.

The Current Study

A decade has passed since the last Brown Center Report study of homework, and it’s time for an update.  How much homework do American students have today?  Has the homework burden increased, gone down, or remained about the same?  What do parents think about the homework load?

A word on why such a study is important.  It’s not because the popular press is creating a fiction.  The press accounts are built on the testimony of real students and real parents, people who are very unhappy with the amount of homework coming home from school.  These unhappy people are real—but they also may be atypical.  Their experiences, as dramatic as they are, may not represent the common experience of American households with school-age children.  In the analysis below, data are analyzed from surveys that are methodologically designed to produce reliable information about the experiences of all Americans.  Some of the surveys have existed long enough to illustrate meaningful trends.  The question is whether strong empirical evidence confirms the anecdotes about overworked kids and outraged parents.

Data from the National Assessment of Educational Progress (NAEP) provide a good look at trends in homework for nearly the past three decades.  Table 2-1 displays NAEP data from 1984-2012.  The data are from the long-term trend NAEP assessment’s student questionnaire, a survey of homework practices featuring both consistently-worded questions and stable response categories.  The question asks: “How much time did you spend on homework yesterday?”  Responses are shown for NAEP’s three age groups: 9, 13, and 17. [iv]

Table 21

Today’s youngest students seem to have more homework than in the past.  The first three rows of data for age 9 reveal a shift away from students having no homework, declining from 35% in 1984 to 22% in 2012.  A slight uptick occurred from the low of 18% in 2008, however, so the trend may be abating.  The decline of the “no homework” group is matched by growth in the percentage of students with less than an hour’s worth, from 41% in 1984 to 57% in 2012. The share of students with one to two hours of homework changed very little over the entire 28 years, comprising 12% of students in 2012.  The group with the heaviest load, more than two hours of homework, registered at 5% in 2012.  It was 6% in 1984.

The amount of homework for 13-year-olds appears to have lightened slightly. Students with one to two hours of homework declined from 29% to 23%.  The next category down (in terms of homework load), students with less than an hour, increased from 36% to 44%.  One can see, by combining the bottom two rows, that students with an hour or more of homework declined steadily from 1984 to 2008 (falling from 38% to 27%) and then ticked up to 30% in 2012.  The proportion of students with the heaviest load, more than two hours, slipped from 9% in 1984 to 7% in 2012 and ranged between 7-10% for the entire period.

For 17-year-olds, the homework burden has not varied much.  The percentage of students with no homework has increased from 22% to 27%.  Most of that gain occurred in the 1990s. Also note that the percentage of 17-year-olds who had homework but did not do it was 11% in 2012, the highest for the three NAEP age groups.  Adding that number in with the students who didn’t have homework in the first place means that more than one-third of seventeen year olds (38%) did no homework on the night in question in 2012.  That compares with 33% in 1984.  The segment of the 17-year-old population with more than two hours of homework, from which legitimate complaints of being overworked might arise, has been stuck in the 10%-13% range.

The NAEP data point to four main conclusions:

  • With one exception, the homework load has remained remarkably stable since 1984.
  • The exception is nine-year-olds.  They have experienced an increase in homework, primarily because many students who once did not have any now have some.  The percentage of nine-year-olds with no homework fell by 13 percentage points, and the percentage with less than an hour grew by 16 percentage points.
  • Of the three age groups, 17-year-olds have the most bifurcated distribution of the homework burden.   They have the largest percentage of kids with no homework (especially when the homework shirkers are added in) and the largest percentage with more than two hours.
  • NAEP data do not support the idea that a large and growing number of students have an onerous amount of homework.  For all three age groups, only a small percentage of students report more than two hours of homework.  For 1984-2012, the size of the two hours or more groups ranged from 5-6% for age 9, 6-10% for age 13, and 10-13% for age 17.

Note that the item asks students how much time they spent on homework “yesterday.”  That phrasing has the benefit of immediacy, asking for an estimate of precise, recent behavior rather than an estimate of general behavior for an extended, unspecified period.  But misleading responses could be generated if teachers lighten the homework of NAEP participants on the night before the NAEP test is given.  That’s possible. [v] Such skewing would not affect trends if it stayed about the same over time and in the same direction (teachers assigning less homework than usual on the day before NAEP).  Put another way, it would affect estimates of the amount of homework at any single point in time but not changes in the amount of homework between two points in time.

A check for possible skewing is to compare the responses above with those to another homework question on the NAEP questionnaire from 1986-2004 but no longer in use. [vi]   It asked students, “How much time do you usually spend on homework each day?” Most of the response categories have different boundaries from the “last night” question, making the data incomparable.  But the categories asking about no homework are comparable.  Responses indicating no homework on the “usual” question in 2004 were: 2% for age 9-year-olds, 5% for 13 year olds, and 12% for 17-year-olds.  These figures are much less than the ones reported in Table 2-1 above.  The “yesterday” data appear to overstate the proportion of students typically receiving no homework.

The story is different for the “heavy homework load” response categories.  The “usual” question reported similar percentages as the “yesterday” question.  The categories representing the most amount of homework were “more than one hour” for age 9 and “more than two hours” for ages 13 and 17.   In 2004, 12% of 9-year-olds said they had more than one hour of daily homework, while 8% of 13-year-olds and 12% of 17-year-olds said they had more than two hours.  For all three age groups, those figures declined from1986 to 2004. The decline for age 17 was quite large, falling from 17% in 1986 to 12% in 2004.  

The bottom line: regardless of how the question is posed, NAEP data do not support the view that the homework burden is growing, nor do they support the belief that the proportion of students with a lot of homework has increased in recent years.  The proportion of students with no homework is probably under-reported on the long-term trend NAEP.  But the upper bound of students with more than two hours of daily homework appears to be about 15%–and that is for students in their final years of high school.

College Freshmen Look Back  

There is another good source of information on high school students’ homework over several decades.  The Higher Education Research Institute at UCLA conducts an annual survey of college freshmen that began in 1966.  In 1986, the survey started asking a series of questions regarding how students spent time in the final year of high school.  Figure 2-1 shows the 2012 percentages for the dominant activities.  More than half of college freshmen say they spent at least six hours per week socializing with friends (66.2%) and exercising/sports (53.0%).  About 40% devoted that much weekly time to paid employment.

Figure 21

Homework comes in fourth pace. Only 38.4% of students said they spent at least six hours per week studying or doing homework. When these students were high school seniors, it was not an activity central to their out of school lives.  That is quite surprising.  Think about it.  The survey is confined to the nation’s best students, those attending college.  Gone are high school dropouts.  Also not included are students who go into the military or attain full time employment immediately after high school.  And yet only a little more than one-third of the sampled students, devoted more than six hours per week to homework and studying when they were on the verge of attending college.

Another notable finding from the UCLA survey is how the statistic is trending (see Figure 2-2).  In 1986, 49.5% reported spending six or more hours per week studying and doing homework.  By 2002, the proportion had dropped to 33.4%.  In 2012, as noted in Figure 2-1, the statistic had bounced off the historical lows to reach 38.4%.  It is slowly rising but still sits sharply below where it was in 1987.

Figure 22

What Do Parents Think?

Met Life has published an annual survey of teachers since 1984.  In 1987 and 2007, the survey included questions focusing on homework and expanded to sample both parents and students on the topic. Data are broken out for secondary and elementary parents and for students in grades 3-6 and grades 7-12 (the latter not being an exact match with secondary parents because of K-8 schools).

Table 2-2 shows estimates of homework from the 2007 survey.  Respondents were asked to estimate the amount of homework on a typical school day (Monday-Friday).  The median estimate of each group of respondents is shaded.  As displayed in the first column, the median estimate for parents of an elementary student is that their child devotes about 30 minutes to homework on the typical weekday.  Slightly more than half (52%) estimate 30 minutes or less; 48% estimate 45 minutes or more.  Students in grades 3-6 (third column) give a median estimate that is a bit higher than their parents’ (45 minutes), with almost two-thirds (63%) saying 45 minutes or less is the typical weekday homework load.

Table 22

One hour of homework is the median estimate for both secondary parents and students in grade 7-12, with 55% of parents reporting an hour or less and about two-thirds (67%) of students reporting the same.  As for the prevalence of the heaviest homework loads, 11% of secondary parents say their children spend more than two hours on weekday homework, and 12% is the corresponding figure for students in grades 7-12.

The Met Life surveys in 1987 and 2007 asked parents to evaluate the amount and quality of homework.  Table 2-3 displays the results.  There was little change over the two decades separating the two surveys.  More than 60% of parents rate the amount of homework as good or excellent, and about two-thirds give such high ratings to the quality of the homework their children are receiving.  The proportion giving poor ratings to either the quantity or quality of homework did not exceed 10% on either survey.

Table23

Parental dissatisfaction with homework comes in two forms: those who feel schools give too much homework and those who feel schools do not give enough.  The current wave of journalism about unhappy parents is dominated by those who feel schools give too much homework.  How big is this group?  Not very big (see Figure 2-3). On the Met Life survey, 60% of parents felt schools were giving the right amount of homework, 25% wanted more homework, and only 15% wanted less.

Figure 23

National surveys on homework are infrequent, but the 2006-2007 period had more than one.  A poll conducted by Public Agenda in 2006 reported similar numbers as the Met Life survey: 68% of parents describing the homework load as “about right,” 20% saying there is “too little homework,” and 11% saying there is “too much homework.”  A 2006 AP-AOL poll found the highest percentage of parents reporting too much homework, 19%.  But even in that poll, they were outnumbered by parents believing there is too little homework (23%), and a clear majority (57%) described the load as “about right.”  A 2010 local survey of Chicago parents conducted by the Chicago Tribune reported figures similar to those reported above: approximately two-thirds of parents saying their children’s homework load is “about right,” 21% saying it’s not enough, and 12% responding that the homework load is too much.

Summary and Discussion

In recent years, the press has been filled with reports of kids over-burdened with homework and parents rebelling against their children’s oppressive workload. The data assembled above call into question whether that portrait is accurate for the typical American family.  Homework typically takes an hour per night.  The homework burden of students rarely exceeds two hours a night.  The upper limit of students with two or more hours per night is about 15% nationally—and that is for juniors or seniors in high school.  For younger children, the upper boundary is about 10% who have such a heavy load.  Polls show that parents who want less homework range from 10%-20%, and that they are outnumbered—in every national poll on the homework question—by parents who want more homework, not less.  The majority of parents describe their children’s homework burden as about right.

So what’s going on?  Where are the homework horror stories coming from?

The Met Life survey of parents is able to give a few hints, mainly because of several questions that extend beyond homework to other aspects of schooling.  The belief that homework is burdensome is more likely held by parents with a larger set of complaints and concerns.  They are alienated from their child’s school.  About two in five parents (19%) don’t believe homework is important.  Compared to other parents, these parents are more likely to say too much homework is assigned (39% vs. 9%), that what is assigned is just busywork (57% vs. 36%), and that homework gets in the way of their family spending time together (51% vs. 15%).  They are less likely to rate the quality of homework as excellent (3% vs. 23%) or to rate the availability and responsiveness of teachers as excellent (18% vs. 38%). [vii]

They can also convince themselves that their numbers are larger than they really are.  Karl Taro Greenfeld, the author of the Atlantic article mentioned above, seems to fit that description.  “Every parent I know in New York City comments on how much homework their children have,” Mr. Greenfeld writes.  As for those parents who do not share this view? “There is always a clique of parents who are happy with the amount of homework. In fact, they would prefer more .  I tend not to get along with that type of parent.” [viii] 

Mr. Greenfeld’s daughter attends a selective exam school in Manhattan, known for its rigorous expectations and, yes, heavy homework load.  He had also complained about homework in his daughter’s previous school in Brentwood, CA.  That school was a charter school.  After Mr. Greenfeld emailed several parents expressing his complaints about homework in that school, the school’s vice-principal accused Mr. Greenfeld of cyberbullying.  The lesson here is that even schools of choice are not immune from complaints about homework.

The homework horror stories need to be read in a proper perspective.  They seem to originate from the very personal discontents of a small group of parents.  They do not reflect the experience of the average family with a school-age child.  That does not diminish these stories’ power to command the attention of school officials or even the public at large. But it also suggests a limited role for policy making in settling such disputes.  Policy is a blunt instrument.  Educators, parents, and kids are in the best position to resolve complaints about homework on a case by case basis.  Complaints about homework have existed for more than a century, and they show no signs of going away.

Part II Notes:

[i]Brian Gill and Steven Schlossman, “A Sin Against Childhood: Progressive Education and the Crusade to Abolish Homework, 1897-1941,” American Journal of Education , vol. 105, no. 1 (Nov., 1996), 27-66.  Also see Brian P. Gill and Steven L. Schlossman, “Villain or Savior? The American Discourse on Homework, 1850-2003,” Theory into Practice , 43, 3 (Summer 2004), pp. 174-181.

[ii] Bennett, Sara, and Nancy Kalish.  The Case Against Homework:  How Homework Is Hurting Our Children and What We Can Do About It   (New York:  Crown, 2006).  Buell, John.  Closing the Book on Homework: Enhancing Public Education and Freeing Family Time . (Philadelphia: Temple University Press, 2004). Kohn, Alfie.    The Homework Myth:  Why Our Kids Get Too Much of a Bad Thing  (Cambridge, MA: Da Capo Press, 2006).  Kralovec, Etta, and John Buell.  The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning  (Boston: Beacon Press, 2000).

[iii] Hu, Winnie, “ New Recruit in Homework Revolt: The Principal ,” New York Times , June 15, 2011, page a1.

[iv] Data for other years are available on the NAEP Data Explorer.  For Table 1, the starting point of 1984 was chosen because it is the first year all three ages were asked the homework question.  The two most recent dates (2012 and 2008) were chosen to show recent changes, and the two years in the 1990s to show developments during that decade.

[v] NAEP’s sampling design lessens the probability of skewing the homework figure.  Students are randomly drawn from a school population, meaning that an entire class is not tested.  Teachers would have to either single out NAEP students for special homework treatment or change their established homework routine for the whole class just to shelter NAEP participants from homework.  Sampling designs that draw entact classrooms for testing (such as TIMSS) would be more vulnerable to this effect.  Moreover, students in middle and high school usually have several different teachers during the day, meaning that prior knowledge of a particular student’s participation in NAEP would probably be limited to one or two teachers.

[vi] NAEP Question B003801 for 9 year olds and B003901 for 13- and 17-year olds.

[vii] Met Life, Met Life Survey of the American Teacher: The Homework Experience , November 13, 2007, pp. 21-22.

[viii] Greenfeld, Karl Taro, “ My Daughter’s Homework Is Killing Me ,” The Atlantic , September 18, 2013.

Education Policy K-12 Education

Governance Studies

Brown Center on Education Policy

Dick Startz

February 29, 2024

Zsófia L. Bárány, Pauline Corblet, Moshe Buchinsky

February 26, 2024

Ashley Edwards, Justin Ortagus, Jonathan Smith, Andria Smythe

February 22, 2024

How Much Homework Do American Kids Do?

Various factors, from the race of the student to the number of years a teacher has been in the classroom, affect a child's homework load.

[IMAGE DESCRIPTION]

In his Atlantic essay , Karl Taro Greenfeld laments his 13-year-old daughter's heavy homework load. As an eighth grader at a New York middle school, Greenfeld’s daughter averaged about three hours of homework per night and adopted mantras like “memorization, not rationalization” to help her get it all done. Tales of the homework-burdened American student have become common, but are these stories the exception or the rule?

A 2007 Metlife study found that 45 percent of students in grades three to 12 spend more than an hour a night doing homework, including the six percent of students who report spending more than three hours a night on their homework. In the 2002-2003 school year, a study out of the University of Michigan found that American students ages six through 17 spent three hours and 38 minutes per week doing homework.

A range of factors plays into how much homework each individual student gets:

Older students do more homework than their younger counterparts.

This one is fairly obvious: The National Education Association recommends that homework time increase by ten minutes per year in school. (e.g., A third grader would have 30 minutes of homework, while a seventh grader would have 70 minutes).

Studies have found that schools tend to roughly follow these guidelines: The University of Michigan found that students ages six to eight spend 29 minutes doing homework per night while 15- to 17-year-old students spend 50 minutes doing homework. The Metlife study also found that 50 percent of students in grades seven to 12 spent more than an hour a night on homework, while 37 percent of students in grades three to six spent an hour or more on their homework per night. The National Center for Educational Statistics found that high school students who do homework outside of school average 6.8 hours of homework per week.

[IMAGE DESCRIPTION]

Race plays a role in how much homework students do.

Asian students spend 3.5 more hours on average doing homework per week than their white peers. However, only 59 percent of Asian students’ parents check that homework is done, while 75.6 percent of Hispanic students’ parents and 83.1 percent of black students’ parents check.

[IMAGE DESCRIPTION]

Teachers with less experience assign more homework.

The Metlife study found that 14 percent of teachers with zero to five years of teaching experience assigned more than an hour of homework per night, while only six percent of teachers with 21 or more years of teaching experience assigned over an hour of homework.

[IMAGE DESCRIPTION]

Math classes have homework the most frequently.

The Metlife study found that 70 percent of students in grades three to 12 had at least one homework assignment in math. Sixty-two percent had at least one homework assignment in a language arts class (English, reading, spelling, or creative writing courses) and 42 percent had at least one in a science class.

Regardless of how much homework kids are actually doing every night, most parents and teachers are happy with the way things are: 60 percent of parents think that their children have the “right amount of homework,” and 73 percent of teachers think their school assigns the right amount of homework.

Students, however, are not necessarily on board: 38 percent of students in grades seven through 12 and 28 percent of students in grades three through six report being “very often/often” stressed out by their homework.

Grammar Quiz

I spent almost five hours _______ my homework last night.

Select your answer:          

Next Quiz >

Other quiz:

Both Saab and Volvo automobiles have an extremely ___ reputation for quality. a. good b. better c. best d. the best

We enjoed ourselves …Gabriela’s birthday party.

A. On B. At C. In

How to use : Read the question carefully, then select one of the answers button.

GrammarQuiz.Net - Improve your knowledge of English grammar, the best way to kill your free time.

i spent ages doing my homework last night

  • ポルトガル語 (ブラジル)

We spent ages in the .... とはどういう意味ですか? 質問を翻訳

modal image

  • スペイン語 (ベネズエラ)

ages = very long time

We spent a lot of time in....

i spent ages doing my homework last night

It means we stayed at a prolonged amount of time at ......

i spent ages doing my homework last night

It's a hyperbolic phrase meaning "we spent a very long time" somewhere, or doing some action. "We were in that amusement park for ages!" "I spent ages on my homework last night."

It means we spent a very long time in....

i spent ages doing my homework last night

while I was doing my homework, she <called><was calling>

  • Thread starter Chstavridis
  • Start date Apr 7, 2019

Chstavridis

Chstavridis

  • Apr 7, 2019

While I know that Past Progressive is usually used for simultaneous past actions , past actions already in progress , or for emphasise on the past actions progress ... Based on these rules I can't understand how to complete the empty fields in the below exercise: Last night, while I was doing my homework, Angela (1. call ) _____. She said she (2. call ) _____ me on her cell phone from her biology classroom at UCLA. I asked her if she (3. wait ) _____ for class, but she said that the professor was at the front of the hall lecturing while she (4. talk ) _____ to me. I couldn't believe she (5. make ) _____ a phone call during the lecture. Could someone explaine me based on the above rules how to complete the sentenses, and why to choose Past Progressive and not Past Simple ?  

Uncle Jack

Senior Member

You should say which options you think are correct. What may help is that (2), (3) and (4) are all reported speech, so you might like to think instead what words Angela would actually have spoken, and then backshift them. (1) "call", is in the "simultaneous past actions" category, but if you remember that usually only one of the simultaneous actions, the "background" one, uses the past progressive tense, then you should be able to work out which is the correct form here.  

Your questions are not ridiculous. With reported speech, you usually don't change from simple to progressive or vice versa. I thought it might be easier to imagine the actual conversation, in the present tense: Angela: I'm calling you on my cell phone from my biology classroom at UCLA You: Are you waiting for class? Angela: No, the professor is at the front of the hall lecturing while I am talking to you.​ Okay, it might not have gone quite like this, but you might be able to see that the conversation could not have been: Angela: I call you on my cell phone from my biology classroom at UCLA You: Do you wait for class? Angela: No, the professor is at the front of the hall lecturing while I talk to you.​ Actually, the last sentence is perhaps not as clear as it might be (it is more common for only one simultaneous event to use the progressive form), but "was talking" is undoubtedly correct. The very last verb, (5) make, can be either, I think, depending on whether you are reporting what you thought at the time ("was making"), or whether you are reflecting on the situation now ("made"), but I think "was making" goes better with "couldn't" (past tense). With "can't" (present tense), it would be better to use "made".  

Wyzant

Antonella G.

I need help doing this question

Last night Vivian spent 90 minutes doing Homework,2/3 of an Hour reading ,and 480 seconds making her lunch for the next day .How many more minutes did Vivian spend doing homework than she did reading and making lunch

1 Expert Answer

i spent ages doing my homework last night

Andranise T. answered • 03/29/19

Passionate Math Teacher with 11+ Years of Teaching Experience

Homework = 90 minutes

Reading = 40 minutes (An hour equals 60 minutes and if you divide 60 by 3, you get 20. The reason I divided 60 by 3 is because it mentions that Vivian spent 2/3 hour reading. One-third of 60 is 20, and you can multiply 20 by 2 to get 2/3 of 60.)

Making lunch = 8 minutes (One minutes equals 60 seconds so divide 480 seconds by 60 seconds to figure out how many minutes that is.)

Add the minutes she spent doing homework plus the minutes she spent making lunch to get 48. How many more means to subtract so subtract 48 from 90 to get your final answer.

Still looking for help? Get the right answer, fast.

Get a free answer to a quick problem. Most questions answered within 4 hours.

Choose an expert and meet online. No packages or subscriptions, pay only for the time you need.

RELATED TOPICS

Related questions, what are all the common multiples of 12 and 15.

Answers · 9

need to know how to do this problem

Answers · 8

what are methods used to measure ingredients and their units of measure

How do you multiply money.

Answers · 6

spimlify 4x-(2-3x)-5

Answers · 13

RECOMMENDED TUTORS

i spent ages doing my homework last night

find an online tutor

  • Math tutors
  • Algebra tutors
  • College Math tutors
  • SAT Math tutors
  • 7th Grade Math tutors
  • ACCUPLACER College-Level Math tutors
  • Advanced College Math tutors
  • ACT Math tutors

related lessons

  • Explanation of Numbers and Math Problems – Set 3
  • Explanation of Numbers and Math Problems – Set 1
  • Explanation of Numbers and Math Problems – Set 2
  • Numbers and Math Operations
  • SAT Math Test Format and Strategies
  • ACT Math Test Format and Strategies
  • Mathematics of Stats and Probability
  • Prealgebra Math Help

i spent ages doing my homework last night

Customer Reviews

Bennie Hawra

  • Our Listings
  • Our Rentals
  • Testimonials
  • Tenant Portal

i spent ages doing my homework last night

COMMENTS

  1. FCE Mock Flashcards

    Study with Quizlet and memorize flashcards containing terms like Prizes are given out when the school finishes. PLACE Prize giving .....end of each school year, I spent ages doing my homework last night. LONG It took .....to do my homework last night., It's possible that Maria forgot it was your birthday MAY Maria.....it was your birthday and more.

  2. FCE midterm test

    I spent ages doing my homework last night. It ..... to do my homework last night. (LONG) 2. Fill in the Blank. 3 minutes. 1 pt. It's possible that Maria forgot it was your birthday. Maria.....it was your birthday. (MAY) 3. Fill in the Blank. 3 minutes. 1 pt. Danny is very disappointed that he lost important tennis match on Saturday. ...

  3. What's the Right Amount of Homework?

    The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.

  4. Too much homework: Is it reality or a myth?

    Kids ages 9, 13 and 17 were asked how much time they spent on homework a day earlier. For the 17-year-olds, the percentage of kids doing the most homework — more than two hours a night ...

  5. Students spend three times longer on homework than average, survey

    High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number. The demographics of this survey included 34 ...

  6. B2 FCE Reading & Use of English (Hunting for Dinasaurs 2015 )

    25 I spent ages doing my homework last night. LONG. It ..... to do my homework last night. 26 It's possible that Maria forgot it was your birthday. MAY. Maria ..... it was your birthday. 27 Danny is very disappointed that he lost the important tennis match on Saturday.

  7. Homework in America

    Responses indicating no homework on the "usual" question in 2004 were: 2% for age 9-year-olds, 5% for 13 year olds, and 12% for 17-year-olds. These figures are much less than the ones reported ...

  8. Verb Tenses Tutorial Exercise 4 / Simple Past / Past Continuous

    Study with Quizlet and memorize flashcards containing terms like Last night, while I was doing my homework, Angela (call) ....., She said she (cal) ..... me on her cell phone from the classroom., I asked her if she (wait) ..... for class, and more. Study with Quizlet and memorize flashcards containing terms like Last night, while I was doing my ...

  9. Help? I'm doing my homework, but it takes ages and I don't ...

    I'm doing my homework, but it takes ages and I don't accomplish much. ... The basic idea is that 20% of your time is spent doing the first 80% of a project (getting all the ideas laid out, making a skeleton of how you want to organize them, etc), and the last 80% of your time is spent on really nailing down that remaining 20% of your project ...

  10. How Much Homework Do American Kids Do?

    A 2007 Metlife study found that 45 percent of students in grades three to 12 spend more than an hour a night doing homework, ... that American students ages six through 17 spent three hours and 38 ...

  11. How much time did you guys spend doing homework when you were ...

    Ughhh that was me in high school. I spent all day and night doing my homework, probably 4pm-3am with short breaks. Even now, I don't have nearly as much homework as I did in high school. I rarely pull all-nighters compared to at least 3 times a week in high school.

  12. I spent almost five hours _______ my homework last night.

    I spent almost five hours _____ my homework last night. A. doing B. to do C. did D. do - Grammar Quiz

  13. i spent ages doing my homework last night. long it

    I spent ages doing my homework last night. long it took me very long to do my homework last night. Student's homework trains them how to solve problems. Students have yet another chance to review information from class through homework . Students learn how to assume responsibility for their role in the educational process through homework.

  14. PDF Reading and Use of English Part 1

    Do not change the word given. You must use between two and five words, including the word given. Here is an example (0). Example: ... 25 I spent ages doing my homework last night. LONG It ..... to do my homework last night. 26 It's possible that Maria forgot it ...

  15. We spent ages in the .... とはどういう意味ですか?

    "I spent ages on my homework last night." It's a hyperbolic phrase meaning "we spent a very long time" somewhere, or doing some action. "We were in that amusement park for ages!" "I spent ages on my homework last night." 回答を翻訳 1 like moisters.

  16. while I was doing my homework, she <called><was calling>

    Based on the sulotion: 1) called - because the new action happened in the middle of another action. 2) was calling. 3) was waiting. 4) was talking. 5) was making. For answers (2)- (5) I don't understand why we use Past Continuous. When we have reported speech is any rule that saids we have to use Past Continuous?

  17. PDF READING AND USE OF ENGLISH

    11 CAMBRIDGE ENGLISH: ADVANCED SPECIFICATIONS AND SAMPLE PAPERS 9 Turn over 31 What problem regarding colour does the writer explain in the first paragraph? A Our view of colour is strongly affected by changing fashion. B Analysis is complicated by the bewildering number of natural colours. C Colours can have different associations in different parts of the world.

  18. past tense Flashcards

    People paid much more to make cell phone calls in the past. Tom repaired the car. Active. The car was repaired by Tom. Passive. Study with Quizlet and memorize flashcards containing terms like Last night, while I was doing my homework, Angela (call) called. She said she (call) was calling me on her cell phone from her biology classroom at UCLA.

  19. Hi, this is my last question for my homework please help me

    i spent ages doing my homework last night. long it ..... to do my homework last night. ... to do my homework last night. verified. Verified answer. Jonathan and his sister Jennifer have a combined age of 48. If Jonathan is twice as old as his sister, how old is Jennifer. star. 4.8/5.

  20. I need help doing this question

    Homework = 90 minutes. Reading = 40 minutes (An hour equals 60 minutes and if you divide 60 by 3, you get 20. The reason I divided 60 by 3 is because it mentions that Vivian spent 2/3 hour reading. One-third of 60 is 20, and you can multiply 20 by 2 to get 2/3 of 60.) Making lunch = 8 minutes (One minutes equals 60 seconds so divide 480 seconds ...

  21. First for Schools 2015 Reading and Use of English sample paper 2

    25 I spent ages doing my homework last night. LONG It ..... to do my homework last night. 26 It's possible that Maria forgot it was your birthday. MAY Maria ..... it was your birthday. 27 Danny is very disappointed that he lost the important tennis match on Saturday. ...

  22. I need to stop (doing/to do) my homework last at night

    i spent ages doing my homework last night. long it ..... to do my homework last night. ... to do my homework last night. verified. Verified answer. The criteria retailer must meet to receive a reduced penalty and/or protect the license/permit if an illegal alcohol sale takes place at the establishment is often referred to .

  23. I Spent Ages Doing My Homework Last Night

    On the order page of our write essay service website, you will be given a form that includes requirements. You will have to fill it up and submit. Creative Writing on Business. 100% Success rate. Degree: Bachelor's. 4.7/5. 29Customer reviews. 1647Orders prepared. 4.8/5.