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9+6 = ? "Our young learners might not be altogether comfortable..."
Posted on 9/5/14 at 12:56 am
Posted on 9/5/14 at 12:56 am
quote:
Our young learners might not be altogether comfortable thinking about what 9 + 6 is.
But their friend, 10, is! LINK
It's an isolated math fact!
This post was edited on 9/5/14 at 12:59 am
13
Posted on 9/5/14 at 1:18 am to Meauxjeaux
I can do fairly complex calculations in my head and that is exactly the method I've used all my life. I'm glad to see it's been formalized.
It's easy to poke fun at something you don't understand. Do you move your lips when you read?
It's easy to poke fun at something you don't understand. Do you move your lips when you read?
This post was edited on 9/5/14 at 1:20 am
Posted on 9/5/14 at 1:23 am to Meauxjeaux
What if they're uncomfortable with 8+7? If they're uncomfortable with 5+6, are they uncomfortable with 7+4? Or 8+3? I (shockingly) get what she's doing in the example, but it leads to more confusing situations and possibilities.
All you have to fricking do is teach them how to add all single digit number combinations, then teach the process of adding double digit numbers.
All you have to fricking do is teach them how to add all single digit number combinations, then teach the process of adding double digit numbers.
Posted on 9/5/14 at 1:28 am to Layabout
quote:
I can do fairly complex calculations in my head and that is exactly the method I've used all my life.
I get what you're saying. I do the same thing (for a basic example: what is 132 X 5, I'll do 130X5 + 2X5). There's a chance I'm wrong, but I really think that single digit number additions should simply be beaten into their heads until memorized.
And while my common core addition feelings are still open, I've seen the common core multiplication videos and it's absurd.
This post was edited on 9/5/14 at 1:30 am
Posted on 9/5/14 at 3:10 am to Layabout
quote:
I can do fairly complex calculations in my head and that is exactly the method I've used all my life. I'm glad to see it's been formalized.
It's easy to poke fun at something you don't understand. Do you move your lips when you read?
hahahahahahahahahahahaha
bullshite, I do calculations in my head a lot faster than that and that bullshite never occurred to me
Posted on 9/5/14 at 5:50 am to gthog61
Can someone explain to me how kids are supposed to immediately know the correct breakdown for the 6? I mean, 6 and 0, 5 and 1, 4 and 2, and 3 and 3 are also viable options.
I could understand the logic if you were told to look at the 9 first, see how many it takes to get to 10, and then break down the 6 based on that, but that's not what she did.
Did she do it wrong, or am I missing something? Honest question.
I could understand the logic if you were told to look at the 9 first, see how many it takes to get to 10, and then break down the 6 based on that, but that's not what she did.
Did she do it wrong, or am I missing something? Honest question.
Posted on 9/5/14 at 6:02 am to Meauxjeaux
quote:
But their friend, 10, is!
1 + 1 = 10. 9 + 5 = E. Just convert the numbers to hex, perform the arithmetic and transform into decimal.
Posted on 9/5/14 at 6:09 am to Meauxjeaux
I've been doing Math like this in my head all my life. I'm way ahead of common core. Somebody give me a cookie.
Posted on 9/5/14 at 6:22 am to Layabout
quote:
I can do fairly complex calculations in my head and that is exactly the method I've used all my life. I'm glad to see it's been formalized.
Adults, and advanced children/teen can do complex calculations in their heads but we didn't start out doing complex calculations in our heads. Instead, we were taught the basic building blocks and then, only after understanding those memorization building blocks, were we able to branch out and learn how to do complex calculations.
Common core is idiotic because it sees what higher functioning students are able to do and mistakenly believes that every student can immediately leap to learning the complex calculations without teaching them the basics first.
ETA: I have no problem with using common core methods in schools but not until the students have a grasp of the basics. You can't build a house without a foundation so why would anyone think we can skip the foundations of math without any problems?
This post was edited on 9/5/14 at 6:25 am
Posted on 9/5/14 at 6:36 am to MFn GIMP
This IS the foundation. I have used this technique all my life.
And memorization comes after many repetitions. But the fundamental MATH is what is important.
And having this technique as a basic tool makes algebra a breeze later on.
And memorization comes after many repetitions. But the fundamental MATH is what is important.
And having this technique as a basic tool makes algebra a breeze later on.
This post was edited on 9/5/14 at 6:38 am
Posted on 9/5/14 at 6:44 am to ChineseBandit58
I've always done something similar to this in my head, but it seems like we started with apples or something. This is kinda going straight to the jugular for a little kid.
It doesn't really mater though. Kids who get math will still get it, and kids who don't still won't.
It doesn't really mater though. Kids who get math will still get it, and kids who don't still won't.
Posted on 9/5/14 at 6:49 am to DownshiftAndFloorIt
(no message)
This post was edited on 3/8/21 at 3:04 pm
Posted on 9/5/14 at 6:50 am to MFn GIMP
quote:
Common core is idiotic because it sees what higher functioning students are able to do and mistakenly believes that every student can immediately leap to learning the complex calculations without teaching them the basics first.
Yep. I remember from high school that calculus was easier than trig which was easier than geometry. A lot of it was just learning shortcuts to what you already knew.
But if you don't take the other subjects first you'll be lost.
Posted on 9/5/14 at 6:52 am to graychef
I can't say too much about it because I'm not sure I know a better way to teach it. Kids who don't like math will struggle with it no matter how you try to teach them.
Posted on 9/5/14 at 6:57 am to Layabout
quote:
I can do fairly complex calculations in my head and that is exactly the method I've used all my life. I'm glad to see it's been formalized.
yeah i have done the same. a lot of CC seems to teach my own shortcuts in math
note: when i'd have to go explain how i did problems and i used my own method, i would just confuse students and the teacher wouldn't ask me to do it again (nerd fistbump to myself)
Posted on 9/5/14 at 6:59 am to DownshiftAndFloorIt
quote:
I can't say too much about it because I'm not sure I know a better way to teach it.
When kids start counting on their fingers, it's a great opportunity to introduce scientific notation.
Posted on 9/5/14 at 7:01 am to Meauxjeaux
frick start with 10
Start with counting on you fingers!
Thats how we all did it. After enough times you dont need to do that any longer
Start with counting on you fingers!
Thats how we all did it. After enough times you dont need to do that any longer
Posted on 9/5/14 at 7:04 am to FalseProphet
quote:
I could understand the logic if you were told to look at the 9 first, see how many it takes to get to 10, and then break down the 6 based on that, but that's not what she did.
yeah my first post was about the broad method
after watching this whole thing, it's no better than wrote memorization. you're teaching another wrote method that the kids are going to memorize and not process. that's the main issue with a lot of the methods i've seen.
one great part about what you described (without the "anchor" terms and circling and all that) is that you see the fluidity of numbers. far too many kids see a number as a single thing. the symbol we use to denote a number (in this case, "9" or "6") leads to kids (especially those who are young and just learning numbers) to see them as an individual unit
by breaking the numbers down into individual units, you created a fluidity that should help in processing more complex calculations
it's just like fractions. fractions throw kids the frick off, mainly b/c it just disrupts their symbolic understanding of a "number". they see "3" and have an OK idea of what it is (they don't really see it fluidly, but they get what it denotes and have memorized how to add, subtract, multiple, etc). when you tell them 9/3 =3 they're all like "hold the frick up" and they freak out
one day we'll teach basic division via fractions and addition via a similar method to the OP and kids will get it more easily
Posted on 9/5/14 at 7:06 am to son of arlo
quote:
When kids start counting on their fingers,
that's probably a grade or grade and a half before this exercise, eh?
Posted on 9/5/14 at 7:15 am to Meauxjeaux
quote:
9+6 = ?
Urban Common Core Version:
9 = black man's penis size
6 = White Man's penis size
You add them together, you get a large sex organ with a high credit rating and "privileges".
THAT will score you:
a 'Dime (10) piece' who will bring her own Fifth (5) of MD20/20.
10 + 5 = 15!!!
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