re: Need Help With 2nd grade Homework

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534 - 319 = 215

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Dont forget about the extra 10 hanging out with the ones.
544 - 329 = 215

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Kids are either going to get it or not get it, and the 'get it' usually doesn't really happen until pre-Algebra. There is nothing to really 'get' with basic addition/subtraction/etc.

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I've never been taught that way and have no idea how it works, beyond seeing posts here, but as a general rule, all of the "common core math" people get so angry about isn't intended to replace long form paper and pencil work. It's to try to give them a tool, so when they become adults, they can do basic math in their heads.

The example I frequently give is in regards to percentages. The average adult can't do a 15% tip in their heads, or figure out what something costs at 30% off. But if you train them to break it down, do 10%, half of that, add it on, or do 10% and multiply it by three, the average adult can do that in their heads.

If people stopped screaming for a minute, they would understand that Section #3 isn't intended to be used in a future physics thesis; that's what Section #2 is for. And teaching Section #3 isn't undermining what's learned in Section #2 in the least.

220 cis-gendered white males, murder 5 in a peaceful protest and how many cis-gendered white males do you have left?

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I've never been taught that way and have no idea how it works, beyond seeing posts here, but as a general rule, all of the "common core math" people get so angry about isn't intended to replace long form paper and pencil work. It's to try to give them a tool, so when they become adults, they can do basic math in their heads.

The example I frequently give is in regards to percentages. The average adult can't do a 15% tip in their heads, or figure out what something costs at 30% off. But if you train them to break it down, do 10%, half of that, add it on, or do 10% and multiply it by three, the average adult can do that in their heads.

If people stopped screaming for a minute, they would understand that Section #3 isn't intended to be used in a future physics thesis; that's what Section #2 is for. And teaching Section #3 isn't undermining what's learned in Section #2 in the least.

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your wasting you time trying to explain it to them.

Not a chance in hell I would "get" this in second grade.

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Dont forget about the extra 10 hanging out with the ones.

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That's just showing where the the ten was moved to the ones column

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its 2 hundred circles and 1 ten circle and one diagonal ten circle for the 220, and then 5 singles

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What in tarnation?

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My point is not about what the intent is, it's a matter of 'will this actually work' because I do not believe it will. It might help the ones who would already figure shite out on their own, but the ones who would ordinarily not understand will continue to not understand

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I have no opinion on that. I haven't read an ounce of the literature claiming to lay the foundation for this kind of lesson. When I jump into the fray on threads like this, it's purely to counter the prevailing sentiment on here which is:

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Are we teaching kids to be math impaired?

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The above is asinine. Anyone in charge of creating lesson plans who would read or hear something like that would immediately ignore it as asinine. Even if someone is opposed to common core, especially if someone is opposed to common core, you need to understand the intended purpose for its existence. Because once someone makes it clear that they don't, they are immediately going to be ignored by those in a position to make decisions.

This makes no sense to me.