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re: (Not Common Core)-- Why are they teaching math this way?
Posted on 2/9/15 at 3:08 pm to taylork37
Posted on 2/9/15 at 3:08 pm to taylork37
quote:
You know the word "quotient" when it comes to division don't you? You know the word "product" when it comes to multiplication don't you? How often do you use those words?
Those terms I have heard ad nauseam over the years taking math. That's why I find it strange that the terms to be so unfamiliar. Its not like you stop using addition and subtraction as you get older. So why would they omit those terms but still use others? I understand what the words mean and what they are used for. I do not believe they are words that were commonly used in 1st and 2nd grade and on for that matter 15+ years ago.
1
Posted on 2/9/15 at 3:13 pm to brgfather129
quote:
That's great...you are a child struggling to learn 7+4 through memorization. Now what?
Heres a fancy idea... Do another round or two or three of flash cards until they get it?
Posted on 2/9/15 at 3:16 pm to Catman88
quote:
So what your argument then? One second you are spouting that they need to learn it "this way" to help them with advanced math. Now you are saying that this isn't about advanced math?
How about both. It will help with balancing check books and advanced math.
I think the point that you don't understand is that common core is the basics. It is just taught in a way you are unfamiliar with. Therefore you reject it.
Posted on 2/9/15 at 3:18 pm to brgfather129
quote:I actually think the new methods are better for students with average to strong quantitative reasoning (can focus more on the why) and worse for students with below average quantitative reasoning.
That's great...you are a child struggling to learn 7+4 through memorization. Now what?
Regardless, for basic math facts, building automaticity (i.e., rote memorization for quick retrieval) is usefuk so cognitive resources can be focused on non-automatic processes. This is probably more true for the struggling students as they need to free up as much as possible.
Posted on 2/9/15 at 3:19 pm to taylork37
quote:
Therefore you reject it.
I do? I only stated I never heard those terms before and that the new method can create less support at home in helping the students.
I would have thought by now teachers would have figured out one of the best thing for students is support from home.
This post was edited on 2/9/15 at 3:22 pm
Posted on 2/9/15 at 3:28 pm to magildachunks
quote:
So you are upset because your kids have to prove they got the answer without cheating?
Sadly, this is the second time the idea that a child is potentially cheating was cited as a reason for redundant and useless steps aimed at bringing up the poor performing students.
Do all of you think your children are constantly cheating? Is this the accusatory environment you want your children taught in?
Either these ancillary alternative steps are instituted to help children who can't see the bigger picture and thus focus teaching on those with lowest ability or they are not. If they are, correctly reaching the answer without these steps should be applauded not discredited.
Posted on 2/9/15 at 3:28 pm to Catman88
quote:
Those terms I have heard ad nauseam over the years taking math. That's why I find it strange that the terms to be so unfamiliar. Its not like you stop using addition and subtraction as you get older.
Yes but they are still terms that have little to no real word applicability as far as vocabulary goes. I don't remember the last time I asked for the product of someones's multiplication equation.
quote:
So why would they omit those terms but still use others?
The term by nature will be used less, but that doesn't mean it is not a necessary basic to teach. We are talking about 2nd graders here.
quote:
I do not believe they are words that were commonly used in 1st and 2nd grade and on for that matter 15+ years ago.
I don't think they are common either, but I think they were taught and as I mentioned they are the basics.
Posted on 2/9/15 at 3:31 pm to Catman88
quote:
I do? I only stated I never heard those terms before and that the new method can create less support at home in helping the students.
Sorry I may be grouping you with others in this thread, but it seems as if people don't understand the math so they automatically reject it.
quote:
I would have thought by now teachers would have figured out one of the best thing for students is support from home.
As I mentioned, I think you learned it, it just was a long time ago and so basic that hasn't been used often enough to stick. It is still a necessary basic to learn.
This post was edited on 2/9/15 at 3:33 pm
Posted on 2/9/15 at 4:02 pm to Jcorye1
It is. In fact, the title on my 3rd grader sons homework sheet says Algebraic Equations in the problems relating to that category.
Today's assignments was :
A. numbers and Operations Base Ten
56,755
- 20,568
________
2. $60.01
- $15.56
__________
3.Write in Standard Form:
40,000 + 4,000 + 400 + 40 + 4
B.Operations and Algebraic Thinking
4. 6x8 = ___ x 12
5. 35 - ____= 5 x 5
C. Fractions
Use <,>,or =
6. 3 3
__ __
7. 5 10
D.Geometry
8.Give 3 characteristics of a Hexagon
9. I am a Triangle with one obtuse angle. Draw me.
E.Measurement and Data
Which is not a unit to measure length?
a. yards
b.pounds
c.miles
d.inches
Today's assignments was :
A. numbers and Operations Base Ten
56,755
- 20,568
________
2. $60.01
- $15.56
__________
3.Write in Standard Form:
40,000 + 4,000 + 400 + 40 + 4
B.Operations and Algebraic Thinking
4. 6x8 = ___ x 12
5. 35 - ____= 5 x 5
C. Fractions
Use <,>,or =
6. 3 3
__ __
7. 5 10
D.Geometry
8.Give 3 characteristics of a Hexagon
9. I am a Triangle with one obtuse angle. Draw me.
E.Measurement and Data
Which is not a unit to measure length?
a. yards
b.pounds
c.miles
d.inches
Posted on 2/9/15 at 4:05 pm to Bleeding purple
Helps kids understand what math really means by having them look at it from different angles. This keeps them from just memorizing and forces them to learn the material, understand it, and be able to apply it in unique situations
Posted on 2/9/15 at 4:09 pm to magildachunks
quote:
So you are upset because your kids have to prove they got the answer without cheating?
No, he is upset because in the work cited, they took the most basic of questions and required the kids to solve it a specific way (doubles facts) which requires memorization because doing it the traditional way (memorization) isn't effective.
Lets not pretend the homework was 8+9 and show your work. It was, in the first example, show us you memorized doubles and then work off that. Forcing use of a certain tool to overcomplicate an otherwise easy question is reason to be upset IMO.
Posted on 2/9/15 at 4:39 pm to Bleeding purple
the teachers don't understand it either
Posted on 2/9/15 at 4:48 pm to Bleeding purple
quote:
know abstract doubles plus 1 facts
5+6 is abstract?
Posted on 2/9/15 at 4:51 pm to Bleeding purple
I'm a math guy...and I have no clue WTF those directions are talking about
ETA: Maybe the terms and words used are just something I have never heard of. The answers are easy, but I've never heard of a doubles fact, addend, subtrachend...tha frick
ETA: Maybe the terms and words used are just something I have never heard of. The answers are easy, but I've never heard of a doubles fact, addend, subtrachend...tha frick
This post was edited on 2/9/15 at 4:54 pm
Posted on 2/9/15 at 4:52 pm to JOHNN
quote:
Heres a fancy idea... Do another round or two or three of flash cards until they get it?
...and if they don't?
Posted on 2/9/15 at 5:12 pm to tgrbaitn08
quote:
Bob has 4 apples
Cindy gave Bob 3 apples.
How many more apples does Bob have now??
What is that teaching them? How is that even Math?
please tell me that this is a joke
Posted on 2/9/15 at 5:24 pm to goldennugget
quote:
Government controls education
The dumber one is, the more they rely on government
Government has a vested interest in making the future generations dumb because it means more dumb people to rely on government, which will allow government to get larger and have more power/control.
This is by design
quote:
goldennugget
You just can't fix stupid.
Posted on 2/9/15 at 5:30 pm to Dick Leverage
quote:
It is. In fact, the title on my 3rd grader sons homework sheet says Algebraic Equations in the problems relating to that category. Today's assignments was : A. numbers and Operations Base Ten 56,755 - 20,568 ________ 2. $60.01 - $15.56 __________ 3.Write in Standard Form: 40,000 + 4,000 + 400 + 40 + 4 B.Operations and Algebraic Thinking 4. 6x8 = ___ x 12 5. 35 - ____= 5 x 5 C. Fractions Use <,>,or = 6. 3 3 __ __ 7. 5 10 D.Geometry 8.Give 3 characteristics of a Hexagon 9. I am a Triangle with one obtuse angle. Draw me. E.Measurement and Data Which is not a unit to measure length? a. yards b.pounds c.miles d.inches
that's easy
Posted on 2/9/15 at 5:43 pm to brgfather129
quote:
know abstract doubles plus 1 facts 5+6 is abstract?
Of course 5 + 6 is not abstract.
But doubles plus one fact is no more pertinent than regrouped doubles plus 5 fact, doubles minus 1 fact, six plus n to the power of 1 fact, 5 plus n to the power of 1 fact, or start with first number and count on fingers fact.
The answer is 11
the fastest way to get there is to know 5 plus 6 equals 11.
What do they use when they get to 3 + 8 should they use the doubles plus 5 rule? Wait that would be the same as 6 plus 5 or 5 plus 6. 11, the answer is 11!!!!!!
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