Tigers X - Number one Source to Talk Auburn Tigers Sports
The Library => Haley Center Basement => Topic started by: The Six on September 30, 2014, 04:41:07 PM
-
(https://pbs.twimg.com/media/BmaxEJOCYAA8Tle.jpg:large)
-
We are having the same problem at my house. "BECAUSE IT FUCKING IS, that's why!" is apparently not an acceptable response.
-
Don't get me started on this bullshit.
-
I mean the "new" way has to have a methodology, right? So what is it? How do you get to all that 12+3 and so on?
-
This is too low of a level of math for me to explain effectively. You guys should ask Chizad.
-
This is too low of a level of math for me to explain effectively. You guys should ask Chizad.
You're half right.
-
(http://huppiemama.com/wp-content/uploads/2014/03/Not-Common-Core.jpg)
-
I have already sent a few notes back to mini's math teacher expressing my discontent.
-
(http://huppiemama.com/wp-content/uploads/2014/03/Not-Common-Core.jpg)
Okay. What is it then? Klingon math?
-
There is nothing common nor core about this crap.
-
I have already sent a few notes back to mini's math teacher expressing my discontent.
I've exchanged a few text messages myself. Much quicker than a note.
-
Is this actually what schools are teaching or is this just a teacher trying something?
-
I've exchanged a few text messages myself. Much quicker than a note.
And were the pics of your penis received well by the math teacher? Male of female teacher?
-
From what I've been able to learn so far, this method is subtraction through reverse construction. I have no idea what any of that means though. One of you engineers want to lend us a brain for a few?
-
We've already had this conversation, haven't we?
As Buzz said, that's not Common Core. Common Core is not infecting your children's brains with radioactive liberalism. It's merely a set of national standards that allows for every state to strive to prepare their students for college and careers. The curriculum that is implemented is developed by the state, so if you don't like how that teacher is teaching math problems, take it up with your senator and state superintendent.
-
From what I've been able to learn so far, this method is subtraction through reverse construction. I have no idea what any of that means though. One of you engineers want to lend us a brain for a few?
Maybe it's the new way of saying reverse engineering.....Have never heard of reverse construction.
This is dumb!
-
We've already had this conversation, haven't we?
As Buzz said, that's not Common Core. Common Core is not infecting your children's brains with radioactive liberalism. It's merely a set of national standards that allows for every state to strive to prepare their students for college and careers. The curriculum that is implemented is developed by the state, so if you don't like how that teacher is teaching math problems, take it up with your senator and state superintendent.
Says the guy without a kid having to do it. It's crazy math. And dumb.
The problem with success and scores isn't curriculum. And I'll leave it at that.
-
Says the guy without a kid having to do it. It's crazy math. And dumb.
The problem with success and scores isn't curriculum. And I'll leave it at that.
I never said it wasn't crazy math. I just said it wasn't common core.
The math problem displayed above is 100% determined by the curriculum. Could be the state's, school system's, administrator's, or teacher's idea, but the "crazy" math strategies aren't being mandated by the feds.
-
I have never had a kid bring home a problem that looked like that. What I have had is them grouping numbers different ways to break down the problem.
I don't have a problem with them teaching what actual "subtraction" means and why 32-10=20. I have always tried to teach my kids what math actually means and why it is better to understand why the problem is asking what it is asking. Then to "check" the work, I have showed them the old way, an alternative way to get the same answer. What's wrong with them knowing multiple ways to solve a problem?
-
So what's the methodology here? Or did I miss that part of the thread where this was answered?
-
So what's the methodology here? Or did I miss that part of the thread where this was answered?
I don't think this is a real problem. I have no idea, but I haven't seen anything that looked like that before.
-
I don't think this is a real problem. I have no idea, but I haven't seen anything that looked like that before.
Pppppf, I knew that. I was just testing to make sure you did. I'm sort of the WT of math and theorems and shit. Only more humble.
-
It's interesting to read these differing opinions but shouldn't we defer to Chizad regarding this debate?
-
I don't have a problem with them teaching what actual "subtraction" means and why 32-10=20.
Dadgum new math is changing everything!!!1
-
Yeah, so this was not a referendum on the good or bad of this type of math but a request to try and understand it.
A friend on the bookfaces replied with the following:
We actually already think the new way, but we either don't think about it or have forgotten. What we're doing is trying to get to "easy" math (multiples of 5 and 10).
Start at 12 then get to 15, 20, 30 and finally 32
3+5+10+2=20
Most of us have memorized the simple subtraction, but this is how our brains get there.
The best way to think about this is to consider giving or getting change back after a retail sale.
You buy something that costs $7.48, and pay with a $20 bill. What is the change?
7.48 + .02 = 7.50
7.50 + 2.50 = 10
10 + 10 = 20
10 + 2.50 + .02 = 12.52
Your change is $12.52
Subtraction, after all, is addition in reverse.
-
Yeah, so this was not a referendum on the good or bad of this type of math but a request to try and understand it.
A friend on the bookfaces replied with the following:
Your friend might be a highly functioning retard.
-
Your friend might be a highly functioning retard.
I'm not sure about the high functioning part, but I am sure about the retard.
-
My phone has a calculator.
-
I have a high powered corporate job, so I don't ever need change from a $20. Let the little people keep the difference.
-
So what's the methodology here? Or did I miss that part of the thread where this was answered?
First of all, I'm guessing TheSix saw this on facebook or some such shit followed by "Thanks Obama". I doubt sincerely that this is an actual homework problem.
Also, the first example:
32
-12
___
20
That's not showing any methodology at all. That's just showing the problem and the answer. It's not showing that you start from the right and subtract 2-2 first and get zero, and since that's not a negative number, you don't have to cross out the three and put a little 2 above it, you can just subtract the 3-1, and get a 2. It's not showing how you arrived at 20, it's just assuming you memorized 32-12 is 20 just because it is. Contrarily, the "new math" example is going through and listing out all of the steps to get to the answer.
I don't have a strong opinion one way or another about it, but I get what they're demonstrating here.
Since math is a 10-based system, 5s and 10s are easier to count by. So they're saying to start from the number you're subtracting by (12), then get to the nearest 5 (15). If you're still not at the number you're subtracting from (32), then add another 5. Now you're at 20. An even 10 number. Still not to 32, so add another 10. Now you're at 30. Now if you add another 10 or 5, you've gone over the target number of 32, so just add the two. Then it's saying you can add all of the things you added and get the answer.
I'm not saying it's not convoluted or that there's anything wrong with the "old" system of math, but I get what they're doing.
And like Townhall already explained, it has nothing to do with Common Core.
-
First of all, I'm guessing TheSix saw this on facebook or some such shoot followed by "Thanks Obama". I doubt sincerely that this is an actual homework problem.
Also, the first example:
32
-12
___
20
That's not showing any methodology at all. That's just showing the problem and the answer. It's not showing that you start from the right and subtract 2-2 first and get zero, and since that's not a negative number, you don't have to cross out the three and put a little 2 above it, you can just subtract the 3-1, and get a 2. It's not showing how you arrived at 20, it's just assuming you memorized 32-12 is 20 just because it is. Contrarily, the "new math" example is going through and listing out all of the steps to get to the answer.
I don't have a strong opinion one way or another about it, but I get what they're demonstrating here.
Since math is a 10-based system, 5s and 10s are easier to count by. So they're saying to start from the number you're subtracting by (12), then get to the nearest 5 (15). If you're still not at the number you're subtracting from (32), then add another 5. Now you're at 20. An even 10 number. Still not to 32, so add another 10. Now you're at 30. Now if you add another 10 or 5, you've gone over the target number of 32, so just add the two. Then it's saying you can add all of the things you added and get the answer.
I'm not saying it's not convoluted or that there's anything wrong with the "old" system of math, but I get what they're doing.
And like Townhall already explained, it has nothing to do with Common Core.
You are damn good at counting by 10's. How high up can you go?
-
First of all, I'm guessing TheSix saw this on facebook or some such shit followed by "Thanks Obama". I doubt sincerely that this is an actual homework problem.
Also, the first example:
32
-12
___
20
That's not showing any methodology at all. That's just showing the problem and the answer. It's not showing that you start from the right and subtract 2-2 first and get zero, and since that's not a negative number, you don't have to cross out the three and put a little 2 above it, you can just subtract the 3-1, and get a 2. It's not showing how you arrived at 20, it's just assuming you memorized 32-12 is 20 just because it is. Contrarily, the "new math" example is going through and listing out all of the steps to get to the answer.
I don't have a strong opinion one way or another about it, but I get what they're demonstrating here.
Since math is a 10-based system, 5s and 10s are easier to count by. So they're saying to start from the number you're subtracting by (12), then get to the nearest 5 (15). If you're still not at the number you're subtracting from (32), then add another 5. Now you're at 20. An even 10 number. Still not to 32, so add another 10. Now you're at 30. Now if you add another 10 or 5, you've gone over the target number of 32, so just add the two. Then it's saying you can add all of the things you added and get the answer.
I'm not saying it's not convoluted or that there's anything wrong with the "old" system of math, but I get what they're doing.
And like Townhall already explained, it has nothing to do with Common Core.
wrong
wrong
wrong
All counts.
And yes, his friend is most def a tard.
-
wrong
You didn't post the original, so I don't think you're an authority on the authenticity of this homework assignment.
The fact that Buzz had a meme queued up disputing that it's common core is a huge tell to me that it's one of those many lobotomized facebook posts that drove me off of facebook.
wrong
How are they showing the methodology in the first example? Explain. How are you saying they're not in the second example? Explain.
wrong
Not sure if this one's for the explanation of the methodology they're using, which makes complete mathematical sense, or that it has nothing to do with Common Core. Either way, not wrong.
-
No Colonel Sanders, you're wrong.
-
No Colonel Sanders, you're wrong.
Something's wrong with his medula oblongata!
-
First of all, I'm guessing TheSix saw this on facebook or some such shit followed by "Thanks Obama". I doubt sincerely that this is an actual homework problem.
Just worked through these with my son and second grade math this week. The attached photo is not an example from his homework, but it is a representative sample of the stupid shit he has to do to prove he can subtract two numbers. The old way is just fine - just work through it from right to left, and carry your ones if necessary!! This is just a scam to try and make new textbook money and have the new hip way of teaching math. In this instance, the old way is the better way.
-
What ever happened to the "KISS" method of problem solving?
-
Just worked through these with my son and second grade math this week. The attached photo is not an example from his homework, but it is a representative sample of the stupid shit he has to do to prove he can subtract two numbers. The old way is just fine - just work through it from right to left, and carry your ones if necessary!! This is just a scam to try and make new textbook money and have the new hip way of teaching math. In this instance, the old way is the better way.
I tried to explain this bullshit to smooth_operator. I can't believe how incredibly stupid this shit it. I just showed my 4th grader the "old" way to do it. It blew his mind how easy it was. His teacher didn't like it though. Just wait until you get to long division.
-
I tried to explain this bullshit to smooth_operator. I can't believe how incredibly stupid this shit it. I just showed my 4th grader the "old" way to do it. It blew his mind how easy it was. His teacher didn't like it though. Just wait until you get to long division.
^^This^^
-
I tried to explain this bullshit to smooth_operator. I can't believe how incredibly stupid this shit it. I just showed my 4th grader the "old" way to do it. It blew his mind how easy it was. His teacher didn't like it though. Just wait until you get to long division.
Child please - I have a fifth grader too! This week was multiplying with decimals and I thought my engineer husband's skull was going to explode. I never claimed to be a math Jenius, and never will, but even I get the old method of "stacking" below the line and counting the places to the right of the decimal.
I guess we just have to remember that ALL math is obsolete now that our damn phones can figure shit for us with the touch of a "Siri" key.
-
I think this may be the first time I encourage the Alabama edumication. What I mean is that this bs isn't in all the schools.
-
I think this may be the first time I encourage the Alabama edumication. What I mean is that this bs isn't in all the schools.
If the Board of Education and Superintendent (Tommy Bice) have voted for it at the state level, then yes it is to a degree. In public schools anyway. One of mine has come home with this bullshit already in 2 different subjects so I can tell you its not a myth as some of those on here without kids in classrooms have said.
I have no issues with critical thinking or learning the steps of how a math problem gets resolved. But simple arithmetic is not the place for it. 32-12 = 20 and thats the end of it (3-1=2 and 2-2=0). No need to break each number out into seperate subcamps and then put them all back together in different sub sums to know that. There is only so much proof you can show for the basic order of operations. For Long Division, Fractions, Trig or higher math I can see showing each step more analytically. Thats my main burn. There is a place for showing working and using constructive methods to help solve a somewhat complex problem. 10+9 isnt that place.
-
Well, I have to see it but as soon as I say that, one of them will come home with it today.
-
If the Board of Education and Superintendent (Tommy Bice) have voted for it at the state level, then yes it is to a degree. In public schools anyway. One of mine has come home with this bullshit already in 2 different subjects so I can tell you its not a myth as some of those on here without kids in classrooms have said.
I have no issues with critical thinking or learning the steps of how a math problem gets resolved. But simple arithmetic is not the place for it. 32-12 = 20 and thats the end of it (3-1=2 and 2-2=0). No need to break each number out into seperate subcamps and then put them all back together in different sub sums to know that. There is only so much proof you can show for the basic order of operations. For Long Division, Fractions, Trig or higher math I can see showing each step more analytically. Thats my main burn. There is a place for showing working and using constructive methods to help solve a somewhat complex problem. 10+9 isnt that place.
Well, I have to see it but as soon as I say that, one of them will come home with it today.
This all goes back to the fact that this is not what Common Core is. Common Core is a list of standards that apply to all subjects, not just math. And it's definitely not any specific methodology mandated for solving math problems.
If this methodology is being forced into the curriculum, it's being forced by the state board of education.
And I was never saying that this methodology in the OP was not being taught, just that he didn't take a picture of his kid's homework, and got it off of some scare tactic post on facebook.
-
This all goes back to the fact that this is not what Common Core is. Common Core is a list of standards that apply to all subjects, not just math. And it's definitely not any specific methodology mandated for solving math problems.
If this methodology is being forced into the curriculum, it's being forced by the state board of education.
And I was never saying that this methodology in the OP was not being taught, just that he didn't take a picture of his kid's homework, and got it off of some scare tactic post on facebook.
How often do you shave your pussy?
-
This all goes back to the fact that this is not what Common Core is. Common Core is a list of standards that apply to all subjects, not just math. And it's definitely not any specific methodology mandated for solving math problems.
If this methodology is being forced into the curriculum, it's being forced by the state board of education.
And I was never saying that this methodology in the OP was not being taught, just that he didn't take a picture of his kid's homework, and got it off of some scare tactic post on facebook.
FWIW, mine has brought home things very close to that picture. Those pics are real. I also have a few friends that have literally taken pics of their kids homework and sent to me. Its real dude.
I believe we are in agreement on your 2nd point in re to the State Board. What isn't being said though, is that this started with Race to the Top which evolved into Common Core. Both gave away millions to states as bait to adopt the standards. Believe it or not, some of us know a little about it. I am not sure what these scare sites are you are referring to. But I do have a tiny bit of knowledge and experience with Common Core. My issue with Common Core is it doesn't address root issues of what they are trying to "fix". Everything is about a metric or a score. Or just trying to hit a number and thats what dictates a success. The big picture gets lost on these guys because they are so blinded by the federal money that gets handed out for accepting it.
Common Core method for a math problem...and yes this is in the common core curriculum for Georgia if you want to go to the states website and check it out. Each state has a handbook of methods and "progression charts". Ive read the Alabama one. If you want to get into semantics, you are correct in that the math problem itself is NOT common core exactly. But what it is - is a method of common core math standards and concepts:
(http://i1.wp.com/truthinamericaneducation.com/wp-content/uploads/2013/03/Common-Core_10.jpg)
-
FWIW, mine has brought home things very close to that picture. Those pics are real. I also have a few friends that have literally taken pics of their kids homework and sent to me. Its real dude.
I believe we are in agreement on your 2nd point in re to the State Board. What isn't being said though, is that this started with Race to the Top which evolved into Common Core. Both gave away millions to states as bait to adopt the standards. Believe it or not, some of us know a little about it. I am not sure what these scare sites are you are referring to. But I do have a tiny bit of knowledge and experience with Common Core. My issue with Common Core is it doesn't address root issues of what they are trying to "fix". Everything is about a metric or a score. Or just trying to hit a number and thats what dictates a success. The big picture gets lost on these guys because they are so blinded by the federal money that gets handed out for accepting it.
Common Core method for a math problem...and yes this is in the common core curriculum for Georgia if you want to go to the states website and check it out. Each state has a handbook of methods and "progression charts". Ive read the Alabama one. If you want to get into semantics, you are correct in that the math problem itself is NOT common core exactly. But what it is - is a method of common core math standards and concepts:
(http://i1.wp.com/truthinamericaneducation.com/wp-content/uploads/2013/03/Common-Core_10.jpg)
How do I get this page to turn over. I turned my monitor around but there is nothing on the back. Did it all attach? First page is interesting though.
-
Im sure that pic will be disregarded as right wing tea party anti Obama bullshit just trying to scare people. Fuck it. No one wants objectivity anymore. Neither side. Everyone has their end game.
I'm simply trying to go for right vs wrong. Not left or right.
-
First of all, I'm guessing TheSix saw this on facebook or some such shit followed by "Thanks Obama". I doubt sincerely that this is an actual homework problem.
Also, the first example:
32
-12
___
20
That's not showing any methodology at all. That's just showing the problem and the answer. It's not showing that you start from the right and subtract 2-2 first and get zero, and since that's not a negative number, you don't have to cross out the three and put a little 2 above it, you can just subtract the 3-1, and get a 2. It's not showing how you arrived at 20, it's just assuming you memorized 32-12 is 20 just because it is. Contrarily, the "new math" example is going through and listing out all of the steps to get to the answer.
I don't have a strong opinion one way or another about it, but I get what they're demonstrating here.
Since math is a 10-based system, 5s and 10s are easier to count by. So they're saying to start from the number you're subtracting by (12), then get to the nearest 5 (15). If you're still not at the number you're subtracting from (32), then add another 5. Now you're at 20. An even 10 number. Still not to 32, so add another 10. Now you're at 30. Now if you add another 10 or 5, you've gone over the target number of 32, so just add the two. Then it's saying you can add all of the things you added and get the answer.
I'm not saying it's not convoluted or that there's anything wrong with the "old" system of math, but I get what they're doing.
And like Townhall already explained, it has nothing to do with Common Core.
So uh, no one else is going to comment that Chizad is giving us a math lesson?
That's like Mohamed explaining Catholicism....or Snags explaining how a scrotum works.
-
So uh, no one else is going to comment that Chizad is giving us a math lesson?
That's like Mohamed explaining Catholicism....or Snags explaining how a scrotum works.
Well, its not fractions.
And in Snags defense, his scrotom used to work. It just doesn't now. So I'm sure he still knows how to operate it - IF it were there.
-
This thread is only half or about 32.987% correct.
-
Well, its not fractions.
And in Snags defense, his scrotom used to work. It just doesn't now. So I'm sure he still knows how to operate it - IF it were there.
Well now wait a minute, all jokes aside about Chad's common core math skillz, Snag's scrotum still serves the purpose of being something for the rest of us to point and laugh at.
-
Well now wait a minute, all jokes aside about Chad's common core math skillz, Snag's scrotum still serves the purpose of being something for the rest of us to point and laugh at.
Its NOT COMMON CORE!!! Snopes said so! And so did some Occupier Blogger on the Redditz. Just a bunch of anti Obama bullshit.
-
Your words are hurtful
-
(http://i1.wp.com/truthinamericaneducation.com/wp-content/uploads/2013/03/Common-Core_10.jpg)
The very bottom of this is what it all comes down to.
It's really not a whole hell of a lot more convoluted than the "old" system. Just different. And I see the purpose of getting kids to "understand why" the math works. And I understand that this should help them in the future with tougher math equations. Like I was saying, it's more of a 10 based system.
Really the two methods are doing the same thing. That's math for you. It all adds up the same in the end. The only difference is it's treating tens as tens (60 + 20) instead of as ones (6+2).
It's different than what we're used to, but I don't think necessarily better or worse. Just different. But if it helps kids to better understand what they're doing and why they're doing it, then I guess it is better.
I think partially this is coming out of the fact that in today's day in age, we all have calculators on us at all times in the form of cell phones. If you need to know what 62+26 is you can type it in and instantly get the results. But the real need is to better understand why 62+26= 88 in preparation for more complex math down the line.
-
Your words are hurtful
Hurtful your words are.
-
The very bottom of this is what it all comes down to.
It's really not a whole hell of a lot more convoluted than the "old" system. Just different. And I see the purpose of getting kids to "understand why" the math works. And I understand that this should help them in the future with tougher math equations. Like I was saying, it's more of a 10 based system.
Really the two methods are doing the same thing. That's math for you. It all adds up the same in the end. The only difference is it's treating tens as tens (60 + 20) instead of as ones (6+2).
It's different than what we're used to, but I don't think necessarily better or worse. Just different. But if it helps kids to better understand what they're doing and why they're doing it, then I guess it is better.
I think partially this is coming out of the fact that in today's day in age, we all have calculators on us at all times in the form of cell phones. If you need to know what 62+26 is you can type it in and instantly get the results. But the need is to better understand why 62+26= 88 in preparation for more complex math down the line.
Point was....those problems are being taught that way and under the title of common core. Ive seen it first hand.
Agree though on the premise you are talking about. I just still think they are missing the boat on what the objective is. If you look at any explanation as to why they are doing it, test scores will be at the root. I have no issues with constructive thinking and seeing why things work. But to implement a one size fits all standard to all kids for the sake up merely hitting a mark for scores because some are embarassed that S Korea and Japan are wiping the floor with our kids as a whole....stupid. Root causes aren't being addressed. Its not the curriculum thats the issue. Asian kids do well in our schools, better than avg.
-
The very bottom of this is what it all comes down to.
It's really not a whole hell of a lot more convoluted than the "old" system. Just different. And I see the purpose of getting kids to "understand why" the math works. And I understand that this should help them in the future with tougher math equations. Like I was saying, it's more of a 10 based system.
Really the two methods are doing the same thing. That's math for you. It all adds up the same in the end. The only difference is it's treating tens as tens (60 + 20) instead of as ones (6+2).
It's different than what we're used to, but I don't think necessarily better or worse. Just different. But if it helps kids to better understand what they're doing and why they're doing it, then I guess it is better.
I think partially this is coming out of the fact that in today's day in age, we all have calculators on us at all times in the form of cell phones. If you need to know what 62+26 is you can type it in and instantly get the results. But the real need is to better understand why 62+26= 88 in preparation for more complex math down the line.
That's the problem, it doesn't for the most part. It confuses the shit out of them and they are getting more frustrated. Or at least that is what I overhear my teacher wife and her teacher lady friends bitch about. But what do they know. Those that can, do and those that can't, teach, right?
-
That's the problem, it doesn't for the most part. It confuses the shit out of them and they are getting more frustrated. Or at least that is what I overhear my teacher wife and her teacher lady friends bitch about. But what do they know. Those that can, do and those that can't, teach, right?
Guess I need to get me a job teaching common core math then.
-
Mathamagic baby!
-
My kid's math teacher broke. She told them to quit estimating every number, and is now teaching long form multiplication. This week has been a breeze in homework.
-
It looks like matrices and scalar mathematics to me. They call it manipulatives.
http://huppiemama.com/teaching-subtraction-using-manipulatives/ (http://huppiemama.com/teaching-subtraction-using-manipulatives/)
-
My kid's math teacher broke. She told them to quit estimating every number, and is now teaching long form multiplication. This week has been a breeze in homework.
Bless her heart. THAT'S a good teacher.
-
Bless her heart. THAT'S a good teacher.
Will probably be fired for not following district curriculum standards and replaced by a non-qualified illegal by year's end.
-
My kid's math teacher broke. She told them to quit estimating every number, and is now teaching long form multiplication. This week has been a breeze in homework.
She is probably in a better mood and class is more easy going as a result. Here lately Mrs.AUT1 spends the minimal amount of time she can with the "common core" method and the majority of her time teaching it the way she always has. I can tell that she is in a better mood b/c of it.