OT: Hurricanes Lounge XX: r/funny edition

Status
Not open for further replies.

Finnish Jerk Train

lol stupid mickey mouse organization
Apr 7, 2008
4,035
7,924
Raleigh
Continue from here.

nfj3D1p.gif


vIL8FJM.gif


DNd1my1.jpg


SkX9vqE.png


nd1PbWX.jpg


PXXU3EW.jpg


qzg0Lax.jpg
 

tarheelhockey

Offside Review Specialist
Feb 12, 2010
84,982
137,354
Bojangles Parking Lot
So would it have been wrong to add 5+8 then after subtract 3?

But then your final answer is 10, which is indeed wrong.

The question was just phrased poorly to begin with. It's really asking the student to "show how to use 10 as a base for adding 8+5". And then the teacher did a really terrible job of explaining the answer.

Ultimately the point is to show the kid that to do 8+5, rather than adding both numbers together at once you can go 8+2=10+3=13
 

Novacane

Registered User
Jan 25, 2012
24,981
9,010
Raleigh, NC
But then your final answer is 10, which is indeed wrong.

The question was just phrased poorly to begin with. It's really asking the student to "show how to use 10 as a base for adding 8+5". And then the teacher did a really terrible job of explaining the answer.

Ultimately the point is to show the kid that to do 8+5, rather than adding both numbers together at once you can go 8+2=10+3=13

Oh, I guess I get it now. It's asking how to get 10 in the process of adding 8 and 5. Not getting to 10 after adding 8 and 5. Still dumb but makes more sense to me why that was the answer.
 

Blueline Bomber

AI Generated Minnesota Wild
Sponsor
Oct 31, 2007
38,860
39,480
But then your final answer is 10, which is indeed wrong.

The question was just phrased poorly to begin with. It's really asking the student to "show how to use 10 as a base for adding 8+5". And then the teacher did a really terrible job of explaining the answer.

Ultimately the point is to show the kid that to do 8+5, rather than adding both numbers together at once you can go 8+2=10+3=13

But isn't that just overcomplicating things? I mean, I've never had to deal with this new form of math, but isn't it easier to say "8+5=13" rather than "8+2=10+3=13"?
 
Dec 30, 2013
1,903
2,857
But isn't that just overcomplicating things? I mean, I've never had to deal with this new form of math, but isn't it easier to say "8+5=13" rather than "8+2=10+3=13"?

Yes. Kids that are fairly bright absolutely hate it(from my experience at least). It helps the kids that can't do math at all at the expense of the intelligent students.


_______________________________________________________

I get to go to Columbus this weekend to see the skills competition and then go to a "VIP" after party. That should be fun
 

the halleJOKEL

strong as brickwall
Jul 21, 2006
14,480
25,294
twitter.com
i mean that is basically what you do in your head, especially for bigger numbers

writing it out is kind of dumb though in my opinion
 

Blueline Bomber

AI Generated Minnesota Wild
Sponsor
Oct 31, 2007
38,860
39,480
Yeah, I can get that with bigger numbers. But with smaller ones, it's better to teach it the "normal" way so that it simply becomes second nature.

"What's 6+5?"
Student A: "11"

"What's 6+5"
Student B: "Well, first you have to add 4 to 6 to get 10, and since 5-4 is 1, you add 1 to 10 and get 11."

Meanwhile, Student A is already halfway done with the test...
 

Finnish Jerk Train

lol stupid mickey mouse organization
Apr 7, 2008
4,035
7,924
Raleigh
When you think about it, all it is is just one of the shortcuts you develop in your head over time. You might not formally define the concept in your own head, but if you can do basic math without a calculator, you're probably doing it already. And in all honesty, it's a trick worth learning. But the idea of being forced to go around your elbow to get to your thumb makes me hope that they're teaching this in conjunction with traditional math somehow, rather than completely throwing out the playbook. When efficiency matters, like it usually does in the real world, I can't see a downside to simply knowing the relationships between numbers by heart.

Welcome to the world of common core math. The first time my kids brought this stuff home I was like, welp, there goes the education system. But it makes sense once you get the whole base-10 concept.

If this is the kind of homework I'm expected to help with, I am no longer interested in having kids. :sarcasm:
 
Last edited:

tarheelhockey

Offside Review Specialist
Feb 12, 2010
84,982
137,354
Bojangles Parking Lot
Yeah, I can get that with bigger numbers. But with smaller ones, it's better to teach it the "normal" way so that it simply becomes second nature.

"What's 6+5?"
Student A: "11"

"What's 6+5"
Student B: "Well, first you have to add 4 to 6 to get 10, and since 5-4 is 1, you add 1 to 10 and get 11."

Meanwhile, Student A is already halfway done with the test...

Judging by the handwriting, I'm guessing that this kid isn't working with bigger numbers yet. Heck my Kindergartner is learning this method and they're not adding past 20 yet. They're just working with the numbers that are in their range of ability.

I guess they could go ahead and teach the "normal" way if speed was the objective, but then you'd have to start teaching them a new system later on, which would make it much harder.

JordanStaalBestStaal said:
Yes. Kids that are fairly bright absolutely hate it(from my experience at least). It helps the kids that can't do math at all at the expense of the intelligent students.

This system forces students to do multiple, rapid calculations as opposed to memorizing static number relationships. It's hard to see how that would hurt the "intelligent" students and favor those who are bad at math.
 
Dec 30, 2013
1,903
2,857
This system forces students to do multiple, rapid calculations as opposed to memorizing static number relationships. It's hard to see how that would hurt the "intelligent" students and favor those who are bad at math.

I don't teach, but I tutor in math so I could just be judging from a non-normal sample. But quite a few of the kids I've helped have been very smart compared to others of their age, but they do very poorly in math class. The thing is, they are usually very good with math.

I'll start by giving them a list of math problems, some for below their age, at their age, and above their age. Most have no issue doing math a grade or two above their own. I'll tell the parents "Yeah, your kid is actually very good at math. I'm not sure why they aren't doing well in class."

Then they show me the graded worksheets or tests from school and it's a nightmare. If the students reach the correct answer without using the common core method, their answers are marked incorrect, despite their methodology being more time efficient. That is the main reason I dislike the system, it eliminates any creativity. I wouldn't be against it if they taught it but did not require it, but requiring students to do math in a specific way is going to harm as many as it helps.

If you ask the students why they don't do it the way their teachers want them to, they often respond with "I don't need to" or "It takes too long".

For those that can't do math well, it makes things easier to process. For those that can do math well, it is a waste of time. The poor grades despite getting correct answers leads to students becoming frustrated with school and quit trying.
 

Navin R Slavin

Fifth line center
Jan 1, 2011
16,175
63,350
Durrm NC
I don't teach, but I tutor in math so I could just be judging from a non-normal sample. But quite a few of the kids I've helped have been very smart compared to others of their age, but they do very poorly in math class. The thing is, they are usually very good with math.

I'll start by giving them a list of math problems, some for below their age, at their age, and above their age. Most have no issue doing math a grade or two above their own. I'll tell the parents "Yeah, your kid is actually very good at math. I'm not sure why they aren't doing well in class."

Then they show me the graded worksheets or tests from school and it's a nightmare. If the students reach the correct answer without using the common core method, their answers are marked incorrect, despite their methodology being more time efficient. That is the main reason I dislike the system, it eliminates any creativity. I wouldn't be against it if they taught it but did not require it, but requiring students to do math in a specific way is going to harm as many as it helps.

If you ask the students why they don't do it the way their teachers want them to, they often respond with "I don't need to" or "It takes too long".

For those that can't do math well, it makes things easier to process. For those that can do math well, it is a waste of time. The poor grades despite getting correct answers leads to students becoming frustrated with school and quit trying.

I spent a number of years working in education reform.

The problem, at its heart, is that we still have a 19th century factory model of education when what we need is a 21st century model. We have not yet figured out how to use our IT muscle to personalize education. We still have classrooms where there are fixed inputs and fixed outputs, and either success or failure. Focusing heavily on standards makes that problem worse if done improperly.

I left education reform when I saw Khan Academy. That guy is doing it right. If we can figure out how to rebuild a model around that model, *and* use classrooms for remediation instead of lecture, *and* figure out how to get more teachers remediating more kids, *then* we'll be making progress.

But that requires spending more money, and it requires taking more risks -- two activities that are essentially impossible in our current political system.

Common Core is well-intentioned, useful as far as it goes (at least it provides one curriculum instead of fifty, so companies like Pearson find it harder to bleed everyone dry with bespoke textbooks for bespoke curricula), and not nearly enough to solve the hard problems.

But it makes for great political theater.
 

Carolinas Identity*

I'm a bad troll...
Jun 18, 2011
31,250
1,298
Calgary, AB
I don't teach, but I tutor in math so I could just be judging from a non-normal sample. But quite a few of the kids I've helped have been very smart compared to others of their age, but they do very poorly in math class. The thing is, they are usually very good with math.

I'll start by giving them a list of math problems, some for below their age, at their age, and above their age. Most have no issue doing math a grade or two above their own. I'll tell the parents "Yeah, your kid is actually very good at math. I'm not sure why they aren't doing well in class."

Then they show me the graded worksheets or tests from school and it's a nightmare. If the students reach the correct answer without using the common core method, their answers are marked incorrect, despite their methodology being more time efficient. That is the main reason I dislike the system, it eliminates any creativity. I wouldn't be against it if they taught it but did not require it, but requiring students to do math in a specific way is going to harm as many as it helps.

If you ask the students why they don't do it the way their teachers want them to, they often respond with "I don't need to" or "It takes too long".

For those that can't do math well, it makes things easier to process. For those that can do math well, it is a waste of time. The poor grades despite getting correct answers leads to students becoming frustrated with school and quit trying.

"Show Your Work"

The most terrifying three words you can say to a math or physics student.
 
Status
Not open for further replies.

Ad

Upcoming events

Ad

Ad

-->