thx...
Posted on 03/01/2014 6:02:12 PM PST by dontreadthis
I had a long talk with a relative who is a teacher about this last night.
She does’t understand it, either (I mean, doesn’t understand “why”, except that “they” want it this way).
I pulled my 9 year old out of public school earlier this year, mostly over Everyday Math. I really do think that one of the major objectives is to make it impossible for parents to help with the math homework, showing the child that parents are an unreliable resource (and not just about math).
Exactly...nail on head...
I have a daughter who was born with Turners Syndrome, a genetic chromosome disorder...
Her brain has an extremely hard time processes concepts like time, space...math is a conceptual process...
When she was school age she simply didn't understand why 2 + 2 = 4...her brain is not wired to understand that...
She had a hard time understanding what "next week" or "tomorrow" meant...
To help her in school I spent hours upon hours making her learn rote mathematics...like we used to do...made her take music lessons to help her process these type of concepts...
Your point about "process" is an important one as students learn that process is more important than outcome, it trains their mind to be indoctrinated to accept concepts that is foreign to their upbringing...
Rote memorization is an easy way to get the outcome and then the process comes later...common core turns that upside down...
Very cute! :-)
thx...
in addition, this is creating tremendous stress for the students whose parents are unable to help, teachers who cannot provide enough one-on-one help, as well as frequent age-inappropriate testing especially in math and language arts
I learned math ‘by rote’ and it served me well. I could concentrate on the rest of the overall problem such as a story problem, or later chemistry or physics.
Later, I discovered shortcuts and ‘finger counting’ when solving problems in my head.
Try dividing 534.3 miles by 12.8 gallons in your head while driving down the road.
12.8 = 13.0 * 10 = 130 * 2 = 260 * 2 = 520. Close enough to 534.3
2 * 2 * 10 = 40, so, about 40 gallons. That’s what my brain would tell me on the fly.
Rounding and averaging are two thing they do not teach children anymore. Common sense isn’t so common anymore.
I think they are teaching rounding, but perverting it as a goal, and not as an aid.
We had averaging in about the 5th grade.
I wish we had a little more statistics theory (such as the meaning, or existence of standard deviation). We calculated an average, from a small sample, and that was assumed to BE the answer for future predictions.
Took me some years of real data analysis to appreciate that a (real) value 3 sigmas out will show up every now and then to mess up someone’s pet theory.
I sent this to a friend who is an educator. She said this is not an example of common core. It’s not even an accurate example of Distributive Property math, such as this:
http://math.about.com/od/algebra/a/distributive.htm
What this is a made-up straw man, and shame on the original poster for posting this.
Yes, common core is designed for precisely that, rewiring our kids’ brains to think as the globalist oligarchs want them to think. This ‘new math’ is carefully designed to have our kids more able to shift gears mathematically, to think in other base numbering systems. Now you get three guesses to discover why ...
bkmk
> Try dividing 534.3 miles by 12.8 gallons in your head while driving down the road.
I’d be afraid to try that. :-) About the most I could manage would be to round them off to 500 divided by 10, which would give me 50.
I’d realize that number would be a good bit too high, though. Considering what I left out, I can see that 2.8 is more than a fourth of 10, but 34.3 isn’t anywhere close to being a fourth of 500. So with the real numbers having a relatively larger divisor than my rounded-off ones, I’d know the real answer would be a good bit smaller than 50.
I’d be afraid to try that. :-) About the most I could manage would be to round them off to 500 divided by 10, which would give me 50.
=+== = = = = = = = = = = =
For an answer that would ‘satisfy my curiosity’ (say mpg) I would just multiply 13 to whatever got me close say 4x13=52 so I would say I was getting 40.... for the satisfaction.
Tipping isn’t as hard as one may think 20% of anything is simple - 25% just take 1/2 of the simple 10% and add it to the 20% ... to check it just take 30% of the orig and subtract it from your original answer - if it is LOWER, you are fine, if it is HIGHER, the wrong answer was reached etc but I would give the server (if meets the 25% tip) the higher amount....
When I get my SR or Mil or whatever ‘discount’ in a sit down restaurant I give it to the server PLUS the regular tip.
As to doing something in your head while driving, if to hard just TEXT someone for the answer....NOT Really...
in the words of Sen Foghorn(Phoghorn if in LA)
...That’s a...I SAY..That’s a joke son!!
Which does NOT refute my statement that your original post is a straw man, which has nothing to do with common core.
If common core is as bad as you insist it is, then the truth should do your arguing for you, not the lie you posted at the beginning of this thread. Again, shame on you!
> For an answer that would ‘satisfy my curiosity’ (say mpg) I would just multiply 13 to whatever got me close say 4x13=52 so I would say I was getting 40...
Yes, that would be better than 500 divided by 10.
your agenda is showing
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