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Tell how to make 10 when given 8+5 is a bizarre question period
I'd be one thing if it was 21 +15, where you could say "Add the tens column first, then the ones." but this is 8+5. You have to know that answer (and why not have it memorized?)
Say you have to add 28 + 5, how do you do it ? Are you going to tell me that you don't "make 30" first, in you mind ? And then add 3 ?
No.
I add 8+5 to get 13 then add 20...
marcus saysSay you have to add 28 + 5, how do you do it ? Are you going to tell me that you don't "make 30" first, in you mind ? And then add 3 ?
Taken out of context, it seems bizarre, but the teacher surely explained the method to the kids in class, so the kids would have been able to figure out what it meant if they were paying attention.
I could see howless educated parentswould be bewildered and indignant, and irritated that they cannot help their kids. But I don't agree with the conclusion that the lesson is bad.
I agree that one has to learn what 8+5 is out of memory. On the other hand, they are not teaching what 8+5 is here. They are teaching a method with a simple example, to make it easy to learn the method. The method can then be applied to more complicated examples later. Using simple examples to teach a concept and then building up to more complicated cases is a very common way of teaching anything. I'm guessing that is the philosophy behind choosing this example, but it's a safe and logical bet.
"It's right, but teachers implemented it badly."
I'm teaching my kid one thing, the almost retired teachers is half assed teaching him another thing. How is that good for the kid?
Keep in mind, 6 or 7 year olds with little abstract ability by lack of innate biological development due to age.
Same for fruit or whatever is on the plate. It's easy to frustrate a kid, but also not too difficult to see that and back off. I'm not worried about hurting her feelings by asking something she doesn't know the answer to.
He's/She's prepping for a multi-lingual career, which should increase his/her income.
WookieMan saysI'm teaching my kid one thing, the almost retired teachers is half assed teaching him another thing. How is that good for the kid?
Scandinavian countries don't do any of the three R's prior to age 7, except in narrow instances revolving around play with toys.
Yeah, I've heard this too. My takeaway is that they need a lot of engaged play, and that they have their own way of learning regardless of what we try to teach. I've seen small kids that were really good at math, though. So, it doesn't make sense to me to hold back, just because some kids in Finland end up smart with no formal instruction at a young age.
Finally, the biggest problem area in Education is GEOGRAPHY.
The common core way of adding is the same darn thing. Borrow a 2 from the 7 to add it to the 8 and get 10. Then add that to the 5. I don't know when it is most appropriate to learn this concept, but it is no harder than the way we learned to subtract in the 70s or 80s.
Also, why is a standard a method?
Why add to subtract? Why not just subtract?
www.youtube.com/embed/KxJ4nbqx8CY
Which method is easier? The traditional method.
By the time the student is in calculus, in a situation where the student need to find the "roots" or "zeros" of a quadratic, the teacher could care less which method the student uses. Often it's favorable (easy) becasue the problem isn't about finding roos of a quadratic, that's just a subroutine in the middle of the problem.
But shouldn't a person be able to add 26 + 17 without writing anything down ? And very fucking easily for that matter ? Wtf ?
But these days, becasue of calculators, you will see high school kids going to the calculator to add 8 + 5. So how do you help students develop "number sense." Answer: You teach it and practice it. But the truth is you show students methods and practice things. But ultimately it comes down to what do they internalize. Ultimately the students internal understanding is something that they build for themselves. The teacher is a guide, saying, "try this." "Try this." But for a lot of procedural algorithmic math skills, just like anything else, a lot is going to depend on the students internalization which comes from practice, and how they view it.
Some methods are wildly popular for a reason. Other methods are uncommon for a reason.
You never let me down. There's a reason you're a Trump supporter.
1st Graders don't look at anything a quarter as difficult for Reading. They're expected to parse and follow those instructions.
Do you have another explanation why the preferred Common Core method is used nowhere else at no time in history with 1st graders? Is it because of all the great experience teaching it, it was considered too easy to grasp?
A teachers job is hard enough without parental support and this just throws the entire early learning math years in the wood chipper in my opinion.
So much better, and more interesting than what I was doing in fist and second grade math. Drills have their place, but it wasn't exercising that part of my brain nearly as well as this.
Of course they'll try to teach it in the classroom, but I'm highly skeptical of anyone over 45 and teaching taking it that seriously.
If you think it's a mental shortcut to make 10 by "decomposing" a 7 into 2 and 5 and then "anchoring" the 2 to 8 to make 10 and then adding the remaining 5 to get 15, instead of just memorizing that 8++7=15, then to your Good Health.
Nobody said it was a good way to figure out what 8 + 7 is. They said that it is a shortcut for doing more complicated problems in your head. Using 8 + 7 as an example is a convenient way to learn the method. Obviously, 8 + 7 should be memorized at some point.
If these things are being taught to kids at an unappropriate age, then everybody should be complaining, because all kids would be failing. If it is only Obama haters that are complaining, that's a different type of motivation. Are 6 yr old kids failing math all over the country?
That was the opening of the thread.
I agree that one has to learn what 8+5 is out of memory. On the other hand, they are not teaching what 8+5 is here. They are teaching a method with a simple example, to make it easy to learn the method. The method can then be applied to more complicated examples later. Using simple examples to teach a concept and then building up to more complicated cases is a very common way of teaching anything. I'm guessing that is the philosophy behind choosing this example, but it's a safe and logical bet.
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Since when does 8+5 = indicate subtraction?
#CommonCore