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Messages - rC
Pages: 1 ... 275276277 278279 ... 360
8281
« on: October 30, 2014, 04:36:11 PM »
is a dirty fucking NIGGER
8282
« on: October 30, 2014, 04:35:47 PM »
2001
8283
« on: October 30, 2014, 04:35:31 PM »
ebola is a dank meme
8284
« on: October 30, 2014, 04:35:07 PM »
Traditional math IS quick and simple for many children.
Yes.
The ones it's not are those who are special needs and are placed in specialized classes with others like them.
What? What the fuck are you talking about?
Children with a deficiency in math may have a mental disorder. Kids with mental disorders are placed in class rooms where they are given alternatives to help them
Alright, I'm gonna stop replying to you after this. You're either trolling me or you're too fucking detached from reality to be reasoned with.
8285
« on: October 30, 2014, 04:33:41 PM »
The thing I don't like about Common Core.. is we should be striving for the most efficient and simple way on solving a mathematical problem. I've seen that number line crap (or however the teacher is trying to present it) in action and thinking to myself, "That takes twice as long to get the same answer as just stating 30+5 is 35"
So much this. We need to be preparing children for the real life, that means teaching applied skills. In an everyday work scenario, a person will either pull out a calculator or quickly jot down a problem like 2+2x4(5-3) and solve it that way. It's simple, time saving, and the best way to do math.
You are so goddamn wrong. How the fuck can a person apply a skill that he doesn't even have?
. . . . . .
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
And how, exactly, do you expect little kids to apply arithmetic when they don't understand it?
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
So then why the fuck are you against using more than one example to teach children?
I'm not. I'm against the more complex and impractical form being taught. Traditional math has worked for centuries; if it isn't broke then don't fix it
So then why are you against number lines? They have also been used for centuries.
I'm just using number lines as a quick reference example. Others include whatever this shit is called
This is time consuming and VERY impractical and no logical reason to make it the main focus
again:
THIS IS ALL TO AID IN CHILDREN'S UNDERSTANDING IN THE ARGUABLY MOST DIFFICULT SUBJECT IN SCHOOL
holy fucking shit
But RC, this shit IS making it more difficult than needed. There is literally nothing complicated with 2+2=4. What I showed is making shit easy math into a form of rocket science
It isn't complicated for you. Put yourself in the shoes of a kid who just doesn't get it. Any possible method that will help that kid should be presented because chances are that the kid CAN get it, he just doesn't yet.
8286
« on: October 30, 2014, 04:32:35 PM »
Traditional math IS quick and simple for many children.
Yes. The ones it's not are those who are special needs and are placed in specialized classes with others like them.
What? What the fuck are you talking about?
8287
« on: October 30, 2014, 04:31:07 PM »
Please ban BritishLemonParty. He's a faggot. Thank you.
8288
« on: October 30, 2014, 04:30:09 PM »
The thing I don't like about Common Core.. is we should be striving for the most efficient and simple way on solving a mathematical problem. I've seen that number line crap (or however the teacher is trying to present it) in action and thinking to myself, "That takes twice as long to get the same answer as just stating 30+5 is 35"
So much this. We need to be preparing children for the real life, that means teaching applied skills. In an everyday work scenario, a person will either pull out a calculator or quickly jot down a problem like 2+2x4(5-3) and solve it that way. It's simple, time saving, and the best way to do math.
You are so goddamn wrong. How the fuck can a person apply a skill that he doesn't even have?
. . . . . .
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
And how, exactly, do you expect little kids to apply arithmetic when they don't understand it?
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
So then why the fuck are you against using more than one example to teach children?
I'm not. I'm against the more complex and impractical form being taught. Traditional math has worked for centuries; if it isn't broke then don't fix it
So then why are you against number lines? They have also been used for centuries.
I'm just using number lines as a quick reference example. Others include whatever this shit is called
This is time consuming and VERY impractical and no logical reason to make it the main focus
again: THIS IS ALL TO AID IN CHILDREN'S UNDERSTANDING IN THE ARGUABLY MOST DIFFICULT SUBJECT IN SCHOOL holy fucking shit
8289
« on: October 30, 2014, 04:27:05 PM »
The thing I don't like about Common Core.. is we should be striving for the most efficient and simple way on solving a mathematical problem. I've seen that number line crap (or however the teacher is trying to present it) in action and thinking to myself, "That takes twice as long to get the same answer as just stating 30+5 is 35"
So much this. We need to be preparing children for the real life, that means teaching applied skills. In an everyday work scenario, a person will either pull out a calculator or quickly jot down a problem like 2+2x4(5-3) and solve it that way. It's simple, time saving, and the best way to do math.
You are so goddamn wrong. How the fuck can a person apply a skill that he doesn't even have?
. . . . . .
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
And how, exactly, do you expect little kids to apply arithmetic when they don't understand it?
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
So then why the fuck are you against using more than one example to teach children?
I'm not. I'm against the more complex and impractical form being taught. Traditional math has worked for centuries; if it isn't broke then don't fix it
You understand that this method isn't taught as a replacement for traditional stacked adding methods, right? You understand that it's taught as a supplement to that method for the kids who, for whatever reason, can't grasp it initially?
I understand both
My point is that in the past, the main focus has been the traditional 2+2 approach. Now it's putting more emphasis towards these alternative ways that have no practicality. Part of educating children is to prepare them for the working world and as I've said, people use a calculator or do quick and simple math to get the answer
The math that you consider "quick and simple" isn't for many children. Like I fucking said, this method isn't replacing anything. It's supplementing it.
8290
« on: October 30, 2014, 04:20:33 PM »
LEMON PARTY
Fucking faggot
8291
« on: October 30, 2014, 04:18:47 PM »
fucking homophobic faggot
fucking hypocritical nigger
forgive english, i am Russia.i come to study clothing and fashion at American university. i am here little time and i am very hard stress. i am gay also and this very difficult for me, i am very religion person. i never act to be gay with other men before. but after i am in america 6 weeks i am my friend together he is gay also. He was show me American fashion and then we are kiss.
we are kiss
8292
« on: October 30, 2014, 04:12:58 PM »
fucking homophobic faggot
fucking hypocritical nigger
8293
« on: October 30, 2014, 04:12:23 PM »
The thing I don't like about Common Core.. is we should be striving for the most efficient and simple way on solving a mathematical problem. I've seen that number line crap (or however the teacher is trying to present it) in action and thinking to myself, "That takes twice as long to get the same answer as just stating 30+5 is 35"
So much this. We need to be preparing children for the real life, that means teaching applied skills. In an everyday work scenario, a person will either pull out a calculator or quickly jot down a problem like 2+2x4(5-3) and solve it that way. It's simple, time saving, and the best way to do math.
You are so goddamn wrong. How the fuck can a person apply a skill that he doesn't even have?
. . . . . .
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
And how, exactly, do you expect little kids to apply arithmetic when they don't understand it?
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
So then why the fuck are you against using more than one example to teach children?
I'm not. I'm against the more complex and impractical form being taught. Traditional math has worked for centuries; if it isn't broke then don't fix it
You understand that this method isn't taught as a replacement for traditional stacked adding methods, right? You understand that it's taught as a supplement to that method for the kids who, for whatever reason, can't grasp it initially?
8294
« on: October 30, 2014, 04:10:48 PM »
How dare you call me fat, you whore
you're fat metaphorically
I bite my thumb at you.
gluttonous cunt
8295
« on: October 30, 2014, 04:09:15 PM »
The thing I don't like about Common Core.. is we should be striving for the most efficient and simple way on solving a mathematical problem. I've seen that number line crap (or however the teacher is trying to present it) in action and thinking to myself, "That takes twice as long to get the same answer as just stating 30+5 is 35"
So much this. We need to be preparing children for the real life, that means teaching applied skills. In an everyday work scenario, a person will either pull out a calculator or quickly jot down a problem like 2+2x4(5-3) and solve it that way. It's simple, time saving, and the best way to do math.
You are so goddamn wrong. How the fuck can a person apply a skill that he doesn't even have?
. . . . . .
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
And how, exactly, do you expect little kids to apply arithmetic when they don't understand it?
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
So then why the fuck are you against using more than one example to teach children?
8296
« on: October 30, 2014, 04:07:42 PM »
I'll see you in court.
i'll see your mother in bed BITCH
My mum isn't a lesbian.
well good thing im not a CARPET NIBBLER
Fuck off faggot
im not a faggot friend
I'm not your friend, bitch.
im not your bitch, buddy
8297
« on: October 30, 2014, 04:07:11 PM »
Why are people so focused on this number line thing? Did you not have number lines in school? This isn't a new standard for Common Core. They aren't replacing algebra with number lines.
The idiots against it forget that children don't inherently understand basic arithmetic, and that there is a time in everyone's lives when fucking counting to ten is hard.
8298
« on: October 30, 2014, 04:06:09 PM »
I'll see you in court.
i'll see your mother in bed BITCH
My mum isn't a lesbian.
well good thing im not a CARPET NIBBLER
Fuck off faggot
im not a faggot friend
8299
« on: October 30, 2014, 04:05:55 PM »
How dare you call me fat, you whore
you're fat metaphorically
8300
« on: October 30, 2014, 04:05:20 PM »
Takes one to know one.
Or something.
fuck off faggot cunt bitch whore nigger
8301
« on: October 30, 2014, 04:05:08 PM »
I'll see you in court.
i'll see your mother in bed BITCH
My mum isn't a lesbian.
well good thing im not a CARPET NIBBLER
8302
« on: October 30, 2014, 04:04:37 PM »
The thing I don't like about Common Core.. is we should be striving for the most efficient and simple way on solving a mathematical problem. I've seen that number line crap (or however the teacher is trying to present it) in action and thinking to myself, "That takes twice as long to get the same answer as just stating 30+5 is 35"
So much this. We need to be preparing children for the real life, that means teaching applied skills. In an everyday work scenario, a person will either pull out a calculator or quickly jot down a problem like 2+2x4(5-3) and solve it that way. It's simple, time saving, and the best way to do math.
You are so goddamn wrong. How the fuck can a person apply a skill that he doesn't even have?
. . . . . .
School=Education
Education=Teaching
Teaching=Learning math
Learning math=Being able to add, subtract, divide, multiple
And how, exactly, do you expect little kids to apply arithmetic when they don't understand it?
8303
« on: October 30, 2014, 04:03:48 PM »
I'll see you in court.
i'll see your mother in bed BITCH
8304
« on: October 30, 2014, 04:02:08 PM »
a big
fat
SLUT
8305
« on: October 30, 2014, 04:01:49 PM »
LEMON PARTY
8306
« on: October 30, 2014, 04:01:35 PM »
The thing I don't like about Common Core.. is we should be striving for the most efficient and simple way on solving a mathematical problem. I've seen that number line crap (or however the teacher is trying to present it) in action and thinking to myself, "That takes twice as long to get the same answer as just stating 30+5 is 35"
So much this. We need to be preparing children for the real life, that means teaching applied skills. In an everyday work scenario, a person will either pull out a calculator or quickly jot down a problem like 2+2x4(5-3) and solve it that way. It's simple, time saving, and the best way to do math.
You are so goddamn wrong. How the fuck can a person apply a skill that he doesn't even have?
8307
« on: October 30, 2014, 04:00:12 PM »
The thing I don't like about Common Core.. is we should be striving for the most efficient and simple way on solving a mathematical problem. I've seen that number line crap (or however the teacher is trying to present it) in action and thinking to myself, "That takes twice as long to get the same answer as just stating 30+5 is 35"
don't be a teacher, dude. you don't know what you're talking about.
Trust me, I'm not going to be one and I don't want kids either. Do you even work in a school, in a classroom on a daily basis to know what's really going on though? I don't think I provided a clear enough example to explain my concern I guess, but when a teacher spends 2 hours on the math subject with the class.. there is a serious problem. Science, Social Studies, Art, even our Technology time is 30 minutes or less on a weekly basis. How wrong is that?
The thing I don't like about Common Core.. is we should be striving for the most efficient and simple way on solving a mathematical problem. I've seen that number line crap (or however the teacher is trying to present it) in action and thinking to myself, "That takes twice as long to get the same answer as just stating 30+5 is 35"
This is easy for you to say. You understand basic arithmetic. Adding two small numbers is easy for you. For a little kid who can barely count, adding a two digit number is confusing as all fuck. The number line method isn't meant to be the only method used in school. It's meant to aid children in understanding the shit they're doing before they move on to easier, more efficient methods.
8308
« on: October 30, 2014, 03:57:38 PM »
Why do you enjoy killing women so much?
8309
« on: October 30, 2014, 01:22:19 PM »
8310
« on: October 30, 2014, 01:21:25 PM »
Gay
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