Quote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itYou 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?
Quote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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
Quote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo then why the fuck are you against using more than one example to teach children?
Quote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multiple
Quote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?
Quote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multiple
Quote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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?
Quote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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.
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"
Quote from: RC5908 on October 30, 2014, 04:12:23 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itYou 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 bothMy 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
Common Core doesn't change any mathematical functions. Traditional addition and subtraction is still taught. Number lines were use before Common Core, too.
Quote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo then why are you against number lines? They have also been used for centuries.
Quote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focus
Quote from: Kinder on October 30, 2014, 04:24:25 PMQuote from: RC5908 on October 30, 2014, 04:12:23 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itYou 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 bothMy 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 answerThe 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.
Quote from: Kinder on October 30, 2014, 04:28:31 PMQuote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focusagain:THIS IS ALL TO AID IN CHILDREN'S UNDERSTANDING IN THE ARGUABLY MOST DIFFICULT SUBJECT IN SCHOOLholy fucking shit
Traditional math IS quick and simple for many children.
The ones it's not are those who are special needs and are placed in specialized classes with others like them.
Quote from: Kinder on October 30, 2014, 04:28:31 PMQuote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focusI have literally never seen these as part of the Common Core curriculum. Wouldn't surprise me if it was FUD spread by the conservative crowd.
Quote from: RC5908 on October 30, 2014, 04:30:09 PMQuote from: Kinder on October 30, 2014, 04:28:31 PMQuote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focusagain:THIS IS ALL TO AID IN CHILDREN'S UNDERSTANDING IN THE ARGUABLY MOST DIFFICULT SUBJECT IN SCHOOLholy fucking shitBut 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
Quote from: Kinder on October 30, 2014, 04:30:45 PMTraditional math IS quick and simple for many children.Yes.Quote from: Kinder on October 30, 2014, 04:30:45 PMThe 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?
Quote from: Mad Max on October 30, 2014, 04:30:12 PMQuote from: Kinder on October 30, 2014, 04:28:31 PMQuote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focusI have literally never seen these as part of the Common Core curriculum. Wouldn't surprise me if it was FUD spread by the conservative crowd.So because you've never seen it, it's automatically stuff spread by conservatives? lolk
Quote from: RC5908 on October 30, 2014, 04:32:35 PMQuote from: Kinder on October 30, 2014, 04:30:45 PMTraditional math IS quick and simple for many children.Yes.Quote from: Kinder on October 30, 2014, 04:30:45 PMThe 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
Quote from: Kinder on October 30, 2014, 04:32:12 PMQuote from: RC5908 on October 30, 2014, 04:30:09 PMQuote from: Kinder on October 30, 2014, 04:28:31 PMQuote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focusagain:THIS IS ALL TO AID IN CHILDREN'S UNDERSTANDING IN THE ARGUABLY MOST DIFFICULT SUBJECT IN SCHOOLholy fucking shitBut 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 scienceIt 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.
Quote from: Kinder on October 30, 2014, 04:34:04 PMQuote from: RC5908 on October 30, 2014, 04:32:35 PMQuote from: Kinder on October 30, 2014, 04:30:45 PMTraditional math IS quick and simple for many children.Yes.Quote from: Kinder on October 30, 2014, 04:30:45 PMThe 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 themLOL"kids who struggle with math have a mental disorder"Ok.Bye.
Children with a deficiency in math MAY have a mental disorder
Quote from: Kinder on October 30, 2014, 04:34:04 PMQuote from: RC5908 on October 30, 2014, 04:32:35 PMQuote from: Kinder on October 30, 2014, 04:30:45 PMTraditional math IS quick and simple for many children.Yes.Quote from: Kinder on October 30, 2014, 04:30:45 PMThe 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 themAlright, 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.
Quote from: Kinder on October 30, 2014, 04:28:31 PMQuote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focuswhat even is all this shit
Quote from: Kinder on October 30, 2014, 04:32:53 PMQuote from: Mad Max on October 30, 2014, 04:30:12 PMQuote from: Kinder on October 30, 2014, 04:28:31 PMQuote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focusI have literally never seen these as part of the Common Core curriculum. Wouldn't surprise me if it was FUD spread by the conservative crowd.So because you've never seen it, it's automatically stuff spread by conservatives? lolkWell, considering I'm the only person here [to my knowledge] who has actually been a teacher...
Quote from: Fedorekd on October 30, 2014, 04:40:40 PMQuote from: Kinder on October 30, 2014, 04:28:31 PMQuote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focuswhat even is all this shitI honestly think half that shit is made up. At the very least the 2nd one has to be, as I don't see how it makes sense in any way at all.
Quote from: Assassin 11D7 on October 30, 2014, 04:46:17 PMQuote from: Fedorekd on October 30, 2014, 04:40:40 PMQuote from: Kinder on October 30, 2014, 04:28:31 PMQuote from: Mad Max on October 30, 2014, 04:13:05 PMQuote from: Kinder on October 30, 2014, 04:10:41 PMQuote from: RC5908 on October 30, 2014, 04:09:15 PMQuote from: Kinder on October 30, 2014, 04:08:00 PMQuote from: RC5908 on October 30, 2014, 04:04:37 PMQuote from: Kinder on October 30, 2014, 04:03:27 PMQuote from: RC5908 on October 30, 2014, 04:01:35 PMQuote from: Kinder on October 30, 2014, 02:07:47 PMQuote from: Forgewolf on October 30, 2014, 12:16:00 AMThe 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=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleAnd how, exactly, do you expect little kids to apply arithmetic when they don't understand it?School=EducationEducation=TeachingTeaching=Learning mathLearning math=Being able to add, subtract, divide, multipleSo 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 itSo 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 calledThis is time consuming and VERY impractical and no logical reason to make it the main focuswhat even is all this shitI honestly think half that shit is made up. At the very least the 2nd one has to be, as I don't see how it makes sense in any way at all.Nah, more enough chances it's real. Hell, check out this shit they teach in JapanYouTube
The problem with Common Core is that it's trying to get each student to use the same means to an end when it comes to math. Whereas before some students used number lines while others used their fingers or other methods (like what was seen in the Japanese math video), now it's imperative that EVERY student use a number line for addition and subtraction and whatever method is used for multiplication.But we've had this problem before. When I was first learning multiplication I didn't memorize the tables, I just cut up the functions (ex: 6*7 --> 6*5 + 6*2). That worked fine until I was showing my work in fourth and fifth grade and the teachers got really anal about using "their method" (memorizing the tables). Quite frankly I found my method easier and I still use it today.A lot of the people up in arms about the way CC teaches math are mad that the schools aren't teaching math the way they were taught. If we had CC when I was in elementary school and their method was the only one accepted we'd be in the exact same situation. They miss the point: The problem with Common Core isn't that it teaches this method over that method, it's that it only accepts one method as valid.
I won't support common core until it is updated to include the TRUE STORY of God's creation of the Earth in 7 DAYS as an alternative to evolution.We must teach ALL the angles.
Quote from: BrenMan 94 on October 30, 2014, 11:26:32 PM<snip>Literally nowhere does CC outline that only a number line is to be used.
<snip>
Quote from: Mad Max on October 30, 2014, 11:37:17 PMQuote from: BrenMan 94 on October 30, 2014, 11:26:32 PM<snip>Literally nowhere does CC outline that only a number line is to be used.Oh blast. I suppose every other part of my post is to be ignored because I was going by my state's curriculum....Do you have an actual reply to my post?
Why I Want To Give Up Teaching
