I find that far more confusing than how I was taught subtraction...




Is that not how we do things mentally anyway? Either way, one is a written method (the old one) and the new way is the mental method. I switch between both and have no problems with it. If I have paper then I'll use the written method but that new method is overall easier for me to process mentally. I still don't know what common core is. The way I imagine it is that it's similar to the system we have here where all qualifications are equal until you get to university but I really don't know if that's anywhere near what common core actually is. 



gee i wonder why kids in other countries do so much better in math
>Common Core now i know why 

お帰りなさいませご主人様。それでは、ご一緒に美味しくな～れ


^ that is a terrible estimation... X_x I'm googling images of these ridiculous math questions. I fear for your youth. 



aListers wrote: Is that not how we do things mentally anyway? Either way, one is a written method (the old one) and the new way is the mental method. I switch between both and have no problems with it. If I have paper then I'll use the written method but that new method is overall easier for me to process mentally. I still don't know what common core is. The way I imagine it is that it's similar to the system we have here where all qualifications are equal until you get to university but I really don't know if that's anywhere near what common core actually is. This is a good point. Though, for some reason, I just don't like the idea of teaching this way. No idea why. It works mentally, but it doesn't make a lot of sense to me to write it down on paper. That might just be because I was taught differently though. An important thing to consider is that there's hardly any need to do arithmetic by hand anymore. Everything's done with calculators now  so understanding concepts like this might actually be better than understanding the simpler penandpaper method of arithmetic. "Shrugs" ~ maybe i'm just sentimental for the old methods and need to get with the times lol As for what the common core is ~ no idea. All I know is that it's some sort of standardized curriculum being pushed across the US. 

(=^w^=) Every cat has nine lives (=^w^=)


Oh good lord am I ever glad I got out when did. Granted, I never would have been subjected to this had I not dropped out of high school, because that was like 8 years ago, but still. I flunked my math placement test so hard when I got into (community) college that I had to start out with MATH 001, which was basically condensed elementary school I wonder if they've started applying this there?
I feel worse for the parents whose kids are bringing this home to them. I mean, little kids, they never learned any different plus, they've got that infuriating child super power that allows them to learn things more easily. But you bring this to someone who was pretty good at math 15 years ago, you make them feel like like they're having a stroke. I'd love to see how they'd tackle algebra how many steps would that take? First you need all the steps for the basic stuff (and I'm pretty sure there are more than 3 in that example), then the decoder ring that will tell you which actuary to consult to determine the order of operations for that day, then... 



wow, thats just...wow.
now i understand why 'murrica is so far down the list in education. 

wasting away on the sidonia


aListers wrote: Is that not how we do things mentally anyway? Either way, one is a written method (the old one) and the new way is the mental method. I switch between both and have no problems with it. If I have paper then I'll use the written method but that new method is overall easier for me to process mentally. I still don't know what common core is. The way I imagine it is that it's similar to the system we have here where all qualifications are equal until you get to university but I really don't know if that's anywhere near what common core actually is. Um, I don't know about anyone else, but I sure as hell don't do all those unnecessary steps in my head. I do it the way it's written on the bottom. I stack the numbers on top of each other with the number we're subtracting on the bottom. I work backwards from right to left. 8  3 = 5, etc. I don't see why anyone would want to hurt their brains adding in pointless steps that would take a long time to go through. "Subtract the 2 hundreds in 293. 568  200 = 368" who does this in their heads? By the time you're half way through with this long and meaningless process, you could've worked on at least 2 other questions in that time. Common Core isn't about teaching. It's about confusing kids by encouraging them to waste time on a long and boring explanation of what 2 + 2 is and how you arrived to that answer. They don't even care if you're right. You can say 5 + 5 = 12 and they would still mark your answer correct as long as you provide a 20+ minute lecture on how you arrived to that conclusion. Common Core basically forces teachers to teach things the wrong way and confuse their students. I feel scared for the next generation. They're about to grow up wondering why they can't pay their taxes properly or why those clothes on sale are more expensive than they thought. 

I like my solitude.


Actually I think I understand this. They are teaching kids how to solve problems faster.
What they are teaching them is to recognize how to simplify the problems so that they can solve them more quickly. for example 4000 2035  on paper = 3(9)(9)(10)  2 0 3 5  1 9 6 5 However that takes a bit of time to work out in your mind. Whats faster is to go 4000  2000 = 2000  100 = 1900 + (100  35 = 65) = 1965. You use established relationships you know to move quickly with the calculation. Or in multiplication 17 x 13  is easier if you think about it as, (17 x 10) + (10 x 3) + ( 7 x 3) = 170 + 30 + 21 = 221 It's a lot less daunting to look at those 3 products that you have stored in memory and adding them up than it is to look at a product that you don't have stored in memory. I actually bet that if I asked you to solve either or, you'd be able to solve the latter much more quickly than the former. Personally I use a calculator for anything that I cannot instantly recall though. Both paper arithmetic and mental arithmetic are time consuming. 

I've Got Friends on the Other Side


PhantomGundam wrote: Um, I don't know about anyone else, but I sure as hell don't do all those unnecessary steps in my head. I do it the way it's written on the bottom. I stack the numbers on top of each other with the number we're subtracting on the bottom. I work backwards from right to left. 8  3 = 5, etc. I don't see why anyone would want to hurt their brains adding in pointless steps that would take a long time to go through. "Subtract the 2 hundreds in 293. 568  200 = 368" who does this in their heads? By the time you're half way through with this long and meaningless process, you could've worked on at least 2 other questions in that time. Common Core isn't about teaching. It's about confusing kids by encouraging them to waste time on a long and boring explanation of what 2 + 2 is and how you arrived to that answer. They don't even care if you're right. You can say 5 + 5 = 12 and they would still mark your answer correct as long as you provide a 20+ minute lecture on how you arrived to that conclusion. Common Core basically forces teachers to teach things the wrong way and confuse their students. I feel scared for the next generation. They're about to grow up wondering why they can't pay their taxes properly or why those clothes on sale are more expensive than they thought. Essentially you're just doing it a different method. You're not removing any real steps from the process, you're just doing it right to left rather than left to right. Essentially there are 4 steps in both systems. 1st part is doing the first unit, 2nd is doing the 2nd unit, 3rd is affecting the answer with what's left over (either carrying the 1 over to be taken away or taking the extra hundred away from the 1st step's answer) and the 4th step is the final unit. It's just 2 different ways of answering the same question. The way we're taught makes it so that you're more focused on understanding how to answer the question rather than the actual answer itself. It's easy to just memorise the answer to something but if you don't understand at least one method of doing it then you're not going to be able to answer a different question of the same problem. In that sense, I don't get zero marks because I misread a number at some point, I get marked down for making the stupid mistake but I can still get marks for actually knowing how to get the answer  because I would've gotten the correct answer. Essentially you get more marks for a more correct answer rather than an either it's correct or wrong. While this system makes far less sense when applied to easier questions such as this, if you look at harder problems then it's important to understand how to get to the answer rather than just the answer itself. 



Spoiler Alert! Click to show or hide xxJing wrote: Actually I think I understand this. They are teaching kids how to solve problems faster. What they are teaching them is to recognize how to simplify the problems so that they can solve them more quickly. for example 4000 2035  on paper = 3(9)(9)(10)  2 0 3 5  1 9 6 5 However that takes a bit of time to work out in your mind. Whats faster is to go 4000  2000 = 2000  100 = 1900 + (100  35 = 65) = 1965. You use established relationships you know to move quickly with the calculation. Or in multiplication 17 x 13  is easier if you think about it as, (17 x 10) + (10 x 3) + ( 7 x 3) = 170 + 30 + 21 = 221 It's a lot less daunting to look at those 3 products that you have stored in memory and adding them up than it is to look at a product that you don't have stored in memory. I actually bet that if I asked you to solve either or, you'd be able to solve the latter much more quickly than the former. Personally I use a calculator for anything that I cannot instantly recall though. Both paper arithmetic and mental arithmetic are time consuming. Ahhh it makes sense when you explain it like that. But still, calculators save lives. 

Did you know everytime you sigh, you let a little bit of happiness escape?


Ononoki has invaded your wardrobe.


PhantomGundam wrote: Because the federal government's "one size fits all" approach is the solution to all of our problems... even if the policy they're trying to endorse benefits no one. Common Core standards is an agreement among states, not a federal program. Be sure you get righteously indignant at the right people. 



Vempy wrote: ^ that is a terrible estimation... X_x I'm googling images of these ridiculous math questions. I fear for your youth. Why didn't they use rounding at least? You are guaranteed to at least get a closer guess... In a similar problem you could have 199 + 199 = 398 but think that 200 is a reasonable estimate. (exaggerated problem of course) 



Remember when 2+2=4? Like if you're a pre2015 kid.


It's foolish to fear what we've yet to see and know. ~Itachi Uchiha
