Current Events > Imagine not understanding dis math question

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Fuckin' common core math.

I don't know why but that pic is making me irrationally angry.

That teacher is using a manual for the test answers and it shows.

Looks like I need to go back to kindergarten.

Why does 8+2 not equal 10 but 7+3=10?

Yea da teacher fucked up dere

I've helped my nephews with their math homework, still in elementary school. A few times I legit didnt know what it was asking after reading it a couple times, math was fine in the 80s when I took it, I'm good at math. I dont get this new core shit.

Even the teachers dont understand this shit

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agreed (coming from someone with a doctorate in math education)

I dont understand it at all.

BurmesePenguin posted...

I dont understand it at all.

It's a mental math trick that you should learn if you don't know.
7+8 is hard to do in your head, but 8+2+5 is easy because you can group 8+2=10+5=15.

I think the teacher made a mistake and looked back at the 7 instead of the 8.

I dont understand whats being asked at all. Make a 10 and then numbers that dont make ten with bubbles to put numbers in below them?

What does this mean? At all? In which universe does it contain meaning?

ChocoboMog123 posted...

It's a mental math trick that you should learn if you don't know.
7+8 is hard to do in your head, but 8+2+5 is easy because you can group 8+2=10+5=15.

I think the teacher made a mistake and looked back at the 7 instead of the 8.

That still feels weird to me

The way I'd think about it is I know 7 + 7 is 14 so 7 + 8 is 14 + 1

Does the teacher even know how to write a question we can understand?

Mew posted...

Even the teachers dont understand this shit

Lol yea

But it's p way once you figure it out

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As someone who has never done core math, what is the difference if the numbers are reversed. It comes off to me like your are saying 5 + 2 = 7, not 2 + 5 = 7, but I know Im misinterpreting it.

ChocoboMog123 posted...

7+8 is hard to do in your head

What?

BurmesePenguin posted...

I dont understand whats being asked at all. Make a 10 and then numbers that dont make ten with bubbles to put numbers in below them?

What does this mean? At all? In which universe does it contain meaning?

Taking the first equation as an example: for a young kid, the sum 7 + 6 might be difficult to do in their head. So, the idea is to split one of the numbers into two and do two easier sums. 6 can be split into two 3s and the sum 7 + 3 is obvious even to children. All that's left is to add the remaining 3 to make 13.

The problem is with the second question. The kid has the right answer by splitting the 7 into 2 and 5 (so that 8 + 2 makes 10), but the teacher fucked up by splitting the 7 into 3 and 4 (didn't read their own question and assumed that it was asking 7 + 7 instead).

As someone who took a million math classes in college, that is some dumb fucking shit lol

I get it now after rereading like 5 times. The teacher def fucked up

but also it's wholly stupid regardless

This is the objectively better way to teach math to kids as it actually teaches concepts and ideas that then can be applied to the next thing the kids learns. I really don't give a fuck what level of advanced math you know, if you don't understand what the idea is behind this, then look into before saying it's stupid.

The instructions are horrible. For math problems that is especially bad

BurmesePenguin posted...

I dont understand whats being asked at all. Make a 10 and then numbers that dont make ten with bubbles to put numbers in below them?

What does this mean? At all? In which universe does it contain meaning?

Common core aims to teach kids the underlying principles of math rather than brute force memorization. It's "harder" than just knowing that 7 + 7 = 14, but it sets kids up with the skillset needed to understand algebra later on. Personally, I appreciate common core. Though it looks like that teacher fucked up this particular example.

this is the way I always did math as I pretty much taught myself, and it always confused the living shit out of my teachers but they couldnt argue as I always got the right answers.

It never seemed to click with most people when I tried to explain it, I dont think it is really a good way for most people.

8 and 2 make 10 which is what the kid did in the first one.

This garbage way of teaching math is one of the reasons I quit teaching. This method ends up confusing students and it takes much longer for it to click in their head. There's already a limited amount of time in the classroom each day and we were expected to teach these long unnecessary methods.

I would have been perfectly fine with teaching this way if it was an alternative strategy for students that struggled with the traditional method. Using it as the go to standard was a mistake.

I think this Common Core method gets easy too much hate. Making everything revolve around 10, 100, etc. makes mental math much easier.

However you can tell this is garbage by how confusing the instructions are. If you make these Common Core methods as confusing and unintuitive as possible then there is literally no benefit to them. Its like the teachers dont actually understand what they are doing or they want the students to fail

ChocoboMog123 posted...

7+8 is hard to do in your head

wat

Dat_Cracka_Jax posted...

This is the objectively better way to teach math to kids as it actually teaches concepts and ideas that then can be applied to the next thing the kids learns. I really don't give a fuck what level of advanced math you know, if you don't understand what the idea is behind this, then look into before saying it's stupid.

Uhhhh citation needed that it's objectively better? It seems silly to push this one method, instead of having it be an alternative way of looking at a problem.

I think common core is great and extremely easy to understand, even to the people who say it's dumb after looking at the problem for 1 second and not realizing that already do this method all the time in their head. For some reason when it's written down or visual aids are used, people freak out. No your not going to draw boxes and bubbles every time you need to do a simple 1 digit math problem as an adult, those visual aids are not for adults who know calculus, they're for elementary school kids who are learning addition. It's just setting up these elementary school kids to do more advanced math easier.

But the instructions on this problem were written in a confusing way and it took me a while to understand what they were even asking. It's worth noting that I'm not in this classroom, these kids certainly have seen this exact problem (with different numbers) in their regular learning so the instructions won't be as confusing to them as it is to us.

I genuinely had no idea what the question was asking for way too long...

Thanks Obama

Isn't dis what everyone does in deir heads anyways? you see 7+8 and think ''8+2=10 so remove 2 from 7 which equals 5 and den 10+5=15'' but you think dis in light hyper speed so its faster den using your fingers lmao

Why does arithmetic involve ball sacks now?

ssj3vegeta posted...

Isn't dis what everyone does in deir heads anyways? you see 7+8 and think ''8+2=10 so remove 2 from 7 which equals 5 and den 10+5=15'' but you think dis in light hyper speed so its faster den using your fingers lmao

I think "7+7=14, then add 1, so 15".

ssj3vegeta posted...

Isn't dis what everyone does in deir heads anyways? you see 7+8 and think ''8+2=10 so remove 2 from 7 which equals 5 and den 10+5=15'' but you think dis in light hyper speed so its faster den using your fingers lmao

Thats not at all how I do it mentally... With 7+8, I think "8+8=16, 16-1=15"...

ChocoboMog123 posted...

It's a mental math trick that you should learn if you don't know.
7+8 is hard to do in your head, but 8+2+5 is easy because you can group 8+2=10+5=15.

I think the teacher made a mistake and looked back at the 7 instead of the 8.

I mean I don't think 7+8 is difficult in my head but does this method scale up? So like if I had 378+987 can you use this method? I could see the value in it then.

hitokoriX posted...

Uhhhh citation needed that it's objectively better? It seems silly to push this one method, instead of having it be an alternative way of looking at a problem.

who said they are pushing this "one method". It's clearly an assessment that is testing this one method, and of course one would look at alternatives.

Also, benefits of and support of mathematics education based on the incorporation of conceptual understanding (rather than solely memorization), is very well documented in research.

theAteam posted...

So like if I had 378+987 can you use this method?

Yes, that's the whole point of learning common core early, it's the building blocks for harder things in the future. For your example you'd take 13 from 378 and add it to 987, leaving you with 365+1000, which is much easier to do.

how would you guys do 28+14

8+4=12 then add 20 and 10.

The idea behind common core is fine. What isn't fine is that they are just guidelines that then have to be implemented differently by each school district. While teachers do have a tough job, many of them genuinely don't know how to do it and so the result sucks.

The real problem with rigid standards for children is that not everyone thinks about thinks the same way. "Making a 10" might help little Billy, but it'll just piss off little Jimmy and confuse him. I imagine the worksheet is trying to accomplish the duel goal of making sure the students at least try to think about math the way the teacher wants, and to ensure they are actually doing the work rather than feeding it to a calculator.