Who the heck came up with this idea? And how the heck are parents supposed to help their children with math homework if they are now told to add in this totally weird alien way? SUCKS SUCKS SUCKS!
And that's it
Who the heck came up with this idea? And how the heck are parents supposed to help their children with math homework if they are now told to add in this totally weird alien way? SUCKS SUCKS SUCKS!
And that's it
Aliens have really fast spaceships. So don't knock it until you've tried it
Seriously though. This is just arithmetic, right? It's the same either way.
No is not!
see back in the 70's where it was simple:
19
+11
-----
We use to start on the right, adding 9 +1 which gave us 10... place the 0 down there, get the 1 on top of the next column, then add the three 1's which is 3 and put the the 3 down there .... voila! = 30
But the other way around, 1 + 1 = 2, then you move to 9 + 1 = 10 and that makes my boy end up with fricking 210 as a result. *me nods*
And because I have no idea what the heck he's thinking, I'm having a lot of trouble pinpointing where he's getting it wrong. Google pointed me to this... arg.. this sucks
PS: oh, and my girl ate ALL my fricking cookies... all of them! didn't left a single one for me
It's like using a slide rule is all (Kinda).
on light duty due to illness; please contact my assistants for forum issues. They are Siu Blue Wind, or CbadRider or the other 3 star folk. I am currently at home recovering from a couple of strokes. I am making good progress, happily.
. “He who fights with monsters might take care lest he thereby become a monster. And if you gaze for long into an abyss, the abyss gazes also into you.”- Fredrick Nietzsche
"We can judge the heart of a man by his treatment of animals." - Immanuel Kant
Kids today don't have the benefit of lead in their paint chips like we did back then.
We learned that way through endless repetition. I assume that your son's addition section was immediately preceded by problems involving estimation. I also assume he'll have a lot more of these.
The point is, that he is supposed to recognize the significance of the place value (i.e. it's ten not one). That is precisely the advantage that the link you provided cites. It's probably better to stick to one methodology than confuse him by introducing another.
BTW, I learned to read in ita. Look where that went .
The error is in saying that 1 + 1 is 2. You are breaking apart the numbers into tens and ones and combining. It is really adding 10 + 10 and 9 +1 and combining those two sums. So 10 + 10 is 20 and 9 +1 is 10, now add 20 and 10 together to get a sum of 30. This method is meant to preserve place value in addition.
1+1=10 in binary
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Some sort of pithy irrelevant one-liner should go here.
Calvin explains it all here.
http://www.grymonpre.com/math/chmath.htm
"I heard the music and I wrote to it. Some people beat drums, some people strum guitars. It's all in the music you hear" ~ Hunter S. Thompson
Adding a line of single digits, yeah, but the some of 465 + 327 = ? is easier to visualize as 465
.................................................................................................... ................................+ 327
.................................................................................................... .................................-------
The "new math" is all well and good until the kids hit college, and professors expect everyone to understand and utilize the "old school" methodology.
"I feel like my world was classier before I found cyclocross."
- Mandi M.
on light duty due to illness; please contact my assistants for forum issues. They are Siu Blue Wind, or CbadRider or the other 3 star folk. I am currently at home recovering from a couple of strokes. I am making good progress, happily.
. “He who fights with monsters might take care lest he thereby become a monster. And if you gaze for long into an abyss, the abyss gazes also into you.”- Fredrick Nietzsche
"We can judge the heart of a man by his treatment of animals." - Immanuel Kant
on light duty due to illness; please contact my assistants for forum issues. They are Siu Blue Wind, or CbadRider or the other 3 star folk. I am currently at home recovering from a couple of strokes. I am making good progress, happily.
. “He who fights with monsters might take care lest he thereby become a monster. And if you gaze for long into an abyss, the abyss gazes also into you.”- Fredrick Nietzsche
"We can judge the heart of a man by his treatment of animals." - Immanuel Kant
I was taught short division in grade 4.
Got called on it in junior high by a marker who wanted to see my work.
Then I had to get up in front of the whole class and demonstrate it on the blackboard. People were looking at me like I was an alien.
I still wake up screaming.
Gee, I don't even remember what the heck I was doing in 4th grade. I only remember the school I went to and the girl I liked.
I think it's a good idea to teach several different ways to add. Or multiply, or whatever.
In my head I add 19 and 11 like this: Take 1 from 11 and add it to 19 to get 20. Since you took the 1 from 11, it's 10 now. So add 10 to 20 to get 30.
Emphasizing just one method makes it seem like a recipe, or just a typographical trick. Introducing different methods increases the chances that one of them will click with a student, and they'll see what's really going on. And teaching different methods encourages kids to use different mental models to do mathematics, a very useful skill.