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Old 03-01-10, 08:50 PM   #1
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Left to Right addition SUCKS!

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
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Old 03-01-10, 08:56 PM   #2
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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.
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Old 03-01-10, 09:03 PM   #3
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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
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Old 03-01-10, 09:11 PM   #4
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It's like using a slide rule is all (Kinda).
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Old 03-01-10, 09:19 PM   #5
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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 .
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Old 03-01-10, 09:21 PM   #6
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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
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.
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Old 03-01-10, 09:25 PM   #7
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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 doesn't equal 2? No wonder it took me 4 years to get to second grade.
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Old 03-01-10, 09:29 PM   #8
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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.
You are a teacher aren't you?
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Old 03-01-10, 09:29 PM   #9
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1+1 doesn't equal 2? No wonder it took me 4 years to get to second grade.
Man I love Foo.

1 + 1 = 2 when you are talking about numbers with a place value of one. However, when you are talking about numbers with a place value of ten, 1 + 1 is really 10 +10. I would guess that place value is why it took you 4 years to get to second grade.
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Old 03-01-10, 09:30 PM   #10
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You are a teacher aren't you?
She's the hot teacher...
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Old 03-01-10, 09:37 PM   #11
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She's the hot teacher...
Oh woah woah, I'm hot for teacher!
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Old 03-01-10, 09:41 PM   #12
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1+1=10 in binary
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Some sort of pithy irrelevant one-liner should go here.
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Old 03-01-10, 09:47 PM   #13
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1+1=10 in binary
Great... now I also need to teach the boy about transistors, logic gates, flip flops, carnaugh maps, circuit states, 8-bit assembly.....
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Old 03-01-10, 09:52 PM   #14
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Calvin explains it all here.

http://www.grymonpre.com/math/chmath.htm
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Old 03-01-10, 10:01 PM   #15
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Calvin explains it all here.

http://www.grymonpre.com/math/chmath.htm
lol... that's win

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Old 03-01-10, 10:18 PM   #16
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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
Just rearrange it to do the calculations... what's the big deal how it's presented on paper?


4+6+5+3+2+7=? is no different than:

4
6
5
3
2
+7
------
?

Can you not do the transposition, then take the answer and put it on the right side of the left to right equation??
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Old 03-01-10, 10:28 PM   #17
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Just rearrange it to do the calculations... what's the big deal how it's presented on paper?


4+6+5+3+2+7=? is no different than:

4
6
5
3
2
+7
------
?

Can you not do the transposition, then take the answer and put it on the right side of the left to right equation??
Adding a line of single digits, yeah, but the some of 465 + 327 = ? is easier to visualize as 465
.................................................................................................... ................................+ 327
.................................................................................................... .................................-------
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Old 03-02-10, 12:14 AM   #18
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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.
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Old 03-02-10, 06:12 AM   #19
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1+1=10 in binary
wuss.....what's it in hexadecimal?
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Old 03-02-10, 06:29 AM   #20
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wuss.....what's it in hexadecimal?
MSsxPTI=

(Base 64 for 1+1=2)

Hexadecimal is for woosy.
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Old 03-02-10, 06:35 AM   #21
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MSsxPTI=

(Base 64 for 1+1=2)

Hexadecimal is for woosy.
I is wussy then, cause that reads like greek.
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Old 03-02-10, 06:46 AM   #22
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think MIMEencoding
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I is wussy then, cause that reads like greek.
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Old 03-02-10, 06:49 AM   #23
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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.
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Old 03-02-10, 08:00 AM   #24
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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.
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Old 03-02-10, 08:06 AM   #25
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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.
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