UO

GraceInCA · June 2014

I love little kid graduations. My son's preschool graduation was adorable, with all of them in their little caps, singing songs.

They're also very important in areas with poor graduation and matriculation rates, because they plant the seeds early for those kids that graduating is a special, wonderful thing. It's easy if you were fortunate to be in a great area with great schools to take something like completing a school year for granted, but when you're going to a school where half of your classmates won't finish through high school, it's a different circumstance.

Lizzybizzy80 · June 2014

@GraceInCA‌ that is a really good point, I haven't thought of it like that before.

nikel13 · June 2014

numbersgirl08 said:

42Butterflies said:

@numbersgirl08‌ So how is 13 your favorite number but you despise prime numbers? ETA - not trying to be snarky, just wondering if I would fail the 5th grade math test. 13 is prime, right?

Fair question. 13 is the exception because I was born on the 13th Actually born on Fri. the 13th and everyone was always like "oh that's such an unlucky day to be born" growing up that I started to embrace 13 as my lucky number. So despite it being a prime number, it became my favorite!

@numbersgirl08 Are you my twin?! I was born on Friday the 13th (actually in June, Friday is my birthday). Thursday the 12th is always such a bad day for me and Friday the 13th always rocks! Andplusalso, I have the exact same number situation of not liking primes or odds unless they are divisible by 5. 5's are okay. Odds make me antsy.

numbersgirl08 · June 2014

I love all the numbers talk in here. Glad I'm not the only one with obsessive issues around numbers

needanustart · June 2014

Crocs on adults (other than chefs and nurses) = ugly, but I understand the practicality of them. Heck I'm wearing granny undies that could double as a parachute today and I don't think it's cute but it's damn comfy. Crocs on toddlers are adorable though.

Math: I love math and understand it easily. I used to balance equations instead of doodling my name in high school, no joke. Teaching it is so hard for me though, especially to someone who isn't math-minded. I am praying the boys got my math sense because DH failed finite math 3 times in college! I can't help them with their homework if they are like him!

BC&LM · June 2014

Cricket81 said:

Ugh! When I used to drink diet coke I used to HATE when they put lemon in it. (@wasnotwas you were trying to kick the habit, right? How's it going?)

Yes!!! Get that nasty thing out of my soda! It didn't bother me so much if they put it on the side, but in the cup is gross.

BC&LM · June 2014

WasNotWas said:

Look at all you croc wearers, out and proud!

My sandals are much cuter than those:

numbersgirl08 · June 2014

nykkolaughs said:

New math... Common core math... I don't get it either.

My true UO I guess is that I support this method shown here. This is the example I'd seen that I like. It teaches subtraction in a conceptual way - this is how I do math in my head quickly. Rather than just doing steps that doesn't get at the actual concept of subtraction you can see how subtraction works. When I need to do math in my head or quickly or answer a quick question at work, it's impossible to go through the original way we were taught. I do a quick "this is the difference between those two, this is the difference between those two, add them up and this is the total difference".

ColieAnn31 · June 2014

sctiger said:
I add numbers all the time. Like the numbers on a clock, a sign, everywhere. I count a lot of things like steps, windows on houses, its borderline compulsive.

I do this too. All day every day I count things. Sometimes I drive myself crazy with all the counting lol

tiffletons518 · June 2014

nykkolaughs said:

New math... Common core math... I don't get it either.

You will never convince me that this is easier than just teaching her 2-2=0 3-1=2. answer 20.

numbersgirl08 · June 2014

tiffletons518 said:

nykkolaughs said:

New math... Common core math... I don't get it either.

You will never convince me that this is easier than just teaching her 2-2=0 3-1=2. answer 20.

I guess that's my point. It's easier to teach someone 2-2=0 and 3-1=2 but that doesn't teach the concept as much, and when you are needing to work with larger numbers and do things in your head quickly, that's not necessarily the quickest way to do it. It's easier to teach and easier to replicate, but not necessarily the best way (in my opinion) to instill the concept.

Ryanswifey619 · June 2014

nykkolaughs said:
New math... Common core math... I don't get it either.

I sucked at math in school, did awesome with everything but math... This and trying to understand it gives me a headache

Mufflerlove · June 2014

Yeah I don't have a clue how to go about figuring that math out. I've seen it before and spent time trying. ~X(

Maybe they will switch it back before our kids have to learn it

sparklemotion86 · June 2014

That "new math" equation gives me major anxiety. I suck at math and I've been staring at the equation and I have no idea what the hell is happening. Can someone explain it?

MorganWP · June 2014

nykkolaughs said:
New math... Common core math... I don't get it either.

As someone who does not get math in the slightest. Seriously I have like the equivalent of dyslexia when it comes to math. This would and does confuse the hell out of me and I am not looking forward to DD going to school if its going to be taught like this from on now.

numbersgirl08 · June 2014

melOHdy said:

subliminalrabbit said:

winesconstantly said:

I am irrationally angry after looking at the new math example. Maybe it's because I don't do well with change. But the more I think about it, the more I think my brain doesn't work that way and I would have ended up in remedial math class if I had to learn it that way.

+1

I was always the obnoxious kid who needed to know "why" even in math, but I'm getting a headache trying to dissect that "new math" example. Why do you add the 3, 5, 10, and 2? I'm going to have to look this up.

ETA: I just read this: https://boingboing.net/2014/03/10/a-math-teacher-explains-new.html

Now it makes sense to me.

It makes more sense broken down like that. I couldn't figure out where these "arbitrary" numbers came from (3, 5, 10, 2). It makes a lot more sense to think of it in terms of money because that really is how someone makes change at a register, counting up. All in all I don't like new things.

I think part of the problem is that the picture of that math problem is shown with no context. The teacher could very well have explained it better in the class but we don't see it. I really liked the article @majwv8 posted.

Cricket81 · June 2014

The idea is to get to "landmark" numbers. Basically multiples of 5 or preferably 10 because those are easier to add. I would have started with 12+8=20 and skipped that first step if I were teaching the problem. The big idea is that our numbers stem is entirely based on 10s so that's how we should be thinking about these problems. Of course, throw measurement (in the US) and time in there and the whole 10s thing goes out the window.

phishgirl29 · June 2014

majwv8 said:
That example keeps showing up on Facebook and I dislike that people say they hate the new math because of this one example they saw that didn't make sense to them.

The purpose of changing things was to encourage more student understanding and create deeper connections in hopes that students will better remember material instead of merely learning formulas.

The issue I have with it is that my state just switched over (did a 12 year shift) in the curriculum. The gaps that these students have is crazy! Things that the new curriculum has in it are based on the premise that the students have been taught a prerequisite skill. Not the case. Also, all our textbooks are outdated and don't match the current standards. We are constantly reinventing the wheel trying to figure put what they want us to teach out students.

Don't even get me started on the state exams...

nikel13 · June 2014

CatalinaPink said:

nykkolaughs said:

New math... Common core math... I don't get it either.

My true UO I guess is that I support this method shown here. This is the example I'd seen that I like. It teaches subtraction in a conceptual way - this is how I do math in my head quickly. Rather than just doing steps that doesn't get at the actual concept of subtraction you can see how subtraction works. When I need to do math in my head or quickly or answer a quick question at work, it's impossible to go through the original way we were taught. I do a quick "this is the difference between those two, this is the difference between those two, add them up and this is the total difference".
That's how I do quick math in my head too. Does anyone have a video of this lesson?

I get this. After sort of looking at it, I had an "ah-ha" moment. For those that are math illiterate, like I often am, this makes sense to me as being the difference between teaching kids to read using sight words or phonics.

32-12=20 is to sight words as that new way is to phonics.

They are giving the kids a way to figure any problem out quickly and not just have to know it.

phishgirl29 · June 2014

I HATE lattice multiplication. It completely disregards place value!

numbersgirl08 · June 2014

GiggleJiggle said:

phishgirl29 said:
I HATE lattice multiplication. It completely disregards place value!
I actually agree. It took me a long time to learn the correct way after learning that. I took Understanding Elementary Math in college, and it was surprisingly one of my hardest courses. Writing an essay on why 11 + 11 =22??? Because it does dammit! I switched my major to physiology.

This class sounds really interesting to me!

Mufflerlove · June 2014

melOHdy said:
<---- One of the reasons I got into Social Work was so that I wouldn't have to do math. I managed to skip statistics in college but will have to take it if I get my Master's

Haha me too! Except I didn't manage to skip it. It was HARD

KittenGator · June 2014

I feel so validated knowing that I'm not the only one who thinks about numbers in that way. I memorize license plates/dates of useless events (when I got my braces off in 1998! The day we went to Wild Waves in 1994!) without even trying and sometimes a random date or number will pop into my head and I won't be able to remember the "significance" and it'll drive me crazy.

Ryanswifey619 · June 2014

Steamboat1679 said:
I don't get Eggos. I mean I get that you eat them. I just don't understand why they are so popular.

+1. I usually just make some from bisquik. We used to get them to just pop in the toaster

KittenGator · June 2014

Steamboat1679 said:

I don't get Eggos. I mean I get that you eat them. I just don't understand why they are so popular.

Me neither! Growing up my brother loved them and I just didn't like them. Every now and again I try to like them (not sure why…) and I just don't. DH and DD like them, though.

Edit: words

needanustart · June 2014

Steamboat1679 said:
I don't get Eggos. I mean I get that you eat them. I just don't understand why they are so popular.

They look way more dry and cardboard like than fresh ones. No one really likes waffles in my house though so I don't bother, I just make pancakes and add applesauce or pumpkin because none of us like "dry" breakfast carbs it seems.

weddinginthecove · June 2014

melOHdy said:

<---- One of the reasons I got into Social Work was so that I wouldn't have to do math. I managed to skip statistics in college but will have to take it if I get my Master's

Exactly this.

musicalsilver · June 2014

I was initially super skeptical about this new fangled math thing ... but after the articles that @subliminalrabbit and @majwv8 posted ... I kind of like it! For subtraction. I shall have to look into this subject further now ...

numbersgirl08 · June 2014

@CL8badB - yes, the kid would already need to know that 15-12=3, which should be a more elementary concept and something they should have already learned.

I think 32-12 is a bad example because it's such an easy calculation to do real quick but let's use 50-28 real quick. You would think "It's 2 to get from 28 to 30, then 10 from 30 to 40, and another 10 from 40 to 50, so the answer is 22" So the person needs to know what 30-28 is but that's really easy. And then it's multiples of 10.

Another example: 252-214. 214->220 is 6 (that's pretty easy but a base you'd need to know) 220->230 is 10, 230 -> 240 is 10, 240->250 is 10, and then 250->252 is 2. So 38. Of course as you get faster, what I actually would think in my head is "250-220 is 30. To get to 220 is 6 and then another 2 to get to 252 so 38"

So yes, you'd need to have the basic understanding to get to multiples of 5 or 10. But if you can add/subtract anything 0-10 then you can do that. It'd be a base of knowledge you'd need to then build on and do this.

No longer the best · June 2014

I came on to this UO because it was 5 pages and seemed good and it is about MATH? Good night ladies!

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