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First, let me preface my comment by saying that I am a computer programmer by trade (for over 25 years) and that I use mathematics extensively on a daily basis.

On its face, this example looks silly and stupid.

However, if the intent was to introduce or reinforce the principles of Associative, Commutative or Distributive properties of Addition and Multiplication, the exercise has some merit. (these properties are among those that allow you to break up and re-write expressions in algebra, to help in solving for unknown values)

But, I would bet dollars to donuts that the "teacher" presenting this would return a blank, glassy-eyed stare if you were to ask them how this indeed illustrated any one of those properties, or to provide a practical example of their usage, reducing the value of the lesson significantly.

Back in my day (the Neolithic, as you young'uns refer to it) we first learned our multiplication tables to 10x10 by "brute force" memorization by the 3rd grade. That way, we did not have to "think" our way through basic calculations.

Later, once we could pop off the answer to 8x7 off the top of our head, more advanced mathematical concepts were introduced.

Just saying, that seemed to work then...

You definitely need a strong foundation before learning the advanced concepts.

You can’t get algebra, fractions, geometry, etc

when you still have to stop and think and “work out” what 7X5 is.

It would be nice to think they are doing this to introduce higher concepts, but that isn’t the truth. It boils down to kids who aren’t learning the multiplication tables. They can learn song lyrics and how to play video games, but for some reason current thought in teaching is that kids can’t memorize multiplication tables. Of course this is BS. All changes to math have ocurred to make up for lack of parental participation helping their children learn. All kids are being held back to stay with the dumbest/laziest in the class.