Posted on 03/01/2014 6:02:12 PM PST by dontreadthis
That’s not an L by the word answer its an arrow to the answer.
I could never figure it out myself and I was supposed to teach it, and anyway I considered it miseducation. I closed my door and I stuck to the “old fashioned way”.
raised four kids with standard arithmetic and would of taught it to them at home myself if they ever brought that silliness home from school...
That’s kinda cool. I’d never seen it before.
This is our first year of homeschooling, and their textbooks have the, “Old-Fashioned,” way. However, my oldest Son was in public school last year, and learned how to multiply using latices while there.
that makes a great deal of sense
They want to somehow get rid of any rote memorization. It is stupid as all it does is make math a lot more complicated. They, common core, are all about the “process” but not as worried about the outcome.
that's not my question, i ask was it easier??? pls see post #79
The lattice in the example is one additional step then the traditional method; 11 vs 10 excluding the drawing of the lattice to help keep the numbers diagonally aligned.
i still don't see how it's easier... also pls see post #79
I’m embarrased to say I didn’t tumble to it, even though I noticed the product values in the boxes.
Of course ( ahem, ) it’s entirely equivalent to standard multiplication, except that the “carries” are deferred and added up along the diagonals.
Very clever! ( Note there’s still a carry though, in the form of the green 1 . )
Love it.
My Son explained it to me:
“Take the top number of the problem, and put the bottom number vertically to the right. Keep the numbers equally separated as you would the old way, and put boxes to the lower left side. Then multiply the numbers at the top with the numbers at the side and put the answer in the boxes that they cross, then add diagonally lower left. The answer will ride along the outside of the boxed on the lower left from top to lower right.”
Mind you, I’ve been drinking.
If my above interpretation of what my 13-year-old Son said to me makes no sense to you whatsoever, pour yourself a glass of Scotch.
*hic*
Brilliant observation. I could not agree with you more.
Since the standard is that students must "show their work," even if a parent could teach the "proper" way to do arithmetic, the student would fail on the tests for not showing their work.
This is a farce and forces me to further consider bringing a child into this world.
Yeah someone already told me. Good thing I am not in the math class.
all out of Glenlivet, Sapphire will have to do... 8^)
Easier to learn and use, yes.
Parents had no problems with it either.
The entire sum is broken down into small pieces, and is far less prone to confusion.
Setting out is faster as well.
They taught us both systems, the traditional system producing mistake after mistake. The Chinese square has produced no mistakes in all the years I’ve used it.
Hope this helps. :)
Today the cash registers calculate the change for you, so the cashiers go from the highest denomination to the lowest. Back in the day, I was a cashier on the old-fashioned kind where you had to thump the thing 20 times if somebody bought 20 items at the same price. You’d hold down the right keys with both hands and thump with the heel of your right hand at the same time.
Then you went from the price total backwards to the amount the customer had given you—the lowest denomination first, etc., and then you counted it out aloud as you gave it to the customer. Oddly, the lines moved faster than they do today.
You were also “bonded.” Someone would purposely leave a their change behind and walk away, and if you called him back, you proved yourself honest.
> “There are 10 kinds of people, those who understand binary and those who don’t.”
:-)
First time I’ve seen that.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.