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#Post#: 18973--------------------------------------------------
Common Core Exposed and Explained (Funny)
By: guest6 Date: June 8, 2018, 1:23 am
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It seems the explanation of answers is more important than the
answer itself. We have found the originators of this theory and
wanted to publish it.
https://www.youtube.com/watch?v=ve0gZJWDChw
Common Core First Grade Math Problem (Not Funny)
https://www.youtube.com/watch?v=0URnZfwSHjg
#Post#: 18976--------------------------------------------------
Re: Common Core Exposed and Explained (Funny)
By: paralambano Date: June 8, 2018, 8:59 am
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Heartsong -
I'm going to have to respectfully disagree with the above vids.
You've written that you're in favour of critical thinking as
well. I take it to mean that you don't want people just to
accept any answer given them. I'll take this as far as accepting
the correct answer too.
The focus here is on process. It's not enough to learn things by
memory or rote. In this age, people want to know the why and how
of things. Why is 8 and 7 equal to 15? Math is wonderful because
it allows one to "play" with numbers, to see how they're all
connected, how different combinations of them can give the same
answer - - how they can be broken down into subsets and
re-arranged all in a logical manner, everything fitting
beautifully together in the end. Some kids these days are way
ahead of their parents. Some even know how to code. Granted,
there are some who might not catch on as quickly and perhaps
just knowing that 8 and 7 make 15 will be good enough for them,
but they ought to at least be exposed to "play" in Math in order
to see that there's an intricacy and rationale between numbers
and that answers don't just somehow magically appear to be
correct because some authority has said they're right.
Right :)?
para . . . .
#Post#: 18977--------------------------------------------------
Re: Common Core Exposed and Explained (Funny)
By: guest6 Date: June 8, 2018, 1:05 pm
---------------------------------------------------------
[quote author=paralambano link=topic=1342.msg18976#msg18976
date=1528466398]
Heartsong -
I'm going to have to respectfully disagree with the above vids.
You've written that you're in favour of critical thinking as
well. I take it to mean that you don't want people just to
accept any answer given them. I'll take this as far as accepting
the correct answer too.
The focus here is on process. It's not enough to learn things by
memory or rote. In this age, people want to know the why and how
of things. Why is 8 and 7 equal to 15? Math is wonderful because
it allows one to "play" with numbers, to see how they're all
connected, how different combinations of them can give the same
answer - - how they can be broken down into subsets and
re-arranged all in a logical manner, everything fitting
beautifully together in the end. Some kids these days are way
ahead of their parents. Some even know how to code. Granted,
there are some who might not catch on as quickly and perhaps
just knowing that 8 and 7 make 15 will be good enough for them,
but they ought to at least be exposed to "play" in Math in order
to see that there's an intricacy and rationale between numbers
and that answers don't just somehow magically appear to be
correct because some authority has said they're right.
Right :)?
para . . . .
[/quote]
I wouldn't want to catch on to doing math in that many steps.
Six or seven steps to do a simple math problem. I'm glad I
wasn't taught that way in school. And with Common core, if they
say that 3X4=11 then according to them that's the right answer
and they will try to prove it. And if a child gives 12 as the
answer then they will mark it as the wrong answer. I hope these
children will be able to balance a checkbook some day. It will
probably take them hours to do it unless they use a calculator.
Children need to learn faster not slower. The faster they learn
then the more they will be able to excel. This slows them down
and it's very time consuming. It's causing all kinds of problems
in schools. Too many to mention but I posted a video on it. Even
the teachers don't like having to teach Common Core but their
hands are tied they say. And the parents are really upset about
it.
#Post#: 18978--------------------------------------------------
Re: Common Core Exposed and Explained (Funny)
By: Kerry Date: June 8, 2018, 5:06 pm
---------------------------------------------------------
I think it's easier to memorize a lot of things to begin with.
This could teach children that when they don't know it all, they
need to find someone who's trustworthy to treat as an authority.
The why's and wherefore's can come later.
I think that's more like algebra which gets taught later.
A+B=C
So:
(A+D)+(B-D)=C
Take the problem of adding 497 and 318. The "trick" shown in
the video could save you time with that. Since you know that
318 can be broken down into 315 and 3, you "steal" 3 from it to
add to the 497, so the problem then becomes 500 plus 315 which
is easily added mentally to get 815.
497+318=815
(497+3)+(318-3)=815
500 +315=815
Other tricks are possible if you learn how to "steal" from one
number to add it to another.
What is 398 x 4? You would know that 400 x 4 = 1600 if that
was the problem; and that tells you the answer is close to 1600
but a little under. Specifically, it's less the 2 x 4 or 8.
Other tricks would include things like how it's might be easier
to divide by 2 and then multiply by 10 than to multiply by 5.
If I ask you what is 621 times 5 and you know this trick, you
can do it in your head since 621/2 equals 310.5, so then you
add a zero and get 3105.
If you ask me, children should be asked to memorize lots of
things like what is the sum of 7 and 8 since if you already know
it, you don't need to calculate anything. Give them theory
later.
Children can be taught to memorize loads of things. Children in
Muslim areas sometimes memorize the whole Quran. Jewish
children used to memorize large sections of the Old Testament.
Ministrels used to memorize long poems. Actors still learn to
memorize their parts.
Our society seems to rely too much today on machines. When the
internet crashes, businesses are helpless. Governments can't
collect taxes. Drivers get lost and can't find their way.
Sooner or later, we're going to have a major crash -- it's
almost inevitable. Then what? There are college students who
can't do math in their heads when filling out credit card slips.
Are they stupid? I don't think so. I think either they were
never taught how to rely on their own minds or using machines
has made them mentally lazy. I don't know if Common Core did
that to them since I don't know when that started; but it's sad
to run across college students who can't do simple math.
#Post#: 18979--------------------------------------------------
Re: Common Core Exposed and Explained (Funny)
By: paralambano Date: June 8, 2018, 8:19 pm
---------------------------------------------------------
Heartsong -
Memorizing answers isn't learning Math - - it's memorization of
Math. It's hilarious for me when some say Jeopardy winners are
necessarily intelligent. No, they're knowledgeable by their
answers. Intelligence is something separate. Look at what Kerry
gives. He's "playing" with numbers by it. It's not the "Koran"
what he does by it. Sure, he has "memory" of things as we all
remember things but he does more - - he uses wlhat he remembers
into new modes of expression. Can you do it? Listen, if you
can't, fair enough. But there are elementary kids I'm guessing
who can. Your gifts could be different. And that's very good
too. My main point is that children can be exposed to the
process. Respectfully, you appear to want to limit this
opportunity. Some will catch on quicker than others and some not
at all. So, individuation, yes? What works for you might not
work for another. We ought not to live in a Handmaid's Tale
world I think.
Kerry , move up several grades :P. The reason some can't do
simple Math is because they haven't learned its principles.
They've never "played" with it as you have.
As for children having to learn faster, why not build the house
on solid rock first? I wouldn't want to rush young children. You
learn the principles first, then the rest eventually
accelerates. It's like learning to ride a bike - - slow at first
but when the principles are learned, the advance is rapid.
I think that there's an unreasonable anti-intellectual element
in the vids that confuses knowledge (memory) with intelligence.
The poor child who has only memorized formulas and never
"played" with numbers will be at a disadvantage when asked to
explain how it is the formula came to be in the first place.
I don't know of any teacher who would say that 3 times 4 is 11
by " common core" or otherwise. Please invite them here if you
do to speak to me.
This goes beyond Math for me in a Logos kind of way :).
para . . . .
#Post#: 18980--------------------------------------------------
Re: Common Core Exposed and Explained (Funny)
By: Kerry Date: June 9, 2018, 2:14 am
---------------------------------------------------------
[quote author=paralambano link=topic=1342.msg18979#msg18979
date=1528507199]
Heartsong -
Memorizing answers isn't learning Math - - it's memorization of
Math. It's hilarious for me when some say Jeopardy winners are
necessarily intelligent. No, they're knowledgeable by their
answers. Intelligence is something separate. Look at what Kerry
gives. He's "playing" with numbers by it. It's not the "Koran"
what he does by it. Sure, he has "memory" of things as we all
remember things but he does more - - he uses wlhat he remembers
into new modes of expression. Can you do it? Listen, if you
can't, fair enough. But there are elementary kids I'm guessing
who can. Your gifts could be different. And that's very good
too. My main point is that children can be exposed to the
process. Respectfully, you appear to want to limit this
opportunity. Some will catch on quicker than others and some not
at all. So, individuation, yes? What works for you might not
work for another. We ought not to live in a Handmaid's Tale
world I think.
Kerry , move up several grades :P. The reason some can't do
simple Math is because they haven't learned its principles.
They've never "played" with it as you have.
As for children having to learn faster, why not build the house
on solid rock first? I wouldn't want to rush young children. You
learn the principles first, then the rest eventually
accelerates. It's like learning to ride a bike - - slow at first
but when the principles are learned, the advance is rapid.
I think that there's an unreasonable anti-intellectual element
in the vids that confuses knowledge (memory) with intelligence.
The poor child who has only memorized formulas and never
"played" with numbers will be at a disadvantage when asked to
explain how it is the formula came to be in the first place.
[/quote]Doesn't memory have to be involved? After all, you have
to be able to remember what "three" and "four" mean if you want
to know what 3 times 4 is. Can it be eleven? Not in the
"real" world, not using our definitions of words.
[quote]I don't know of any teacher who would say that 3 times 4
is 11 by " common core" or otherwise. Please invite them here if
you do to speak to me.
This goes beyond Math for me in a Logos kind of way :).
para . . . .[/quote]The question may be if you can follow
logic and reason and still wind up with a wrong answer? I
think children need to be taught that if they believed they
followed logic and got a wrong answer, they need to re-examine
their logic. We can't say a student had the right ideas about
solving a problem and followed logical procedures but somehow
got a wrong answer. Results matter.
I would say myself that memory is a factor in intelligence. If
you can't remember the things in a problem you're supposed to
be solving, all the correct procedures in the universe aren't
going to help you.
Did the Canadians burn down the White House? If we get that
fact wrong, then what? We could be logical about it and derive
all kinds of crazy results. We might even think that Canadians
wrote our American history books and put the blame on the
British. How clever of the Canadians! If facts matter, then
our recall of those facts also matter.
There is a type of mental -- call it a disability to be kind --
where a person refuses to recognize any facts except his own
ideas about what the facts ought to be. You can tell him
something, he can see something, and two minutes later he'll
have forgotten it since it wasn't self-derived.
Having a good memory seems related to the Golden Rule to me
since it shows respect for the ideas of other people. If you
say something, I expect that you are trying to get me to
understand something. Respect for you means I need to pay
attention to make sure I understand you properly if I can.
This can be seen at times in how people read the Bible. When
someone misquotes a verse, it can show something about that
person. They value their own ideas more than the ideas found in
the Bible since they aren't paying attention when they read it.
They can read something and immediately forget what they read.
It didn't sink in. They didn't understand it. If you
understand something, you can duplicate it.
#Post#: 18981--------------------------------------------------
Re: Common Core Exposed and Explained (Funny)
By: paralambano Date: June 9, 2018, 6:31 am
---------------------------------------------------------
Kerry -
Of course, memory is a component of intelligence. Children are
like sponges and we're talking about empowering them to take
what they remember and employ it to solve problems. You can
order a kid to memorize the 12 times table but they might not be
any better off this way as a result. What happens when they're
confronted by 16X17 when they haven't memorized quite that far?
If they have learned and remembered how to "manipulate" numbers,
they won't have to spend time getting a calculator out or
sitting down with a ruler to do double-digit multiplication on
paper. Instead, they'll know how to multiply "tens" mentally or
round and subtract differences or break these numbers down into
easier ones to calculate subsets and so on. Teach a child how to
group and play with the lower numbers, they'll likely know how
to transfer this knowledge to the higher ones. But I'm not sure
this is whay the vids are suggesting. They appear to be mocking
something they might not understand in the first place. Those
steps shown in it are laying the foundation for creative and
critical thinking. My point is, time has moved on from the
attitudes of those vids. Some kids can do what their parents
can't so parents might be frustrated when they can't help their
kids with the "new" math and then blame the system.
In the same way, there are some who have memorized scripture but
have difficulty discussing it in a rational manner. I've never
sat down with the purpose of memorizing the Bible. What I have
learned has come by "osmosis" by casual reading or study at
certain places. I certainly don't know everything about it but
my having to sit there and memorize it would probably give me
squeaky bum syndrome. Like rote in Math, where's the joy in
that?
para . . . .
#Post#: 18982--------------------------------------------------
Re: Common Core Exposed and Explained (Funny)
By: Kerry Date: June 9, 2018, 6:32 am
---------------------------------------------------------
I had to go watch this video again. How much is 17 times 6?
Ivanka objected to being asked, saying it wasn't a practical
application! Ha! I suppose if Donald says it is 112, then
that's what it's got to be, right?
https://www.youtube.com/watch?v=iMIKzUAY8n4
#Post#: 18983--------------------------------------------------
Re: Common Core Exposed and Explained (Funny)
By: paralambano Date: June 9, 2018, 6:47 am
---------------------------------------------------------
Kerry - ^
Someone might not have been paying attention in class :P.
para . . . .
#Post#: 18984--------------------------------------------------
Re: Common Core Exposed and Explained (Funny)
By: Kerry Date: June 9, 2018, 7:15 am
---------------------------------------------------------
[quote author=paralambano link=topic=1342.msg18981#msg18981
date=1528543882]
Kerry -
Of course, memory is a component of intelligence. Children are
like sponges and we're talking about empowering them to take
what they remember and employ it to solve problems. You can
order a kid to memorize the 12 times table but they might not be
any better off this way as a result. What happens when they're
confronted by 16X17 when they haven't memorizefd quite that far?
[/quote]
I found memorizing beyond the 12 times 12 useful. Some numbers
seem to appear more often than others. Powers of 2 seemed
important to me, so I know that 16 x 16 =256, so to solve that
problem all I need do is add another 16 to get 272.
I also devised my own method of multiplying 2 digit numbers
without paper. The first step is to multiply the two 1's to
get 1 (which would be a hundred) and then tack on the 42 (6 x )
as a suffix to get 142. Then you cross multiply 1 x 7 and 1 x
7 to get 13 and that goes in the middle since everything needs
multiplied by 10.
0142
13
172
[quote]If they have learned and remembered how to "manipulate"
numbers, they won't have to spend time getting a calculator out
or sitting down with a ruler to do double-digit multiplication
on paper. Instead, they'll know how to multiply "tens" mentally
or round and subtract differences or break these numbers down
into easier ones to calculate subsets and so on. My point is,
time has moved on from the attitudes of those vids. Some kids
can do what their parents can't, so parents might be frustrated
when they can't help their kids with the "new" math and then
blame the system. [/quote]
The question is if it's working?
[quote]In the same way, there are some who have memorized
scripture but have difficulty discussing it in a rational
manner. I've never sat down with the purpose of memorizing the
Bible. What I have learned has come by "osmosis" by casual
reading or study at certain places. I certainly don't know
everything about it but my having to sit there and memorize it
would probably give me squeaky bum syndrome. Like rote in Math,
where's the joy in that?[/quote]
I don't think much benefit can be derived by reading the Bible
casually. If it was inspired by God, how can we adopt a casual
approach to it? And if what Moses wrote and Jesus repeated,
that man shall not live by bread by alone but by every Word that
proceeds from the mouth of God, then what? Mind now, I'm not
saying that every word contained in the Bible is necessarily
directly the Word of God. On the contrary, I would say the Word
of God is a living thing; and when we read the Bible, we do well
to struggle to hear the Voice of God, the intention of Heaven,
behind the written words.
The literal, the letter, may be lethal and could kill us if we
made it into an idol; but the human words are some prophet's
attempt to communicate something. The first step is to
understand the letter, the literal. Every word may be
important. Sometimes it's a preposition. First we duplicate the
words we read on the page or hear spoken. Then we seek to hear
the Heavenly Voice. If we fail to duplicate the words on the
page but substitute others, something's gone wrong with our
mental workings.
What does this mean? "Did not our heart burn within us, while
he talked with us by the way, and while he opened to us the
scriptures?" I read that and scratched my head. I would
guess, however, that many people would read it and then tell you
it said "hearts." I looked it up. It is in fact in the
singular in the original Greek; but some translations alter the
text and render it in the plural. It struck me as strange, so
I had to think about it, I had to open my mind up. Then I
realized that this passage might be relevant.
Acts 4:32 And the multitude of them that believed were of one
heart and of one soul: neither said any of them that ought of
the things which he possessed was his own; but they had all
things common.
So singular is right in Luke 24. Now I believe Jesus could
appear to them because they had the right attitude with each
other. It seemed to shed light on this too:
Matthew 18:20 For where two or three are gathered together in my
name, there am I in the midst of them.
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