I did the sums, no hesitation.

But then it asked for explanation.

“I know it’s right”, I wrote down fast,

“I understood from first to last!”.

“I’m going to be a mathematician,

“Not a fingernail technician!”.

# Tag Archives: CCSS

## “I did my best to pass the test”

## Motherhood now, or should I study math first?

It’s doggerel time again, this time with apologies to Harry Graham, who apparently didn’t write the original “Oh mama dear, what is that mess ……”. See allpoetry

“Oh Mommy dear, what are these sums you can’t do anymore?”

“Hush,hush my child, just do your best, It’s called the Common Core.”

Filed under humor, language in math, Uncategorized, verse

## What’s wrong with school math?

I really couldn’t do better than this. It is a MUST_READ

http://blogs.kqed.org/mindshift/2012/12/why-nate-silver-can-save-math-education-in-America

Here’s a short extract, and the whole is an indictment of the present system.

For students across the country, there’s clearly an engagement deficit in the subject. Paul Lockhart, a math teacher in New York, writes in *A Mathematician’s Lament* [PDF] that if he had to design a system for the express purpose of destroying a child’s natural curiosity and love of pattern-making, he couldn’t possible do a better job than is currently being done. He explains that he simply wouldn’t have the “imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education.”

Filed under Uncategorized

## Long division, the explanation.

Since the kids have to explain everything in the new CCSS math standards,

they better have this under their belt, even if they have to learn it and parrot

it out in some test or other (careful, cynicism is not always just round the

corner).

So, here is a long division calculation for you, 32 divided into 2768, or if you

prefer the old fashioned, only used in schools notation, 2768 <the old

fashioned division sign, not on my keyboard> 32. (and < and > are not

representing inequalities at this point).

Division is at bottom repeated subtraction, so we do it:-

32)2768 100×32 = 3200 is too big

2560 so take a smaller multiple (in 10’s)

—— Choose from 90×32=2870, 80×32=2560 (OK!)

208 and subtract,leaving 208, and 10×32=320

192 So try 6×32=192 (OK!). 7×32 is too much.

—- Subtract again, leaving 16,which is less

16 than 32 and so is the remainder.

So 2768 = 90×32 + 6×32 + remainder,

which is 96×32 + 16,

and so 2768 divided by 32 is 96 with remainder 16

The End

Filed under arithmetic

I had forgotten all about this one. It’s as to the point now as it was in the sixties.

I’m now going to look for “I hold your hand in mine, dear”

Click the header to see the video

## CCSS rules!

Here are some gems from the CCSS math document.

CCSS grade 6

Apply and extend previous understandings of multiplication and

division to divide fractions by fractions.

How many 3/4-cup servings are in 2/3 of a cup of yogurt?

Well, I would say “None”

CCSS grade 7

Analyze proportional relationships and use them to solve real-world

and mathematical problems.

1. Compute unit rates associated with ratios of fractions, including ratios

of lengths, areas and other quantities measured in like or different

units.

For example, if a person walks 1/2 mile in each 1/4 hour, compute

the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

And here we are asked to crack a nut with a sledgehammer.

Common sense to the rescue!

Half a mile in a quarter of an hour is one mile in half an hour and so 2 miles in one hour, or 2 miles per hour.

1/2

—-

1/4

is a complex fraction …. really? Only if fractions are not numbers!!!!!!!

More on fractions in a later post…………………………………….

Filed under Uncategorized