Tag Archives: CCSS

“I did my best to pass the test”

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!”.

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Filed under algebra, arithmetic, calculus, education, fractions, geometry, humor, verse

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.”

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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.”

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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

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Filed under arithmetic

Tom Lehrer on The New Math

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 

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May 30, 2014 · 1:07 am

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…………………………………….

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