12-23-2015, 05:52 AM | #3426 | |
Aroma Lady
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And Myles, if they wanted the student to estimate, they should have written ESTIMATE how many pages he read more. Rather than, is it reasonable to assume X. |
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12-23-2015, 05:54 AM | #3427 |
Foot, meet mouth.
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That has nothing to do with common core and everything to do with shitty teachers and shitty questions. If you want students to answer something a certain way, put that in the question, or I'm perfectly justified solving your integration "find the area" problem with simple geometry. It takes two seconds to add a "Using integration" or "Estimate" or whatnot in your question.
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12-23-2015, 06:00 AM | #3428 |
Marsh Badge
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I'm assuming that the question is probably in the context of what is being taught, which would be common core. That it says reasonable instead of correct makes me think that the teacher is specifically looking for an answer that's related to what's being taught in class.
Granted its totally possible that the teacher hasn't explained what the kids are meant to do very well. Once I had a Maths teacher try to teach us about negative numbers and was using some incredibly strange analogy involving hot rocks and cold rocks and literally no one understood what the fuck was going on.
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12-23-2015, 07:49 AM | #3429 |
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My Science teacher was Jewish. He even had an accent that all the kids made fun of. I didn't agree with his teaching methods or the way he even talked to people in my high school. The next day in class, he kicked me out of the classroom for questioning his fucking shady teaching skills. He was the worst substitute teacher this side of the east coast. I am not even kidding.
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12-23-2015, 11:44 AM | #3431 |
a quick fly cuppa
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See, if a British teacher tried teaching using the Common Core philosophy, they'd be burned at the stake as a witch.
And I wonder why the American education system doesn't work. |
12-23-2015, 12:40 PM | #3433 | |
我が名は勇者王!
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I had no idea what Rangeet was talking about, so I went to Wikipedia...
Quote:
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12-29-2015, 01:09 PM | #3434 |
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12-29-2015, 07:39 PM | #3435 |
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12-30-2015, 04:00 AM | #3436 |
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12-30-2015, 10:37 AM | #3437 |
Double Dragon
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Shaddup Geet FOIL was a perfectly fine way to teach that concept
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12-30-2015, 10:46 AM | #3438 |
Foot, meet mouth.
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Yes, making students memorize something instead of understand one of the most basic things in algebra, how the commutative(whoops I meant associative) property works, is perfectly fine.
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12-30-2015, 04:16 PM | #3441 |
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Geet is a pimply faced person, er...nerd, with a lot of time on his hands. lmao
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12-31-2015, 12:22 AM | #3442 |
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The associative property is totally useless for binomial multiplication and even worse for general polynomial multiplication? It is right in the property that it can only be used when all of the signs are the same, dude.
(4X+2)(8X+6) =/= (4X)(8X)+2+6 The associative property is definitely one of the most basic concepts in math, but it has nothing to do with algebra and isn't applicable to polynomials.
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12-31-2015, 12:41 AM | #3443 |
Foot, meet mouth.
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The trick is in realising that (4x + 2)(8x + 6) = (4x + 2)8x + (4x + 2)6 which is not the way FOIL teaches it and is also a direct consequence of the associative property. Once you realise that basic rule, multiplying even huge polynomials is not a problem anymore. But nope, you have to do FIRST OUTSIDE INSIDE LAST because you teach to the lowest common denominator.
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12-31-2015, 12:52 AM | #3444 |
Double Dragon
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Okay Geet fair point. Though I still don't mind it being taught as an easy to remember thing when dealing with two binomials.
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12-31-2015, 12:52 AM | #3445 |
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....That's not the associative property, that's the distributive property, which is absolutely taught before FOIL.
The associative property states that numbers can be added or multiplied in any order. FOIL is pretty easy and effective and I really don't see your point. :/
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12-31-2015, 01:07 AM | #3446 |
Foot, meet mouth.
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That's fair enough, but it's important to make the distinction that the distributive property isn't actually grouped with the associative/commutative properties you've learned(actual distributive property iis true for rings and fields, but real numbers make a field which is why it works). Anyway if you guys are taught the distributive law that way that's fine. I can't remember which is which sometimes, and I think it can be proved from the associative property anyway. Could be wrong
But it begs the question of why on earth you would have to teach FOIL if you succeeded in teaching kids the distributive law. If you already taught kids how to solve it, why on earth would you have to do something the rest of the world does not and teach them to memorize something there's absolutely no reason to? Why teach them an annoying thing for a special case when you've already taught them the general case? It makes no sense. It's insulting the intelligence of kids.
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12-31-2015, 01:35 AM | #3447 |
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Because apparently people think that once there's a variable in the equation a kid panics. It's not entirely untrue but it is by and large a result of not teaching algebra correctly. At least, that's what I can assume from how I was taught
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12-31-2015, 01:38 AM | #3448 |
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>Assumptions that kids panic
Well, there were several people in my General Maths class who freaked the heck out when algebra was introduced. I found it funny, especially since I ended up with 98% on the test due to a small mistake of iirc putting a '-' instead of a '+'. Then again, that was units 1&2 General, so not the hardest by far.
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01-01-2016, 01:11 PM | #3449 |
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01-01-2016, 01:34 PM | #3450 |
我が名は勇者王!
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Looks like a Japanese artist tried to draw a scene for their manga, intending it to be set in New York, and messed up on a number of details.
"Well Street"? There's even a fedora tipper.
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