Second grade 'estimated' multiplication

[kach22i]

Originally posted by expat
Some of you are mentally challenged if you don't understand that grouping as per the original exercise is completely logical and works for much higher order thinking in more complex tasks later in life.

I honestly am amazed by the lack of intelligence a few of you are demonstrating here. Don't you ever approximate when you go to your local hardware to buy some timber, rubber tubing, paint to cover a wall. That's exactly what the child is doing; approximating and eventually calculating and comparing. I am sure the teacher is not going to check an answer of 360 as being the correct answer for calculating. Its estimating - you know that thing you do when you go to the hardware store.

The initial question was valid - no problems there. It was just clarification that was needed and answered.

The assinine comments about teachers by SammyGspot are typical rantings from him. Best just to ignore. (yes I did mean ss)

This is the only recent post worthy of a response.

expat , I think the parent's concerns here are that the kids don't know that it is estimating they are doing and they may think the answer they are being told is right is right and no more.

I think most of us were taught to do math in a very rigid way and learned to estimate all on our own as in your hardware example.

I remember adding numbers using the large school calendar on the wall. I had to do this because I misssed a day of class (illness) and the teacher would not go over the lesson with me. Finally after faking my way, a nice girl helped me out and went over what I missed, and in two minutes I was once again on the proper side of the grading curve. That was in second grade and I still remember the girl.

[expat]

Originally posted by kach22i
This is the only recent post worthy of a response.

expat , I think the parent's concerns here are that the kids don't know that it is estimating they are doing and they may think the answer they are being told is right is right and no more.

I think most of us were taught to do math in a very rigid way and learned to estimate all on our own as in your hardware example.

I remember adding numbers using the large school calendar on the wall. I had to do this because I misssed a day of class (illness) and the teacher would not go over the lesson with me. Finally after faking my way, a nice girl helped me out and went over what I missed, and in two minutes I was once again on the proper side of the grading curve. That was in second grade and I still remember the girl.

I think the kids in 2nd grade probably don't understand fully a lot of things they are doing. They are six/seven years of age. Its hard for them to see the big picture and also to retain the big picture when they get home and talk of their day at school or try to explain their h/w to parents. Human nature is to just do the work (get it out of the way) so you can go play. H/W sucks - it generally is poorly designed and does not stimulate the child's mind.

Funny thing is, many of us hated school or felt it didn't work for us, but then we want the same thing for our kids. Methods 40 years ago (even 20 years ago) didn't work - look at how many middle aged people can't do spelling, writing, math, science beyond elementary level.

I did my Ham radio operators licence last weekend. The questions are written at a ninth grade level to make it accessible. Of the 16 people who sat the test, most all were in their 40's and many struggled over a 10min test for a half hour or more! Those same people are the ones who complain about current teaching methods and want a return to the "old days" which they are proving in their own lives does not work!

Yes, no doubt we have all come across teachers who suck. Who can't be bothered and are unmotivated. I am pleased you had someone who was "in your corner" and made things clear to you.

I also agree that throwing money at education does not work.