We did something similar to this when I was in elementary(Texas), but we never used that kind of terminology for the blocks, which probably creates all the confusion. It would make more sense if you could see the actual blocks they use.
Originally posted by: tweakmm
I'm not sure if I'd publicly admit to not being able to understand my child's 2nd grade math.
Originally posted by: novasatori
Originally posted by: Zenmervolt
Hate to say it, but it made sense to me immediately.
A "bit" is a representation of 1
A "skinny" is a representation of 10
A "flat" is a representation of 100
A "pack" is a representation of 1000
Logically it operates on the same principle as the base-ten system, except that this provides a visual means of explaining it.
I'm not sure I think this is the best method, but it does get the general theory across rather elegantly.
That said, I tend to be hyper-rational and over-logical, so my understanding this may simply be a function of an abnormal mind.
ZV
i didn't even have to read it all and understood after the 2nd sentence
its pretty logical, and gives you an idea of a lot of concepts
i used similar stuff in elementary school too, without the names i think they just said cubes or blocks
Originally posted by: schneiderguy
We used the skinny bits and flats blocks when I was in elementary school.
Originally posted by: 2Xtreme21
At least it's not that new-fangled multiplication thing they're teaching kids now. They draw out some kind of grid and put the two multipliers on opposite sides of little boxes or something... I don't even know.
Yep, we had this in Oregon too. That was 2 decades ago. I don't remember them using these terms though, just the blocks(though the school was never rich enough to afford enough flats for anyone to have a pack).Originally posted by: Malak
Originally posted by: Citrix
I know that. Its just that until about a hour ago I had never heard of these terms and i did graduate college
I've graduated college too. Maybe you just didn't have this when you were younger, but I did. This was in Texas for me.
Originally posted by: Quasmo
They can suck my skinny and fondle my bits for all I care.
it totally sucks. I dont understand this method
Originally posted by: Anubis
that seems like an excellent way to confuse the ****** out of someone, even if they are good at math
Originally posted by: brtspears2
In second grade, I used a math book called Mathematics In Our World
It was just math, and the occasional BASIC program you can try out now and then.
If I remember, the hardest problems in the book were word problems regarding change. (Jack buys an apple for 39 cents and a candy bar for 49 cents. He pays with a dollar bill. How much does he have left?)
Originally posted by: Zenmervolt
Hate to say it, but it made sense to me immediately.
A "bit" is a representation of 1
A "skinny" is a representation of 10
A "flat" is a representation of 100
A "pack" is a representation of 1000
Logically it operates on the same principle as the base-ten system, except that this provides a visual means of explaining it.
I'm not sure I think this is the best method, but it does get the general theory across rather elegantly.
That said, I tend to be hyper-rational and over-logical, so my understanding this may simply be a function of an abnormal mind.
ZV
Originally posted by: BrownTown
Well, now I understand what these all mean since I remember seeing the blocks when my mom was a math teacher. I think the point is just that is allows you to quantify an abstract concept like numbers into a physical entity such as blocks. I guess it has a use in so far as it is EXTREMELY important in math to understand that every usefull representation and calculation we do needs to be referenced back to the physical world. Having said that, I would just hope you learn the basics at the same time since an abstract type excersize doesn't help you when you don't even know the concrete numerical manipulations.
I can't really remeber what all i did at that age. I know that in first grade we learned long division and multiplication and had to memorize the mulitiples of each number 12 or lower with the others (IE: 12*5, 5*9 ...) Can't remember what we did in second grade, but whatever it was once you have the basic operations (additon, subtraction, multiplication, division) down than a huge class of problems opens up to you. So I'd guess it was simply doing problems with these operation while increasing the difficulty. (word problems were always my enemy at that age).
Originally posted by: Citrix
Originally posted by: BrownTown
Well, now I understand what these all mean since I remember seeing the blocks when my mom was a math teacher. I think the point is just that is allows you to quantify an abstract concept like numbers into a physical entity such as blocks. I guess it has a use in so far as it is EXTREMELY important in math to understand that every usefull representation and calculation we do needs to be referenced back to the physical world. Having said that, I would just hope you learn the basics at the same time since an abstract type excersize doesn't help you when you don't even know the concrete numerical manipulations.
I can't really remeber what all i did at that age. I know that in first grade we learned long division and multiplication and had to memorize the mulitiples of each number 12 or lower with the others (IE: 12*5, 5*9 ...) Can't remember what we did in second grade, but whatever it was once you have the basic operations (additon, subtraction, multiplication, division) down than a huge class of problems opens up to you. So I'd guess it was simply doing problems with these operation while increasing the difficulty. (word problems were always my enemy at that age).
you learned long division and multiplication in the first grade? wow that doesnt start for most kids until 4th grade.