Comments

@Fluffle Puff, the problem is, this kid understands that multiplication is commutative and the teacher doesn't seem to fully understand that order doesn't matter in any of these cases. This is absolutely oppisite of how you teach math... encourage thinking outside the box, encourage reorganizing the way a problem is stated.

@Fluffle Puff, elementary teacher. They're the reason we have shjt math in the US. That x = times BS and teaching fractions wrong.., legit hear elementary teachers tell middle school/high school teachers," I don't spend as much time teaching math because I don't like it." Well thanks for helping the downfall of our nation Ms. Cut n Paste.... NOTE: does not apply to all Elementary teachers....

@talmet, they are taught as decimals ... Teachers don't understand the material and try to teach what they themselves can't apply students don't understand that fractions are so much more and come to fear them because those teaching the subject material fear the subject... It's an ugly cycle. BTW, Legos are an excellent way to teach fractions

@The Home Despot, I wouldn't say this is a common core problem, but rather a teacher problem. However, I have attempted to teach a class via common core (and I consider myself good at learning new things as well as a math wiz), and both me, the other teacher, and the whole class was in a collective state of, "what is this crap?!"

@The Home Despot, There's nothing wrong with Common Core, it's just that the execution of it was terrible. Change things drastically with no preparation, there's going to be issues. But Common Core math is just the idea that kids should know *why* math works  foundational skills  rather than just memorizing formulas, and that kids should know more than one way of solving a problem. Both of these are worthwhile goals. Only the execution was flawed, not the intent.

@Ruupasya, EXACTLY!!! Teachers were not properly trained to teach Common Core. The methods are solid but the delivery flawed because the preparation of the educations was inadequate. Very similar to Texas CSCOPE. Was it all bad? No! Actually there are some really great lessons. Was it meant to be a complete curriculum? NO it was meant to add to a curriculum to enhance it.

@Ruupasya, eh, common core math, at least high school level is pretty horrible. It was developed by a group of people, only one had any experience teaching students, and only one had a degree in mathematics (and it was the same person in both cases). He voted against the final curriculum, but was overruled by everyone else, and had been spending the last several years traveling around the country trying to get people to not use common core math. His main issue is with the geometry curriculum, which is based on a theory that was created in the 1970s in the USSR. It was tested in the USSR for one year, before they realized it was horrible. It was never used again, until people at common core read about it and were like "that is a great idea!"

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@talmet, obviously not, that's not the point. The child has to be ready to learn that at some point shjt will stop being interchange all so common core maths try's to give everything a proper order so that once a child starts learning Pemdas it's less of a system shock. There is no logical progression of such an easy equation but they enforce one so that children can understand that there will be a reason to follow the order one day.

@Mumen Rider , so, because some day other operations might not allow an interchange, children are taught that there is one in this case??? That's idiotic. Sitting on your chair doesn't require a seatbelt, but because someday you'll be sitting in a car, we're going to force you to wear one in every seat. The point is that they are teaching children that there is only one way to do math problems, while in reality there are almost always numerous ways, and the point is to find whatever path makes the most sense to you. Teaching children that even though two things are equal, only one is allowed is teaching them a list of idiotic rules that aren't part of actual mathematics.

@Mumen Rider , also, if we are going to go by the rule "because it isn't always true, we should teach kids it's never true." Then the question is wrong. The symbol used in the problem is "x" That symbol, when used for multiplication, is exclusively used to denote a crossproduct. Therefore because there will come a day where there is a difference between the different symbols used to denote multiplication, we should require students follow that rule always. You can not take the crossproduct of two scalars (numbers), therefore the problem has no answer.
If we're speaking in technical terms the teacher is actually wrong in both instances. 5×3 is, "5, three times" and should be 5+5+5. Also, when making a shape such as the array shown, conventional math uses the formula b×h (base times height) meaning 4 is the base (width) and 6 is the height.