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I am a 20 something year old aspiring special education teacher whose interests range from bemani games to mori girl. I will also occasionally post items I have made on this blog.

raven382:

Coord for final day of DCC!!

Wearing my new Mille Fleurs dress today for a more classic coord.

yuzhourenateng in The Secret Garden ~The Rose has a Secret Scent~

2ndsouth:

details from mori shoot
photo: tessu / edit: dalfe

2ndsouth:

details from mori shoot

photo: tessu / edit: dalfe

angie-dream:

My autumn photoshoot. Thanks Emerald for making these gorgeous photos. A dress is Dear Celine Party in the Forest JSK, a cardigan is Juliette et Justine, the rest is off brand.

Searching for Baroque by rolays

bromas-y2k:

viscontjenonpenroth:

theshipsanity:

appropriately-inappropriate:

my-oddly-drawn-circus:

babycakesbriauna:

nikkisshadetree:

randomqueerbrown:

jelly-bean-machine:

According to NBC Washington, this is one of the ridiculous ways Common Core teaches kids problem solving and critical thinking… with simple beyond reason math problems.
I found this image on Facebook and shared it and even asked my stepfather to take a look at it. An aerospace engineer (a career involving a heavy amount of calculus) could not figure out what was going on here. If you’re making math so hard that someone who studied his ass off in calculus classes can’t understand it, you’re making it too hard for kids. Burn Common Core to the fucking ground.

yes!!

I can’t even begin to understand why this new fangled way is necessary. Like…I’m so confused right now looking at this shit. Bish whet?

Fuck the American public education system. This shit is why out children don’t tank top 10 globally. This is why our children can’t get jobs.

I… I think I get it?  It’s stupidly dumb, but I think I sort of get it.

Can you explain it? Because my math-head friends just looked at this stupefied and one of them is an studying to be an astrophysicist.

Outside of context, I understand the confusion. Look at it in forms of 5 and 10. Try a different example here.
46-23=___
23 +|2| = 25
25+ |5| = 30
30 + |10| = 40
40 + |6|= 46
What’s trying to be done is to explain in a form where you add up to places of 5 and 10, and then add any remaining to number originally being subtracted from. 2+5+10+6= 23. 

"oh, I don’t get it, therefore it is wrong" "I don’t like change" new doesn’t mean bad, people

Yeah after the explanation on how it works it’s a neat and simple concept, and probably really useful when used on problems harder than example ones, where the basic subtraction isn’t as easy on the brain.
It doesn’t matter how smart you are if you’re not educated in it you’re not going to understand it. Bunch of you guys probably coulda looked this up.

As a second grade special education teacher, I can confirm that this is how I taught math last year and will again this year. The math specialist at our school told us that this is how we will teach it for now on. I feel that with the old way, you were solving for the sake of solving the problem. The new way makes students find patterns within numbers. It also helps them solve math problems mentally. In this example, a student will see the number 12 and 32. They will think, what do I need to get to 32 from 12. If I was going to solve the problem I would have done
12 +8 = 20
20 + 10 = 30
30 +2 = 32.
The answer is 20, because it took 20 “steps” from 12 to get to 32. For some of my special education students, they will receive number lines, ten frames, 100 charts to solve these problems. For this problem, I will have them start on the number 12 and then have them move a chip on their hundred frames to the number 32 by counting how many steps they took to get the answer. I would then write the number sentences as seen above. With a number line, my students would circle the number they started on and make little humps for each number until they reach the answer.
Yes, there are some things about common core that frustrate me and make me scratch my head, but this is not one of them. I see the good and bad with common core. I don’t think we should demonize the whole thing because we disagree with one aspect.

bromas-y2k:

viscontjenonpenroth:

theshipsanity:

appropriately-inappropriate:

my-oddly-drawn-circus:

babycakesbriauna:

nikkisshadetree:

randomqueerbrown:

jelly-bean-machine:

According to NBC Washington, this is one of the ridiculous ways Common Core teaches kids problem solving and critical thinking… with simple beyond reason math problems.

I found this image on Facebook and shared it and even asked my stepfather to take a look at it. An aerospace engineer (a career involving a heavy amount of calculus) could not figure out what was going on here. If you’re making math so hard that someone who studied his ass off in calculus classes can’t understand it, you’re making it too hard for kids. Burn Common Core to the fucking ground.

yes!!

I can’t even begin to understand why this new fangled way is necessary. Like…I’m so confused right now looking at this shit. Bish whet?

Fuck the American public education system. This shit is why out children don’t tank top 10 globally. This is why our children can’t get jobs.

I… I think I get it?  It’s stupidly dumb, but I think I sort of get it.

Can you explain it? Because my math-head friends just looked at this stupefied and one of them is an studying to be an astrophysicist.

Outside of context, I understand the confusion. Look at it in forms of 5 and 10. Try a different example here.

46-23=___

23 +|2| = 25

25+ |5| = 30

30 + |10| = 40

40 + |6|= 46

What’s trying to be done is to explain in a form where you add up to places of 5 and 10, and then add any remaining to number originally being subtracted from. 2+5+10+6= 23. 

"oh, I don’t get it, therefore it is wrong" "I don’t like change" new doesn’t mean bad, people

Yeah after the explanation on how it works it’s a neat and simple concept, and probably really useful when used on problems harder than example ones, where the basic subtraction isn’t as easy on the brain.

It doesn’t matter how smart you are if you’re not educated in it you’re not going to understand it. Bunch of you guys probably coulda looked this up.

As a second grade special education teacher, I can confirm that this is how I taught math last year and will again this year. The math specialist at our school told us that this is how we will teach it for now on. I feel that with the old way, you were solving for the sake of solving the problem. The new way makes students find patterns within numbers. It also helps them solve math problems mentally. In this example, a student will see the number 12 and 32. They will think, what do I need to get to 32 from 12. If I was going to solve the problem I would have done

12 +8 = 20

20 + 10 = 30

30 +2 = 32.

The answer is 20, because it took 20 “steps” from 12 to get to 32. For some of my special education students, they will receive number lines, ten frames, 100 charts to solve these problems. For this problem, I will have them start on the number 12 and then have them move a chip on their hundred frames to the number 32 by counting how many steps they took to get the answer. I would then write the number sentences as seen above. With a number line, my students would circle the number they started on and make little humps for each number until they reach the answer.

Yes, there are some things about common core that frustrate me and make me scratch my head, but this is not one of them. I see the good and bad with common core. I don’t think we should demonize the whole thing because we disagree with one aspect.