Value

This is such a long post it is placed as a comment to this post.

There are some worthwhile parts, but overall it needs to be rewritten.

Whose fashion show the next day echoed some of the ideas. [Beep, beep, beep… beep.]

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2 thoughts on “Value

  1. Pingback: CHRONOLOGY | questionauthorityrespectfully

  2. energytowers Post author

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    #59 of 92: William Hale (hinging0) Sat 01 Nov 2014 (07:17 PM)

    “the tens place”

    Where bundles of ten ones are placed.

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    #60 of 92: William Hale (hinging0) Sat 01 Nov 2014 (07:19 PM)

    The ‘tens’ storage room, or shelf, or pile, or slot, or digit, or house, or address

    Full bundles of ten ones, and ONLY full bundles of ten ones are permitted to be stored here.

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    #61 of 92: William Hale (hinging0) Sat 01 Nov 2014 (07:31 PM)

    “So, lets count off twenty…”

    Why in the name of God are you counting down now?

    You were just counting across.

    The ‘x’ sign must have caused you to turn your steering wheel or something.

    What happened?

    Why are we changing direction?

    And why are we changing direction by 1/4 of a circle?

    Counting we understand

    Counting groups of 16 21 times we might understand.

    Instead of counting off twenty, why not start with counting off 1?

    OK, we are going to look at 16 21 times.

    The art gallery here is two dimensional

    Remember zero dimensional art galleries have only the property of addressability and only one address at a time.

    Time?

    The address can change, but there is only one address in zero dimensions.

    Zero dimensions is 100% Ramadan or total homgeneity. Every palce is the same and produces the same result . There is only one address.

    In one dimension the address can be subdivided and each subset can be different from the other..

    In two dimensions the address can be subdivided.’, in two ways

    A subdivision is like a room

    =======SAWDUST

    One dimensional art galleries have addresses

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    #62 of 92: William Hale (hinging0) Sat 01 Nov 2014 (07:33 PM)

    16 X 1 was the first count.

    16 X 2 we can all see

    Ah, so 16 X 21 is all of these inside this square. Got it.

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    #63 of 92: William Hale (hinging0) Sat 01 Nov 2014 (07:43 PM)

    16 X 21 is actually 16 / 1 / 21

    CHANGING THE SIZE OF ONE

    The first address is 1 X 1 or 1 / 1 One equals one

    The next address iS 2^0.5 X 2^0.5 = 2 or 2^1

    THE NEXT ADDRESS IS 3^0.5 X 3^0.5 = 3 OR 3^1

    The sides of the square remain equal in length, the symmetry of the area remains constant, but the number of rooms on the floor plan of the house increases.

    =========SAWDUST:

    16 X 21 is actually 16 / 1 / 21

    CHANGING THE SIZE OF ONE

    The first address is 1 X 1 or 1 / 1 One equals one

    The next address is 1 X 2 or 1 / (1 / 2) Here one is one half

    3? = 1 X 3 or 1 / 1 / [thn\]

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    #64 of 92: William Hale (hinging0) Sat 01 Nov 2014 (07:46 PM)

    Who is looking at a uniform, unified field grid.

    All addresses are equally spaced from one another.

    We start with a house.

    An empty house.

    One room house.

    Only the one, 100% independence is permitted to live or go inside the house.

    So the sheet of paper would have one and only one grid on it to start with.

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    #65 of 92: William Hale (hinging0) Sat 01 Nov 2014 (07:52 PM)

    The we look at the walls of the house and find a whirl pool eddied like you can see when the water in your one room bath tub drains.

    So these ‘lines’ are actually the same as the white between them, except the ‘lines’ are in motion around the house.

    So now all the lines are parallel going around the one square or circle which is still all white inside.

    THEN we turn the house inside out and the border is all white outside and all the blue lines are swirling around inside.

    THEN we have the lines shy away from one another and form the right angles of a cube surrounded by the all white where only the one 100% independence, nothing less, no seams, no lines, no blue ink, nothing that needs anything else can live or go in the white space, only the one, one hundred percent independence which doesn’t need anything, including not needing to NOT need, so [thn\] the blue lines are actually the white space also, but everted.

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    #66 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:01 PM)

    Start with a sheet of blank white paper.

    This is one address.

    Then show the blue ink around the white space so it’s clear the white increases as you get closer to the center.

    This is how we compare addresses, this is how we compare shades of white, this is how we compare different densities of total homogeneity.

    This is how we compare non-mutually exclusive spaces.

    A second piece of paper can show a lighter grain of being in the same place at the same time.

    The less mutually exclusive an address system is the more white the entire sheet of paper will be.

    You would think the smaller the white dot would be because all the addresses are closer to being in the same place at the same time.

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    #67 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:13 PM)

    OK,

    So there are different shades of paper depending upon

    Back it up.

    Start with the white sheet of paper.

    This is a 100% non-mutually exclusive address system. One room only.

    We get more than one room by having the non-mutually exclusive converge inward or outward depending upon how much of it there is.

    Bring out a bigger sheet of paper.

    With this much non-mutually exclusiveness the closeness increases inward so the address is no longer the same everywhere.

    Draw a straight line.

    Rotate it so you see it on end.

    Draw a longer straight line.

    Rotate it so you see it on end.

    Both of these (points) addresses look the same, but we have seen this address has a much longer line behind it than this address.

    You could say it can absorb more, or the density of the non-mutually exclusiveness is greater

    Congress “Go with” “Pack ’em in,”

    You could say this addresss (point, or house) can permit more other addresses (points, or houses) to be packed in to the same place at the same time than this other address with the shorter line behind it.

    A deeper well.

    So both addresses are non-mutually exclusive but one is deeper

    As the density of the non-mutually exclusive increases the symmetry of the address begins to decay so you find deeper in the center and more shallow toward the edges.

    The amazing thing is ripples form where the direction of the non-mutually exclusive turns inside out and starts to converge outward instead of inward.

    Or inward instead of out ward.

    It can evert either way

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    #68 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:20 PM)

    So back to our two different size pieces of paper.

    We show how the ripples of eversion begin to form on the larger piced of paper as the non-mutually exclusive there converges toward the center [^] making it deeper in the center and shallower at the edges

    The lines of eversion then become blue lines moving in whirl pool eddies around the denser center.

    If a blue line happens to go into the denser center it sheds it’s blue ink and becomes white and merges with the other non-mutually exclusive addressses [^] in the central area.

    One shows deeper white in the center and shallower white toward the edges

    The blue lines of eversion find balance densities where they are circling line whirl pool eddies aroudn the bath tub drain.

    THEN we can turn the whole thing inside out and the blue lines are NOW in the center where the white used to be, and the white is outside the blue lines surround it.

    The blue lines are also made from the white, but are the eversion ripples.

    The ripples can bcome white again, the white can become eversion ripples again.

    Once inside the white, the blue lines of the eversion ripples start to rotate relative to one another until vola! The three dimesnional cartesian coordinate system forms with the nodes of intersection perhaps have spins to them, orperhaps it remains in spherical coordiante or polar coordinates

    THEN you slice a two dimensional slice out of the three-D and NOW you can

    [thn//]

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    #69 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:21 PM)

    xref: you walking by west of where when who was taking the gutter down, SH; xref: viewing a line end on.

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    #70 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:24 PM)

    So there is a direction in which only independence can live or go in the extreme. A conastoga wagon of Mormons would need to shed the dresser, then the frying pan, then the canvas, then the wheels, finally the Mormons themselves would shed their bodies and only their spirits could continue in that direction until finally even their spirits would need to shed all that was not of the creator, but that part of the spirit that was of the messiah self repair dance and song book thread would get as close as the right hand before it too would be left behind and only “I am,” or immaculate conception, or 100% independence able to subdivide or not by it’s own choice would be left.

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    #71 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:27 PM)

    So the direction your are counting in becomes as important, if not more important, than the counting itself.

    Qibla.

    Don’t cripple yourself by counting without direction.

    Positive and negative are thrown in early in the game, but ‘dependent’ and ‘independent’ are left for statistics, if ever. We call independent ‘Ramadan’ and dependent ‘Eide’

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    #72 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:29 PM)

    16 X 21

    the + of north, south, east, west rotates to become x.

    Xref: vowels and consanents and shaping the densities of exhales vs.

    Slicing them up.

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    #73 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:35 PM)

    16 X 21

    =========NH:

    xref; 16, whose football jersey number {{32}} 1, 6, 21, card counters, mafias, 2, 1.

    Times…

    Jewish people try to explain evertyhing in terms of time.

    That’s at the whirl pool level back there.

    Einstein – Boltzman got non-mutually exclusive down compared to Fermi Dirac.

    16 X 21

    squares

    kabas

    houses

    rooms

    But back to ‘anything’ and pure numbers

    16 X 21

    Count sixteen

    Tens, ones…

    Repeated addition.

    Whoops

    Simply repeated counting first.

    THEN add.

    Or THEN recount.

    Sort of like the way computers count.

    How many times did you count that?

    What?

    How many times do you need to count 16 to count all the sqeuares in this area?

    [Mekkah exhales]

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    #74 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:42 PM)

    tone

    this little line

    over here

    27

    let’s count off seven here.

    All the squares are equal one by one squares. Later different size or color squares?

    Line

    height of my rectangle the way I’ve drawn it.

    So, the area of this rectangle.

    Ytes bits.

    Let me draw a section like this

    let me draw

    Area of all thes rectangles compbine

    Break it up by parts because it will be easier to computer

    Yeah tis is binary b

    20 X 10 didn’t count yet… know it from your head.. probably know…

    Estimation doing the big digits first

    200

    6 X 20

    you can draw lines showing the 16 and 27 being applied to

    THE DIGITS OF 16 AND 27 SHOULD LIGHT UP FOR EACH RECTANGLE BEING CONSIDERED

    SO ADDING BLOCKS TOGETER

    Hypnotizing whom to check

    Why did we go throug all this business?

    Point to the 42… simply calculated this right over there.

    Then you are adding the 4 TENS from the forty two

    When you carry

    xref: storage rooms of digit place holders…

    When you add…

    xref: “When who calls, then who comes…

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    #75 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:45 PM)

    You are essentially taking the sums of both of these area

    the 7 times the 16

    The 7 UNITS, or seven single squares counted 6 times

    The 7 UNITES, or seven single squares counted 10 times. Remember this 1 is in the tens storage room so it means one bundle of 10.

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    #76 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:48 PM)

    Seven squares counted ten times is seventy, plus 4 bundles of ten you carried from the overflow of the units store room when the seven unit units you counted six time resulted in 43 units, er, 42 units, only 2 of which would fit in the units store room so we bundled the 40 into 4 units of ten and carried the four bundles over to the tens store room this digit here, this place holder.

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    #77 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:51 PM)

    The combined area

    We deserve a drum roll now…

    xref: won.

    L L

    or

    murd

    a

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    #78 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:52 PM)

    “They’re a little frustrated because they can’t help their kids,” said Hanlon, who directs professional development for math teachers in five Nevada school districts. “One of the messages I give to teachers is that if you’re going to send home stuff that parents have not seen before, send a note explaining, this is what we’re doing and why and a couple of examples. Otherwise, you’re going to get a lot of complaining.”

    ==========NH:

    xref: After election getting whom on board.

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    #79 of 92: William Hale (hinging0) Sat 01 Nov 2014 (08:59 PM)

    Common Core

    ========NH:

    xref: nested chain of command

    Also xref; non-mutually exclusive orders in a chain of command.

    The center orders can be carried out simultaneously with the higher orders surrounding them, but not necessarily vica versa. And to the degree what is more mutually exclusive from what as you go outward you find decision makers like Christ and Ghandi relinquisihing the core command of self defense while the rest of us continue to take five personal breaks a day to plan and review and consider how we can avoid a=having to use our right to kill in self defense. [beep beep beep beep beep]

    ((divide or recombine)distribute or retain) […beep beep beep…] […beep.]

    To divide is to defend self by dividing whom from you all the way to the degree of destroying who or what if neccesary.

    Do again.

    (((((((((control or vary)divide or recombine)distribute or retain)renew or weed) make more secure [thn\] or intentionally place at risk under what circumstances)make more effective or less leathal)emancipate or subordinate) preserve or change balance on behalf of fairness) all towards the goal of peaceful happening nesses while retaining essential redundances to be sure)

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    #80 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:01 PM)

    Two weeks ago, her school hosted a Common Core math night for families the local Kroger’s supermarket. Children and adults were given everyday challenges requiring math operations, such as figuring out how many boxes of pasta to buy for a dinner for six if each box contains four servings.

    ========[crk]===NH:

    xref: boxes as lines, lines seen on end.

    Spagetti being bundles of lines, elbows or bows being asymmetric addresses… boiling water, thermodynamics and entropy or information…

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    #81 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:03 PM)

    the concepts behind mathematical operations and stress that there are multiple ways to arrive at the same answer.

    =========NH:

    Or, you could think of it this way…

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    #82 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:06 PM)

    In primary grades, math instruction begins with “manipulatives,” such as blocks or beads, and progresses to drawings, number lines or graphical groupings. The idea is to teach children to think about a number as more than just a symbol.

    ==========NH:

    “How many times did you do that?

    Draw the letter ‘A’ five times.

    Frequency as well as assets.

    Income statement is all about flow and frequency. Balance sheet is all about assets = things of value. Income statement is all about flow (in and out) xref: positive and negative directions taught early on.

    But there’s the idea of in and out. “Hello,” and “Goodbye,” xref: “Goodbye, … Hello …,” add format who used.

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    #83 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:07 PM)

    he Common Core standards expect students to not just calculate the answer but to explain how they arrived at the solution. Word problems are heavily used, and that has raised concerns by some th

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    #84 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:10 PM)

    Despite the fast and widespread adoption of the Common Core standards, opposition has been growing from critics across the political spectrum. Some of that outcry has been fueled by classroom materials that are poorly designed and confusing.

    =======NH:

    Things of value

    Things of value you owe

    Things of value you own

    Things of value that come in to you.

    Things of value that go out from you.

    Assets

    Liabilities

    Equity

    Income

    Expenses

    Let’s count!

    Let’s remember what we count!

    Let’s learn to share what we have counted!

    Let’s learn to protect what we have counted!

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    #85 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:12 PM)

    Common Core

    upgraded to Capitalist common core

    Common Core upgraded to

    Value

    Common Core Value standards

    xref: Families value teamwork and independence, isn’t that right?

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    #86 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:15 PM)

    Eureka Math has the Ibis room window. After the way the Google copyright education video used the Ibis room window and Rocky and Bulwinkle to mock the entire copyright process it’s tough to give whom a fair chance to use the same setting for their own good.

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    #87 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:17 PM)

    Archamedies and abacus lines balls. Addresses displacement groupings densities…

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    #88 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:20 PM)

    horizontal number line with a series of half domes scribbled on top

    ========NH:

    xref; Ibis window

    ==========NH//

    and said “Jack used a number line below to solve 427-316. Find his error. Then write a letter to Jack explaining what he did right and what he should do to fix his mistake.”

    “That’s a great question. It teaches two important workplace skills: math and passive- ­aggressive note-writing,” Colbert quipped. “That word problem couldn’t be easier to solve. All you have to do is check the semi-circles on the two-sided arrow, put the numbers up in it and bing, bang, math. It’s the same thing I do when I get a check in a restaurant. Draw a bunch of shapes and tell the waitress to find my error.”

    The parent who posted the math problem, Jeff Severt, wrote the note required by the problem: “Dear Jack, Don’t feel bad. I have a bachelor of science degree in engineering which included extensive study in differential equations and other higher math applications.

    Even I cannot explain the Common Core mathematics approach, nor get the correct answer. In the real world, simplification is favored over complication.”

    Then, he solved the problem using simple subtraction, which he said took less than five seconds, to come up with the answer: 111.

    ==========NH:

    xref: Old, new, III

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    #89 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:26 PM)

    In Rochester, more than 200 parents, guardians and students showed up for the recent “Family Do the Math Night,” one of seven the district is holding this school year. The school district, where 84 percent of the 30,000 students are eligible for free or reduced-price lunch, offered free dinner and door prizes as an incentive.

    =========NH:

    Families should be endowed so children can buy their lunch at school, or parents can make a lunch to be carried to school, or so the stuents can hire an organic caterer to bring lunch to them at school.

    If the school needs a minimum number of lunch buyers to offer lunch, then the shcool should get a sign up of students, and / or workers in the area who will under go a background check to come in and eat in the school cafeteria.

    The government “We’re a family,” (HRC) can be reasonably misunderstood as intentionally avoiding emancipation and independence logic to keep people poor to be dependent upon the political class and institutions when actually it’s an organic evolution of clawing to get enough of the scarce transferable receipts of sovereign authority due to the criminally undervalued assets which justify minting more transferable receipts of sovereign authority to emancipate students and families to have more freedom of choice.

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    #90 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:29 PM)

    The web site doesn’t give you enough free examples of the method.

    You see an abacus, Archamedes getting out tof the tub and a modern day young man Lampoon like with a whoa! Body gesture up in the ibus alcove where arcinedes is getting out of the tube.

    The tub; xref: balance sheet. And water as a thing of value The flow over the side form displacement….

    The abacus and mutually exclusive…

    There are strong hints there… but no pages from the texts to let you look if you don’t already know all about archimedes and mutual…

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    #91 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:31 PM)

    Willie Howard, 65, sat in the cafeteria with his two granddaughters and followed the teacher’s directions to subtract 23 from 46 by drawing a series of circles. He understood the method but wasn’t entirely sold.

    “I don’t know about this,” he said, considering all the circles he’d drawn. “There’s a whole lot more process to this. And kids, they get distracted easy. They say it’s better. But I don’t know.”

    ======NH:

    xref: 10^46; xref: 10^25; xref: 10^14; xref: 10^9

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    #92 of 92: William Hale (hinging0) Sat 01 Nov 2014 (09:41 PM)

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    Common Core math can be a mystery, and parents are going to school to understand it

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    Education

    Common Core math can be a mystery, and parents are going to school to understand it

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    Maryn Butki, 11, bottom center, helps Paige Berry, 10, bottom left, and Sydney Sabol, 10, find salt within their budget for their pumpkin pancakes recipe as other students stand nearby at a Kroger grocery store in Lake Orion, Mich. (Joshua Lott/For The Washington Post)

    By Lyndsey Layton November 1 at 7:55 PM

    ROCHESTER, N.Y. — Jennifer Craig stared at her daughter’s fifth-grade math homework. It was a three-digit multiplication problem, and it seemed simple enough. But her 10-year-old was supposed to solve it by drawing a chart, breaking apart numbers, multiplying, adding and maybe more.

    “I’m lost,” said Craig, a 31-year-old stay at home mother of three.

    And that’s how she found herself in her daughter’s classroom Monday night, sitting alongside other parents in child-size chairs and listening as teacher Alyshia Thomas explained new math strategies.

    Most U.S. Public school students are learning math very differently than their parents did, due to Common Core State Standards, national K-12 math and reading benchmarks that have been adopted by 43 states and the District of Columbia.

    The changes have confused many parents — particularly at the elementary level — leaving them flustered by a basic parental duty: Helping with homework.

    Nicole Barksdale, 5, left, walks by as Maryn Butki, 11, right, a student at Scripps Middle School in Lake Orion, Mich., helps Paige Berry, 10, and Sydney Sabol, 10, both of Pine Tree Elementary, figure out the cost of ingredients for pumpkin pancakes at math night at a grocery store. (Joshua Lott/For The Washington Post) “Almost every parent comes in and says, ‘This is not how I learned math,’ ” said Melissa Palermo, an energetic fourth-grade teacher who coaches other teachers in math at the Nathaniel Hawthorne school here.

    Palermo is a believer in the Common Core, a wholesale and controversial change in American public education, because she says her students are reaping the benefits of the new standards. They are showing a more sophisticated understanding of math and are able to perform operations they otherwise wouldn’t have learned until they were older, she said.

    But parents are another matter.

    “The toughest part is the homework part because parents, it’s so hard for them,” Palermo said. “A lot of parents, they doubt themselves because there are all these models and things they’ve never seen before.”

    Rochester is one of many school districts across the country teaching parents the new Common Core math in addition to their children. From New York to California, school districts are holding special math sessions for parents and caregivers, sending home “cheat sheets” and offering homework hotlines answered by math teachers, all in an effort to explain and demystify the new approach.

    “The kids who come to us are a clean slate,” said Jennifer Patanella, an instructional coach with the Rochester public schools.

    “It’s the adults who have to be retrained.”

    In Las Vegas, Bill Hanlon is teaching a five-month course in new math strategies to a group of approximately 50 parents.

    In this Khan Academy video, instructors show how a multiplication problem can be solved via the traditional method and the area model method. The area model, which has students break numbers down into groups on graph paper, is one of the new ways students are learning math, which can be confusing to parents who learned the traditional method years ago. School systems are beginning to offer lessons that teach parents the new methods alongside their children so that they can help with homework, part of the introduction of new curriculum related to the Common Core State Standards. The video explains the steps used in each method. Video courtesy of Khan Academy at khanacademy.org.

    “They’re a little frustrated because they can’t help their kids,” said Hanlon, who directs professional development for math teachers in five Nevada school districts. “One of the messages I give to teachers is that if you’re going to send home stuff that parents have not seen before, send a note explaining, this is what we’re doing and why and a couple of examples. Otherwise, you’re going to get a lot of complaining.”

    Diane Dunaskiss, principal of the Pine Tree Elementary School in Lake Orion, Mich., about 40 miles from Detroit, has been looking for ways to make Common Core math relevant to her students and their parents.

    Two weeks ago, her school hosted a Common Core math night for families the local Kroger’s supermarket. Children and adults were given everyday challenges requiring math operations, such as figuring out how many boxes of pasta to buy for a dinner for six if each box contains four servings.

    “The new math standards are encouraging students to think deeper,” Dunaskiss said. “Part of that deeper understanding is to take what you’ve learned and apply it to what you’re doing in real life.”

    A bipartisan group of governors and state education chiefs created the Common Core State Standards in math and reading in 2010 as a way to inject consistency into K-12 academic standards, which have varied wildly from state to state. The standards spell out the skills and knowledge students should possess by the end of each grade. They are not curriculum — states and school districts decide how to teach to the standards and what materials to use.

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    In the past, math was learned as a series of memorized facts, formulas and shortcuts or tricks. The result, experts say, is that U.S. Students struggle with math. Nearly two out of every three U.S.

    Fourth-graders and eighth-graders were not proficient on recent national math tests. The Common Core standards differ from that previous approach in that they emphasize the concepts behind mathematical operations and stress that there are multiple ways to arrive at the same answer.

    In primary grades, math instruction begins with “manipulatives,” such as blocks or beads, and progresses to drawings, number lines or graphical groupings. The idea is to teach children to think about a number as more than just a symbol. The Common Core standards expect students to not just calculate the answer but to explain how they arrived at the solution. Word problems are heavily used, and that has raised concerns by some that Common Core math is particularly hard for English language learners and students with learning disabilities.

    Despite the fast and widespread adoption of the Common Core standards, opposition has been growing from critics across the political spectrum. Some of that outcry has been fueled by classroom materials that are poorly designed and confusing.

    In St. Tammany Parish, La., the school board voted on Oct. 9 to ditch Eureka Math by next school year after parents complained that it is overly complex. Board members, many of whom generally oppose the Common Core standards, made the move over the objections of some teachers who argued that the curriculum was worth keeping. U.S. Sen.

    David Vitter (R-La.), also voiced concern, asking the state education department to stop recommending that districts use Eureka Math.

    Lynne Munson, executive director of Common Core Inc., the nonprofit organization that created Eureka Math, said there have been “extraordinary stories of success” in Louisiana and elsewhere.

    It would be a “terrible disservice” if school districts stopped using Eureka Math, Munson said. About 15,000 people have downloaded a free version of Eureka Math from Common Core Inc.’s Web site, and the organization has trained about 7,000 teachers to teach the curriculum, she said.

    Because the rollout of the Common Core has been fast — the standards were written just four years ago and publishers have been rushing to develop classroom materials — many say the quality teaching materials, worksheets and homework is uneven.

    In April, comedian Stephen Colbert ripped into an example of a math problem that had lit up the Web after it was posted on Facebook by a frustrated North Carolina father. The homework problem showed a horizontal number line with a series of half domes scribbled on top and said “Jack used a number line below to solve 427-316. Find his error. Then write a letter to Jack explaining what he did right and what he should do to fix his mistake.”

    “That’s a great question. It teaches two important workplace skills: math and passive- ­aggressive note-writing,” Colbert quipped. “That word problem couldn’t be easier to solve. All you have to do is check the semi-circles on the two-sided arrow, put the numbers up in it and bing, bang, math. It’s the same thing I do when I get a check in a restaurant. Draw a bunch of shapes and tell the waitress to find my error.”

    The parent who posted the math problem, Jeff Severt, wrote the note required by the problem: “Dear Jack, Don’t feel bad. I have a bachelor of science degree in engineering which included extensive study in differential equations and other higher math applications.

    Even I cannot explain the Common Core mathematics approach, nor get the correct answer. In the real world, simplification is favored over complication.”

    Then, he solved the problem using simple subtraction, which he said took less than five seconds, to come up with the answer: 111.

    In Rochester, more than 200 parents, guardians and students showed up for the recent “Family Do the Math Night,” one of seven the district is holding this school year. The school district, where 84 percent of the 30,000 students are eligible for free or reduced-price lunch, offered free dinner and door prizes as an incentive.

    “I’m not prepared for this. I’ve been out of school since ’77,” said Vivian Gambill, the mother of an eighth-grader. She said the event was helpful, but she remained baffled by some of the material. “I’m still having some struggling moments. But now I have some Web sites I can go to.”

    Willie Howard, 65, sat in the cafeteria with his two granddaughters and followed the teacher’s directions to subtract 23 from 46 by drawing a series of circles. He understood the method but wasn’t entirely sold.

    “I don’t know about this,” he said, considering all the circles he’d drawn. “There’s a whole lot more process to this. And kids, they get distracted easy. They say it’s better. But I don’t know.”

    Lyndsey Layton has been covering national education since 2011, writing about everything from parent trigger laws to poverty’s impact on education to the shifting politics of school reform.

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    Mentioned in this story and want to comment? Click here whale12345

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    whale12345

    9:40 PM PDT

    #84 of 91: William Hale (hinging0) Sat 01 Nov 2014 (09:10 PM)

    Despite the fast and widespread adoption of the Common Core standards, opposition has been growing from critics across the political spectrum. Some of that outcry has been fueled by classroom

    materials that are poorly designed and confusing.

    =======NH:

    Things of value

    Things of value you owe

    Things of value you own

    Things of value that come in to you.

    Things of value that go out from you.

    Assets

    Liabilities

    Equity

    Income

    Expenses

    Let’s count!

    Let’s remember what we count!

    Let’s learn to share what we have counted!

    Let’s learn to protect what we have counted!

    LikeReportReplyEditShare

    whale12345

    9:39 PM PDT

    #70 of 91: William Hale (hinging0) Sat 01 Nov 2014 (08:24 PM)

    So there is a direction in which only independence can live or go in

    the extreme. A conastoga wagon of Mormons would need to shed the dresser, then the frying pan, then the canvas, then the wheels, finally the Mormons themselves would shed their bodies and only their spirits could continue in that direction until finally even their spirits would need to shed all that was not of the creator, but that part of the spirit that was of the messiah self repair dance and song book thread would get as close as the right hand before it too would be left behind and only “I am,” or immaculate conception, or 100% independence able to subdivide or not by it’s own choice would be left.

    LikeReportReplyEditShare

    whale12345

    9:38 PM PDT

    #68 of 91: William Hale (hinging0) Sat 01 Nov 2014 (08:20 PM)

    So back to our two different size pieces of paper.

    We show how the ripples of eversion begin to form on the larger piced of paper as the non-mutually exclusive there converges toward the center [^] making it deeper in the center and shallower at the edges

    The lines of eversion then become blue lines moving in whirl pool eddies around the denser center.

    If a blue line happens to go into the denser center it sheds it’s blue ink and becomes white and merges with the other non-mutually exclusive addressses [^] in the central area.

    one shows deeper white in the center and shallower white toward the edges

    The blue lines of eversion find balance densities where they are circling line whirl pool eddies aroudn the bath tub drain.

    THEN we can turn the whole thing inside out and the blue lines are NOW in the center where the white used to be, and the white is outside the blue lines surround it.

    The blue lines are also made from the white, but are the eversion ripples.

    The ripples can bcome white again, the white can become eversion ripples again.

    Once inside the white, the blue lines of the eversion ripples start to rotate relative to one another until vola! The three dimesnional cartesian coordinate system forms with the nodes of intersection perhaps have spins to them, orperhaps it remains in spherical coordiante or polar coordinates

    THEN you slice a two dimensional slice out of the three-D and NOW you can

    [thn//]

    LikeReportReplyEditShare

    whale12345

    9:37 PM PDT

    #67 of 91: William Hale (hinging0) Sat 01 Nov 2014 (08:13 PM)

    OK,

    So there are different shades of paper depending upon

    Back it up.

    Start with the white sheet of paper.

    This is a 100% non-mutually exclusive address system. One room only.

    We get more than one room by having the non-mutually exclusive converge inward or outward depending upon how much of it there is.

    Bring out a bigger sheet of paper.

    With this much non-mutually exclusiveness the closeness increases inward so the address is no longer the same everywhere.

    Draw a straight line.

    Rotate it so you see it on end.

    Draw a longer straight line.

    Rotate it so you see it on end.

    Both of these (points) addresses look the same, but we have seen this address has a much longer line behind it than this address.

    You could say it can absorb more, or the density of the non-mutually

    exclusiveness is greater

    Congress “Go with” “Pack ’em in,”

    You could say this addresss (point, or house) can permit more other addresses (points, or houses) to be packed in to the same place at the same time than this other address with the shorter line behind it.

    A deeper well.

    So both addresses are non-mutually exclusive but one is deeper

    As the density of the non-mutually exclusive increases the symmetry of the address begins to decay so you find deeper in the center and more shallow toward the edges.

    The amazing thing is ripples form where the direction of the non-mutually exclusive turns inside out and starts to converge outward instead of inward.

    Or inward instead of out ward.

    It can evert either way

    LikeReportReplyShare

    whale12345

    9:34 PM PDT

    Common Core

    ========NH:

    xref: nested chain of command

    Also xref; non-mutually exclusive orders in a chain of command.

    The center orders can be carried out simultaneously with the higher orders surrounding them, but not necessarily vica versa. And to the degree what is more mutually exclusive from what as you go outward you find decision makers like Christ and Ghandi relinquisihing the core command of self defense while the rest of us continue to take five personal breaks a day to plan and review and consider how we can avoid a=having to use our right to kill in self defense. [beep beep beep beep beep]

    ((divide or recombine)distribute or retain) […beep beep beep…] […beep.]

    To divide is to defend self by dividing whom from you all the way to

    the degree of destroying who or what if neccesary.

    Do again.

    (((((((((control or vary)divide or recombine)distribute or retain)renew or weed) make more secure [thn\] or intentionally place

    at risk under what circumstances)make more effective or less leathal)emancipate or subordinate) preserve or change balance on behalf of fairness) all towards the goal of peaceful happening nesses while retaining essential redundances to be sure) LikeReportReplyShare

    sthomas1957

    9:19 PM PDT

    The one paragraph that starts with, “In the past, math was learned as a series of memorized facts, formulas and shortcuts or tricks,” is so right on. It will take a generation of kids growing up before this new kind of math becomes commonplace and they’re left to teach their own kids. For parents who didn’t learn math this way, however, they probably won’t accept it mentally.

    Ignore UserLikeReportReplyShare

    kitchendragon50

    9:05 PM PDT

    “The school district, where 84 percent of the 30,000 students are eligible for free or reduced-price lunch…”

    I don’t know how many that is. Do I draw circles or domes on the number line?

    Ignore UserLikeReportReplyShare

    jimmy6p

    9:03 PM PDT

    Take away their calculators or they won’t learn.

    Ignore UserLikeReportReplyShare

    nealkaye

    8:55 PM PDT

    Common Core is meant to turn the country’s children into good little obediant, dumbed down, compliant socialists.

    Ignore UserLikeReportReplyShare

    hoos3014

    9:29 PM PDT

    Serious case of ODS here.

    Ignore UserLikeReportReply1

    JP80

    9:36 PM PDT

    You got it in reverse. The old method of teaching math was about creating procedural peons. The new visual methods are about demonstrating why math works and about giving additional perspectives. It is not the easy route.

    Ignore UserLikeReportReply

    Nog

    8:47 PM PDT

    I see Common Core as an opportunity for publishing companies to make millions of dollars developing materials and tests. This standardization of the standards means less local control over curriculum, when we need more local control. My only hope is that it fades away within the next few years.

    Ignore UserLikeReportReplyShare1

    JP80

    8:20 PM PDT [Edited]

    What I would like WaPo to do a story on a.) the research base that suggested that these approaches work better, b.) whether there is an expert consensus on these methods based on scientific evidence, and later… c.) whether the kids actually are doing better – statistically.

    Asking parents if the new curriculum is good is like asking parents if vaccination works. It is not something they have the data or methods to answer. But hey, bashing common core is fashionable these days.

    Ignore UserLikeReportReplyShare1

    hoos3014

    9:28 PM PDT

    The research base is the fact that the countries that have been using these methods have been kicking our tail in int’l tests for the past 30 years.

    Ignore UserLikeReportReply1

    mil12

    8:18 PM PDT

    News, people—the “area model” was taught in the 1950s and 60s before “new math” took over and parents looked lost then, too.

    I got taught several ways as I attended 14 schools K-12 (lucky me).

    I know how to do “procedures,” but I also know how to look at a set of numbers and just “come close.” I also can do figures faster in my head than my kids could do on their calculators—that was straight memory and some nifty tricks. In high math, concepts weren’t difficult as long as we were shown why we were look that the numbers. Math isn’t my “thing” but I can do it…but I married an engineer and have a mathmatican and an artist for children. (never believe numbers aren’t important to an artist)—oh, and the artist can look at a two dimensional plan of a three dimensional object and build the object in three dimensions, correctly. I mention this because math is everywhere and in everything. Common Core’s goal is noble but it isn’t the right approach for everyone, nor does attempt to show the use of numbers and concepts clearly.

    Ignore UserLikeReportReplyShare

    standard_guy

    8:14 PM PDT

    This is so incredibly stupid.

    liberals defile everything they touch

    Ignore UserLikeReportReplyShare

    scsmits

    8:18 PM PDT

    This has nothing to do with “liberals.” And let me remind you that when President George W. Bush left office the U.S. Was losing 600,000 jobs per month. That’s one way to see defilement.

    Ignore UserLikeReportReply

    JP80

    7:44 PM PDT

    For all those who are criticizing the new methods, please understand that the way you learnt math was hardly good. You are just used to the methods you learnt. Mathemetician Paul Lockhart wrote a beautiful essay on how messed up the old systems were.

    http://www.maa.org/external_archive/devlin/Lockhar

    Math, as taught to children should be about understanding the wonder of numbers, rather than procedures to get answers. We have computers now and any serious math problem is better handled on them, rather than by the manual method. Getting the answer quickly, with a pencil, is not what math education is about.

    I have no idea whether this particular attempt in Common Core reaches the teaching goals, but the older methods are hardly defensible.

    Ignore UserLikeReportReplyShare2

    injoypaprs

    7:39 PM PDT

    WOW! An 8 1/2 minute video to show how to solve ONE simple multiplication problem. At that rate it will take these kids a few weeks (or maybe months) to do the test. I can’t imagine how a really smart student can survive these standards. My stepson entered Duke at 16 and graduated in 3 years with a double major in electrical engineering and computer science. There is no way he could (or should have) had to explain this ridiculous way to solve a problem.

    Math is an absolute-it’s either right or it’s wrong. Some children may find this helpful, but there are lots of students who would find this a waste of time!

    Ignore UserLikeReportReplyShare5

    theoldmajor

    7:45 PM PDT

    No doubt that children with great aptitude for math will be bored.

    They were probably bored before. However, most children are not so gifted and may well benefit from the explanation of the concept behind what they are required to do.

    Ignore UserLikeReportReply1

    first_american

    8:52 PM PDT

    The next time you see your stepson, ask him to explain the method to you and why it’s useful to understand it.

    Ignore UserLikeReportReply

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