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Reply to "real old exercise book"

Baseman posted:
Stormborn posted:
Iguana posted:
Stormborn posted:

Were they rhetorical? Even nostalgically the answer is the same...easy peasy to do. the rest is you simply needing to shore up a bruised ego. Your regard for me is incidental . Matters not. 

Fool, of course they were rhethorical! I see your problem. You have no freaking clue what we're talking about at the back of the exercise book. I bet you never even saw one.

It wasn't just multiplication tables. There were tables of weights and measures such as
5280 feet equals 1 mile
1760 yards in a mile
a furlong being an eighth of a mile etc.

The above were tables you MEMORIZED. Not math problems to be worked out, hence "easy peasy to do" is irrelevant. That's why Cain doesn't have to "know the math" to come up with the answers, they were there on the book,simply to be MEMORIZED and regurgitated to the teacher when asked, you FOOL! You dont' know what the fck you're talking about, AGAIN!

Tables are math fundamentals...to be "worked" out to have meaning. The reason kids find them difficult is they are taught to memorize them not understand the math behind it. You can teach them the tricks of learning them but the tricks are grounded in the rules of mathematics. 

I have seen the books and may even have a few in my house since my mom kept all our work books. I even saw the brown paper bag ones Forbes sent out as replacement! You are the one who does not know what you are talking about since you are making presumptions as to what I have seen or not. 

Guyana used the foot-pound system until 72 when I was in school then they changed to metric. Much of our early physics books used the former system and we knew both since we saw the transition of the the physics and chemistry books from one to the other. You are the one who rests your laurels on tables on exercise books. I happen to experience both systems

 

Tables memorizing helps to expedite simple tasks quickly on an exam and leave time to work on more complex problems!

Mere memorizing without knowing what is being memorized  makes for dunces. The child has to understand identity of numbers, additive and distributive properties and then the tables make sense and has more value than for small number calculations. Then maybe you teach the tricks....ie it is easier to multiply large numbers mentally from left to right or add them etc rather than the other way as is usually the strategy.

FM
Last edited by Former Member
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