Glennalicious

Eeeeeewww! Lattice multiplication?

Where's my TI-85?

So do you like Everyday Mathematics? Seems like a lot of work...no? I'm not wiz at long division but it somehow seems more straight forward to me, but that could because of what I was taught.

Which do you teach?

But... 67.5 isn't the answer - you still have a remainder. Don't you still take it out until you have a complete answer (or an obvious repeating pattern?)

I'm so glad I'm not in fifth grade anymore...huh? didn't that take twice as long as long division?

I'd write something witty but that second method for division made my head explode.

My calculator gives me an answer much more quickly. ;)

*rummaging for his abacus*

Long division was the first thing that ever made me cry in school. This video made me cry too.

This is summer time, you're not supposed to be doing this to us!! Math? what math? It's raining outside. I'm going to go catch some bugs. --Me 20 years ago, and maybe a little bit now.

I'll stick with my HP48X calculator for the division.

:-)

Um...huh?

Long division didn't make me cry, but that f*cking b*tch Mrs. Galvin who screamed at me while I was doing long division at the blackboard made me cry.

That scared me! I THOUGHT I was smarter than a 5th grader. ...turns out, I'm not.

I don't see how it's more advantageous to encourage a student to guess at numbers and wittle down the remainder, than it is to have them to take that little extra time to go straight to finding the largest 10's place, then 1's place, then 1/10's etc...

If the student takes that extra moment of thought to come to the conclusion that there are 60 82's in 5536 (without using Lattice Multiplications and Trade First algorithms), how is that any different (or easier?) than concluding that there are 6 82's in 553?

If they don't want students to understand the math, then just teach them to push buttons and use a calculator - will save everyone a lot of headache.

OMG I hope this wasn't some sort of promotional video for "Everyday Mathematics" because regular long-division came out much more straight-forward in my opinion. (lattice multiplication!?!) Even the music seemed to get spookier for the 2nd method.

In the end, the tip-off is the amount of blackboard space used: long division uses less.

btw, nice of them to ignore the remainder both times.

And what is this "lattice multiplication" thing anyway? It would never have worked when I was in school - it was hard enough to scrape the numbers on the cave wall with a rock, trying to scrape those diagonal lines would have been hell!