That's just a visual representation of this exact same process,Jack has substracted the three 100 as well as the 6 units, but forgotten the 10 block, which led to a problem as he then confused the unit blocks for 10 blocks.
They should just be substracting 100 three times, then substracting 10 one time, then one 6 times. It's very slow, but for the aesthetics of it it works.
And I'd never seen it represented like this, but why not, it's kinda fun.
I get confused at ppl too - when the method is explained, it almost always makes a reasonable amount of sense and is just one of the things I’ve been doing as “head math” all along. The problem is usually just a shitty worksheet, and trust me, there were shitty worksheets in the Before Times too.
Yes indeed, I think this representation just explicitates what happens in our minds when we substract stuff. It looks weird when we see it in the open, but it's actually not that foreign.
THIS... IS MODERN MATH? How T.F. impossible that my 30+ year old method superior to thus bunk? Weren't they supposed to make stuff easier? OMG, youz guyz, this is it... this is the linchpin of why society is so screwed up. They think, if you make it MORE complicated, it won't be better, but people won't notice when you cheat because they don't understand it either.
This whole argument drives me crazy. It's about developing number sense early on rather than rote memorization of facts. I have had students whose parents had them memorize their multiplication tables early on but had no idea what it actually meant. They couldn't apply what they knew at all. However, when you ask kids to use a number line or break apart, they are developing a richer understanding of how numbers work so that they can use repeated reasoning later on. And we do teach standard algorithm still, but only after students develop an understanding of what it means.
Also, this parent is ridiculous. Why would you look at those hops on the number line and think that even though there is a clear difference between the sizes, their value must be the same? The smaller hops very obviously represent subtracting 1 and Jack forgot to include his tens place when subtracting. A 6 year old could easily see this.
To their defense, they didn't think the value was the same, they were just unable to make the link between the fact that there were 6 smaller hoops and the digit 6 in 316... That requires a higher degree in engineering.
Y’know, this didn’t really hit me at first, but they’re complaining… about… a number line. That’s not even a modern *thing.* I didn’t even know it was a common core thing now. That’s stuff my Mom put on my worksheets when I was, what, four?
They should just be substracting 100 three times, then substracting 10 one time, then one 6 times. It's very slow, but for the aesthetics of it it works.
And I'd never seen it represented like this, but why not, it's kinda fun.
It was hell. It killed my passion for school.