@ Stoneface, haha ok, I guess there's more differences between americans than I know of. I've only lived in texas and california

That's ok. I won't hold living in California against you. Everyone makes mistakes.<vbg> Texas is ok though. As I mentioned before, my brain is wired differently than most. I've never quit asking 'why' which drove mh Dad nuts! He had the patience of Job.

I liked Austin enough while it was spring, but come summer it was hot like hell and I couldn't wait to leave. the natives seemed to feel OK though. california weather is much better asking why is usually a good thing

That's why I wish you were a particle physicist. Would like a sit down over coffee to bave all my questions answered. Almost have the question composed on neutrons so it might sense to you.

@ Stoneface, haha ok, I guess there's more differences between americans than I know of. I've only lived in texas and california

That's ok. I won't hold living in California against you. Everyone makes mistakes.<vbg> Texas is ok though. As I mentioned before, my brain is wired differently than most. I've never quit asking 'why' which drove mh Dad nuts! He had the patience of Job.

I liked Austin enough while it was spring, but come summer it was hot like hell and I couldn't wait to leave. the natives seemed to feel OK though. california weather is much better asking why is usually a good thing

That's why I wish you were a particle physicist. Would like a sit down over coffee to bave all my questions answered. Almost have the question composed on neutrons so it might sense to you.

I took one mandatory course in particle physics. I remember neutrons and protons are made of 3 quarks each. each quark has a charge of either 2/3 or 1/3 (+ or - depending), they are up down strange charm top and bottom, and have a color. I thought it was so much fun to learn. I think protons and neutrons are made of up and down quarks only. and you add the fractional charges to either add up to zero (neutron) or 1 (protons).

you should buy or download some textbooks or just read wikis : )

@ Stoneface, haha ok, I guess there's more differences between americans than I know of. I've only lived in texas and california

That's ok. I won't hold living in California against you. Everyone makes mistakes.<vbg> Texas is ok though. As I mentioned before, my brain is wired differently than most. I've never quit asking 'why' which drove mh Dad nuts! He had the patience of Job.

I liked Austin enough while it was spring, but come summer it was hot like hell and I couldn't wait to leave. the natives seemed to feel OK though. california weather is much better asking why is usually a good thing

That's why I wish you were a particle physicist. Would like a sit down over coffee to bave all my questions answered. Almost have the question composed on neutrons so it might sense to you.

I took one mandatory course in particle physics. I remember neutrons and protons are made of 3 quarks each. each quark has a charge of either 2/3 or 1/3 (+ or - depending), they are up down strange charm top and bottom, and have a color. I thought it was so much fun to learn. I think protons and neutrons are made of up and down quarks only. and you add the fractional charges to either add up to zero (neutron) or 1 (protons). you should buy or download some textbooks or just read wikis : )

Too old to go back to school but the questions I have probably aren't answered in text books and the results of web searches either display millions of returns or the few papers I've looked at are beyond my comprehension. Relatively simple questions, at least to me, that shouldn't take three semesters worth of grad school to understand. Maybe I should make the questions my bucket list?

BTW,the neutron question doesn't have anything to do with quarks, gluons or other strange stuff. Just you everyday, run of the mill, chargeless lump of neutron stuff.

well at least my thread is not mandatory reading, unlike common core (which I wish was obliterated from the face of the earth).

It's fairly obvious educational standards would bother you.

is "it's" the common core spelling? write it add ', then add s , remove ' ? sorry I only learnt english in my 2nd rate italian schools.

"It's" is a contraction for it is or it has.

If you are going to complain about grammar, at least have a valid complaint.

Common Core is an education set of standards. It has literally nothing to do with the newer types of math instruction methods that people get bent out of shape about. Those instruction methods, like Math Talk have their own benefits, and they do support common core in so much as any current instruction material would. Complaining about "Common Core Math" just illustrates you have no idea what Common Core actually is.

Your entire thread is trying to be math based, but starts off with dramatically wrong math.

well at least my thread is not mandatory reading, unlike common core (which I wish was obliterated from the face of the earth).

It's fairly obvious educational standards would bother you.

is "it's" the common core spelling? write it add ', then add s , remove ' ? sorry I only learnt english in my 2nd rate italian schools.

"It's" is a contraction for it is or it has.If you are going to complain about grammar, at least have a valid complaint.Common Core is an education set of standards. It has literally nothing to do with the newer types of math instruction methods that people get bent out of shape about. Those instruction methods, like Math Talk have their own benefits, and they do support common core in so much as any current instruction material would. Complaining about "Common Core Math" just illustrates you have no idea what Common Core actually is.Your entire thread is trying to be math based, but starts off with dramatically wrong math.

Regarding the math that sommon core teaches, why is one of these answers wrong; 5*5*5 =15 and 3*3*3*3*3=15. A friend's granddaughter was doing some very bizarre math and I was looking over some of her past work. It looked like nothing I had at the same level. Very strange indeed and not very intuitive.

Shoulda done it for green dice. I'm done listening to green dice whiners.

well at least my thread is not mandatory reading, unlike common core (which I wish was obliterated from the face of the earth).

It's fairly obvious educational standards would bother you.

is "it's" the common core spelling? write it add ', then add s , remove ' ? sorry I only learnt english in my 2nd rate italian schools.

"It's" is a contraction for it is or it has.If you are going to complain about grammar, at least have a valid complaint.Common Core is an education set of standards. It has literally nothing to do with the newer types of math instruction methods that people get bent out of shape about. Those instruction methods, like Math Talk have their own benefits, and they do support common core in so much as any current instruction material would. Complaining about "Common Core Math" just illustrates you have no idea what Common Core actually is.Your entire thread is trying to be math based, but starts off with dramatically wrong math.

Regarding the math that sommon core teaches, why is one of these answers wrong; 5*5*5 =15 and 3*3*3*3*3=15. A friend's granddaughter was doing some very bizarre math and I was looking over some of her past work. It looked like nothing I had at the same level. Very strange indeed and not very intuitive.

I think that they think that going against the commutative property of multiplication better prepares kids to multiply arrays or matrixes later on, for which multiplication is not commutative, or some stupid reason like that. the problem is that multiplication between decimal numbers is always commutative, since matrixes are not numbers but groups of numbers, but go figure. once administratium accumulates in one's brain it's hard to remove it.

Chance of 2 damage with autocorrector autoblaster: 100%

Untrue. If you roll, you may end up with a damage and a crit or two crits, and the crits may cause additional damage.

Cancel that ****; add two hit results

One

Hundred

Percent

Yes! I made it through the thread! What I learned is just keep rolling dice and it'll all work out in the 'end'.

Regarding the math that sommon core teaches, why is one of these answers wrong; 5*5*5 =15 and 3*3*3*3*3=15. A friend's granddaughter was doing some very bizarre math and I was looking over some of her past work. It looked like nothing I had at the same level. Very strange indeed and not very intuitive.

That's NOT Common Core. Common Core is simply a set of standards like :

CCSS.MATH.CONTENT.3.OA.A.1 (3rd Grade)

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

You are taking issue with some math instruction method you are not familiar with and trying to blame Common Core. Neither of those equations you posted are anything like correct. 5*5*5 = 5^3=125, 3*3*3*3*3 = 3^5 = 243. I ca do those in my head because of years of practice. Instruction methods like Math Talk are designed to help kids that learn with different approaches learn math. The "traditional" method is simple rote memorization, which works for some people, but not the majority. Alternative instruction methods are designed to allow kids to conceptualize math at many levels, not just tie into one way of thinking of it. Your real question is why are you unfamiliar with current instruction methods? Because education has improved, it just makes it hard to help kids with their homework.

edit turns out I can't even do some of that in my head without my morning tea)

Chance of 2 damage with autocorrector autoblaster: 100%

Untrue. If you roll, you may end up with a damage and a crit or two crits, and the crits may cause additional damage.

Cancel that ****; add two hit results

One

Hundred

Percent

Unless Omega Leader

well, you can still cancel your results for 100% chance at 0 damage

:CCSS.MATH.CONTENT.3.OA.A.1 (3rd Grade)Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

That does vaguely bother me since it can also be 7 groups of 5 objects each, but I am a programmer with 0 training in education so I'll just assume the experts aren't stupid.

Regarding the math that sommon core teaches, why is one of these answers wrong; 5*5*5 =15 and 3*3*3*3*3=15. A friend's granddaughter was doing some very bizarre math and I was looking over some of her past work. It looked like nothing I had at the same level. Very strange indeed and not very intuitive.

That's NOT Common Core. Common Core is simply a set of standards like :

CCSS.MATH.CONTENT.3.OA.A.1 (3rd Grade)

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

You are taking issue with some math instruction method you are not familiar with and trying to blame Common Core. Neither of those equations you posted are anything like correct. 5*5*5 = 5^3=125, 3*3*3*3*3 = 3^5 = 243. I ca do those in my head because of years of practice. Instruction methods like Math Talk are designed to help kids that learn with different approaches learn math. The "traditional" method is simple rote memorization, which works for some people, but not the majority. Alternative instruction methods are designed to allow kids to conceptualize math at many levels, not just tie into one way of thinking of it. Your real question is why are you unfamiliar with current instruction methods? Because education has improved, it just makes it hard to help kids with their homework.

edit turns out I can't even do some of that in my head without my morning tea)

Basically what I was going to say. Both equations are wrong. Unless you meant to put '+' signs where you put '*' signs....

The new instruction methods are also only hard to understand if you don't actually understand math to begin with. Not saying they are all useful in my opinion, but they do get you to the same place.

yes his notation was wrong but he was obviously quoting from memory the infamous common core problem where the teacher said 3+3+3+3+3 was not the same as 5+5+5

http://www.businessinsider.com/common-core-multiplication-quiz-2015-10

But the issue isn't with common core itself, the issue was with the teacher in that case.

I went and read the link you posted, and it's clear the real problem there was a bad teacher. One who apparently compared the answer to the book and marked it wrong without actually bothering to think about or even read the answer the student provided.

But the issue isn't with common core itself, the issue was with the teacher in that case.

Isn't it fun when people don't actually read the links they provide? There's literally a heading in the article that says, in large bold letters, "This is NOT a Common Core standard."

Regarding the math that sommon core teaches, why is one of these answers wrong; 5*5*5 =15 and 3*3*3*3*3=15. A friend's granddaughter was doing some very bizarre math and I was looking over some of her past work. It looked like nothing I had at the same level. Very strange indeed and not very intuitive.

That's NOT Common Core. Common Core is simply a set of standards like :CCSS.MATH.CONTENT.3.OA.A.1 (3rd Grade)Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.You are taking issue with some math instruction method you are not familiar with and trying to blame Common Core. Neither of those equations you posted are anything like correct. 5*5*5 = 5^3=125, 3*3*3*3*3 = 3^5 = 243. I ca do those in my head because of years of practice. Instruction methods like Math Talk are designed to help kids that learn with different approaches learn math. The "traditional" method is simple rote memorization, which works for some people, but not the majority. Alternative instruction methods are designed to allow kids to conceptualize math at many levels, not just tie into one way of thinking of it. Your real question is why are you unfamiliar with current instruction methods? Because education has improved, it just makes it hard to help kids with their homework.edit turns out I can't even do some of that in my head without my morning tea)

You can't handle it w/o morning tea and I can't do it after 10pm even with coffee! I should've crashed long before 1am. Lol

There's literally a heading in the article that says, in large bold letters, "This is NOT a Common Core standard."

Well to be fair, headlines can be deceiving. I'm also sure that the story in that article has been used to show what's wrong with common core.

But in this case at least it's clear from the story, common core isn't really a factor in what happened. The only impact I suppose that it could of had is the material being used was approved under the common core system. Even then the material wasn't the issue, it was the teacher.

:CCSS.MATH.CONTENT.3.OA.A.1 (3rd Grade)Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

That does vaguely bother me since it can also be 7 groups of 5 objects each, but I am a programmer with 0 training in education so I'll just assume the experts aren't stupid.

when it comes to education, that's a dangerous assumption to make. a PhD in education is not the same as a PhD in physics, though the other week I know of this teacher adamantly insisting to her students that all PhDs are the same and there's no difference (of course her PhD is in psycology).

now I'm not saying that there aren't people with a PhD in education who are real experts and as smart as somebody with a PhD in physics...

do you guys work at the DMV or something where administratium is at toxic levels? my link explained what event he was referring to, and why it was termed as common core, because that's how the story was widely circulated.

Regarding the math that sommon core teaches, why is one of these answers wrong; 5*5*5 =15 and 3*3*3*3*3=15. A friend's granddaughter was doing some very bizarre math and I was looking over some of her past work. It looked like nothing I had at the same level. Very strange indeed and not very intuitive.

Here I was thinking about something similar when asked what the answer to 3 x 5 was or maybe it was 5 x 3. Now you might think that 5+5+5 could be right but apparently the "correct" process was instead to go 3+3+3+3+3 although everything eventually yields the same 15 as an answer.

Regarding the math that sommon core teaches, why is one of these answers wrong; 5*5*5 =15 and 3*3*3*3*3=15. A friend's granddaughter was doing some very bizarre math and I was looking over some of her past work. It looked like nothing I had at the same level. Very strange indeed and not very intuitive.

Here I was thinking about something similar when asked what the answer to 3 x 5 was or maybe it was 5 x 3. Now you might think that 5+5+5 could be right but apparently the "correct" process was instead to go 3+3+3+3+3 although everything eventually yields the same 15 as an answer.

That's what I was trying to get across but it was late, or too early depending, and I effed up. I really do need to shut down at 10pm to avoid these mistakes.

I guess the old notion that (a*b) = (b*a) or that (A + B) = (B + A) must not be getting taught anymore. Either that or maybe it's just not right anymore although it has always worked for me.

Back on the topic of probability a lot of people seem to have trouble with things especially as you start going beyond the simples of things. A coin, or attack die, had a 50:50 chance at landing on the desired reading. Some like to take that has meaning that if you roll twice your "desired result that comes up half the time" will show up. The thing is we should all know that isn't true.

If I accept that when you roll 4 dice you have a 6% chance of rolling all "good" results and a 6% chance of rolling all bad results (the true results are 1/16 for either outcome) then your odds of NOT seeing a given one of these at least once is (15/16)^10 or about 52%.

when it comes to education, that's a dangerous assumption to make. a PhD in education is not the same as a PhD in physics, though the other week I know of this teacher adamantly insisting to her students that all PhDs are the same and there's no difference (of course her PhD is in psycology).

now I'm not saying that there aren't people with a PhD in education who are real experts and as smart as somebody with a PhD in physics...

Protip: if you feel the need to frequently mention your own intelligence and credentials, that's probably a clue that you are not accurately self-assessing. Smart people don't usually need to tell people that they're smart.

when it comes to education, that's a dangerous assumption to make. a PhD in education is not the same as a PhD in physics, though the other week I know of this teacher adamantly insisting to her students that all PhDs are the same and there's no difference (of course her PhD is in psycology).

now I'm not saying that there aren't people with a PhD in education who are real experts and as smart as somebody with a PhD in physics...

Protip: if you feel the need to frequently mention your own intelligence and credentials, that's probably a clue that you are not accurately self-assessing. Smart people don't usually need to tell people that they're smart.

That could be true but it is equally true that not all degrees are created equal in any real sense.

Sometime the various "levels" in education are just there to serve as barriers to entry yet at other times they actually DO refer to people with a much better understanding of some topic. Just cutting things down to your basic bachelor's degree I hope people don't think they are all created the same. How much does an artist really benefit from a degree in art compared to someone who gets a degree in engineering? I've heard of at least one university that is/has talked about raising the cost for that engineering degree because it means a lot more than that BA from the same university.

There's no question that education is important but at least here in the USA I believe we are losing sight of where education is important and what types of education are needed. Not everything needs a degree and that can even include some technical fields; even more importantly the amount of $$ spent getting a degree usually doesn't relate to the quality of the education.

I'll say this topic has sure gone off course.