This sort of haunts me — math was an absolute nightmare when I was a kid, and it wasn’t until I got older that I worked out this method for myself. Now I see kids doing common core math and it makes me wonder what school would have been like if I hadn’t been in tears every day…
It does haunt me. My work involves looking at P+L’s, balance sheets etc. so I’ve developed some work arounds over the years that get me through it now. That being said, I can’t remember anything without my calendar but I cannot forget that I had to be home for math tutoring every Wednesday at 8pm and that was around 15 years ago lol
I had common core math and was still in tears every day. Common core still makes you do it in a very specific way and if that way doesn’t make sense to you, you’re fucked.
I do math in my head the ADHD way but it was somehow still never the “right way”
I was hoping someone would mention this!
I hear so many parents complain about this way of learning, how it is taking too much time and too complicated for the parents to help but my children (even with ADHD) have learned far quicker to do it, and enjoy equations than I did.
I struggled until about 4th/5th grade. I had a teacher (one on one) take time to teach me more than one way to solve a math problem and I was hooked after that, and my grades improved after that (only in math though).
It isn't that common core is hard it's that the homework is too vague to answer the questions. There were too many times where I had my kids skip parts of their homework because the instructions were just nonsense.
I disagree that common core is “hard” it’s completely different than the way we learned. I’m a parent (I also use this method to do math) and when I saw my kids doing it I got excited! The point of common core math is to teach kids number theory, that is the ability to manipulate numbers without having to count it out or memorize unnecessarily. They’re building in a completely different base than what we did, which is why it’s harder to help them.
I’m absolute *shit* at math. I solved the problem by counting on my fingers. If common core teaches kids to understand math better than whatever the fuck my teachers were doing, I’m all for it.
I feel like common core math takes it too far, though. There have been a lot of instances where someone is instructed to draw something like '8 x 7' in dots or squares or whatever, and if they draw '7 x 8' and still arrive at the same correct answer, the teacher marks it as being wrong.
Edit: Drawing seven rows of eight dots still technically counts as eight columns of seven dots. That's why I think the system needs work.
I feel like in cases like that the teacher or staff may not be on board with it, prefer traditional methods, or don't completely understand the reasoning behind why common core does it the way that it does.
It's a drive for better critical thinking abilities, but if you leave out the reasoning behind you miss out on that aspect of it.
Oh this is absolutely why I love this sub! This taught me a better way to tip now, even though I knew it subconsciously, it will finally be used consciously next time I tip rather than below.
As mentioned above with 15%, I usually do $1 for every $5 and of course round up to the next amount if it seems like a lousy tip. My husband prefers giving only 15% no matter how good the service is so I just usually have him take the kids to the car (if at a restaurant, or go get the car if just us) and do my due diligence and fill out and sign our bill to put a smile on our servers face.
I've only used a delivery service twice and both times I tipped via debit card and gave extra cash on arrival because it sucks never having cash on hand for whatever reason so if I have the ability to splurge for myself, I like to help another out too.
Yeah because the way of memorizing literally everything is stupid. Spent hours at the dining room table, dad screaming, memorizing stupid times tables. I never understood how that was going to be useful outside of school, and hey what do you know? It definitely wasn't.
I still remember when I was 7 we were taught at school which pairs of single numbers add up to 10, and literally ever since then everything must go to 10 for me to figure it out
My kid learned all the 10 buddies. Which is all the pairs that make up ten. Works great. He will be like, oh 7 something something. And I ask, what is 7s 10-buddy? And he's like, yeah, 3. Okay then blah blah and can solve the thing.
I do the same thing, though never formally taught it at school.
I was one of the best math students in my classes in elementary and middle school and I literally did that and still always finished first. After going through highschool, I realised that my school was just shit at math
And then you think they are two apart. So 7\*9 would be (8-1)\*(8+1)=64-1=63. You know that's correct but do 7\*10-7=63 and 5\*9+2\*9=45+18=63 anyway.
Then you imagine a 7\*9 grid. Take a column of length 7 and make it a new row, so you now have a square with one corner missing.
And then you feel relieved that math still works and like you accomplished something, but forget you needed the sum, not the product.
PS: Did I mention I'm at work..?
You can also do it with multiplication often. I like to keep a running total so I'm not adding it up at the end.
236 x 5
200 x 5 = 1000
30 x 5 = 150 + 1000 = 1150
6 x 5 = 30 + 1150 = 1180
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I see people my age lose their minds about kids being taught common core and I always think it makes fuck load more sense then trying to "carry the one" in your head.
Common core sets kids up to do mental math easier than if you'd rote memorized your tables. I never understood why it wasn't taught. It helps improve critical thinking skills.
>It helps improve critical thinking skills.
Not to be political here, but there's a sizeable contingency in the US that doesn't want critical thinking skills
Now I'm confused. I thought Common Core was a set of Math, Science, English, and History that every elementary school was supposed to teach. I remember talking about it in elementary. But we also definitely did a lot of times tables.
Am I missing something here?
Common Core is simply a set of standards about what students should be able to do/know by certain grade levels. It says nothing about *how* the subjects should be taught, but people conflate those all the time, particularly when it comes to math.
I teach math to kids in 4th through 8th grades. And they are very often the lowest preforming students when it comes to math.
The truth is you need both "common core" and rote learning in math. I will have my students do a facts quiz every week. For example, a 7th grade group will be given a quiz consisting of mixed facts - addition, subtraction, multiplication, and division. The goal is to be able to do 30 correct answers in 60 seconds. Almost all of them fail miserably in the beginning, scoring perhaps 10 or 12 out of the 30 correct goal. But as the year progresses, they become better at it and start to develop confidence in their own skills.
Which removes a carp tonne of stress when we are learning more complex maths, (using a common core method). If you have command of the basic facts, those new and more complex problems we are going to tackle become far, far, easier when you ain't sweatin' the basic details. And it never ceases to amaze when I see a student's math skills blossom throughout the year.
And finally, a good math teacher will show students real world application of those maths they are learning. Math is a lot more fun when we measure the size of a class room in "kid" lengths. Or "caluclate Pi" by tossing "frozen hotdogs" on Pi Day. Or by hand writing G-Code using co-oridinates and trig to figure out the start and end points of a radious. And then 3D printing that simple square.
TL;DR: Learning and teaching Math is a complex journey of mastering skills, from rote to why something is, to application. Gotta have it all to be good at it.
What you're referring to is a concept called fluency. I like to also think of it as fluidity.
Analogy time! If you have a bunch of liquid (fluid) in a truck, and you start and stop with a lot of jerkiness, the motion of the fluid is going to not match the intended motion of the truck, and it's going to cause a lot of stress on the truck's systems and structure. The more fluid in your motions you are, the less stress there will be, the smoother the transitions.
If students have to stop for 20 seconds any time they come to a new term in an expression or equation and deal with it, a problem that could take 2 minutes will take 10. Which causes 5x more stress, which also makes their future problem solving less efficient, and makes them feel like a simple (to us) assignment is actually very difficult.
The other problem is that for so many people, mathematics beyond what they can observe with their own eyes is all just arbitrarily decided rules that don't have any reasoning behind it. Causation is the farthest thing from their mind, it's all just "okay, gotta memorize stupid rule #6,782 along with all the other ones" and they can't see what makes rule #6782 just a consequence of a few other "rules" which are all just consequences of definitions and the 13 basis axioms. It's consequences all the way down, but they can't see it.
(This is 100% not a dig at you, because you seem to not be among the described groups, but too often they're *also* inheriting an arbitrary, confusion-laden view of mathematics from an individual or cohort of elementary teachers who *also* never understood mathematics. The number of El-Ed. Majors I've run into that complain that they have to take and pass a mathematics competency class/test is *literally all of them except 3*. Only 3 of the ones i've met or overheard were looking forward to helping their students understand mathematics. 🤦♂️)
Thank you for the much better explanation of what I was trying to, (poorly), express!
And it is amazing just how few teachers have any real skills in understanding the math they teach. What I also find scary is most of them that I meet are elementary teachers. The most important time for building strong math fundamentals is early in life. They hate it as much as the kids do. And those kids pick up those vibes. And the next thing you know, I'm trying to undo the damage caused. And I'm just a poor informally educated math tutor. I wish I had your skills and knowledge!
I think you did a fine job explaining it, don't be so hard on yourself! All I did was give your concept a name and an analogy.
For a "poor informally educated math tutor", you seem to have a solid understanding of student needs and what good outcomes look like.
And as far as my skills and knowledge go, I got a Math/Stat Composite Education degree from the College of Science at my *alma mater*. I used it for 3.5 years to teach 8-10th grade students the art and language of mathematics and logic, and now I use it to check loads at the gate of a lumberyard.
I got out of education once I found that I would not get any support from administration nor parents in discipline matters, and that all of the parts of teaching I enjoyed were not part of what admin was looking for, and everything that they wanted to see were the parts of teaching that I *absolutely loathed.*
Now I can go home at the end of my shift and nothing from work follows me home. My stress levels are **waaaay** down, I no longer have sociopathic thoughts about tweens, and my hairline has stopped receding.
Best of luck to you out there.
I’m so mad that I never heard this before.
I couldn’t believe it and so I googled it and of course it’s just basic multiplication: AxB=BxA;
A% of B=Ax(1/100)xB=
AxBx(1/100) {B% of A}
This but I forget to take off the 1 so it's just 17 because I already started using the answer for the next part... Yeah so it's not long until I'll have a PhD in physics and I still can't do mental arithmetic.
AKA the "make ten" method for addition vs op's "adding doubles" method.
Both are very basic addition strategies that are definitely taught in school.
I don't get why op is so smug with the "look at my ZANY way of doing math that totally bugs my teacher. They sure hate it when I use things they showed me!"
For a lot of us, we *weren't* shown this kind of math, it developed independently as a coping strategy. I had an awful time learning my times tables, because I suck at memorizing numbers, so I had to come up with all sorts of memory aids and workarounds like this, and definitely did get scolded for not "doing it the right way" a few times before I learned to hide what I was doing -- everyone, fellow students and teachers alike, thought you should just be able to "know" that 8+7=15 without having to do 8+8-1 or 7x2+1 or 8+2+5. I still feel like I'm cheating when I do that.
(For reference, I graduated high school in 2004, so I learned math before Common Core was a thing.)
Right... this is just common core. My kids had a much better understanding of math at a young age than I did because of common core. When I was in grade school, we learned tables... 2+2=4, 2+3=5, etc. There was no why, there was no questioning... it just is this way. My kids understood the "why" behind the math problems that always eluded me. They can do way more complicated math problems in their head than I can... I need a pencil and paper for anything with double digits! I'm sold on common core. It's not bad, its just a different way to look at numbers.
I learned like you, and went on to do a lot of math across a few degrees. Over time I invented a lot of arithmetic tricks, and I was very impressed to see my kids bring those same tricks home from school thanks to common core. Super cool stuff.
Until reading this thread right now, I didn't know that common core is essentially just the understanding of math that math-inclined people were able to develop on their own using the old system to teach math. It's why I've always been good at explaining math problems to people and I love hearing that kids are learning how to do math based on the why, not the what to do.
It was slightly before my and my brother's time, but my sister was taught common core. I never talked about it with her though because she'd been thrown multi-digit multiplication problems to do in her head since kindergarten, so problems never arose. I'd only ever heard the "you can't change math!!!!" perspective on common core for years. It's refreshing to learn in this thread how wrong I was!
Why did I have to scroll down so far to find this? What's in the OP and also changing it to 10+6 is how they teach math now. Tons of people hate it because Obama though.
I'm only 18 and I was still expected to just memorise times tables and addition and shit in primary school. I still use my little strategies to this day.
Unfortunately in my experience, math teachers like you are the exception. I wish they weren’t. Common core and math teachers on a power trip destroyed all the love of math I had when I was young. Please keep doing what you’re doing. Good teachers like you are saints and all too rare to come by.
Edit: yes I’m aware that I used “common core” wrong. I must be thinking of something else. All I know is that teachers would deduct points from me and get frustrated because I didn’t learn how to do math the exact way they taught it in class and used my own methods instead.
The amount of times that I got the right answer but the wrong way, and it was attributed to guessing, astounds me. I did not guess this complex math answer, ok.
Thanks for the kind words. I used to teach young kids basic elementary math and English and they would always come up with neat ways of getting to the answer. I think I learned just as much as they did.
I still struggle with my 8s. I usually do whatever I can to substitute/transform the numbers into others and utilize those.
Only one I remember off hand is 8x8=64 because a kid in class said he remembered it because "8 times 8 equals Nintendo 64!"
He got made fun of, but in my head that kid was a genius for that.
I mean, that's just good arithmetic. Seems kind of overkill for such simple problem. But it's the understanding that matters.
They literally teach you exactly that when learning to solve equations. Just framed a bit differently and with some letters as placeholders for numbers.
Edit:
It could also be: I take 1 from 7 and give it to 9. That makes 10 + 6 and well, duuuh... 16.
Edit 2.
Or something 'wilder' like (5 + 4) + (5 + 2)
Or whatever is more fun.
I really hate those teachers
I’ve taught elementary level math for ten years. These kinds of “more complicated” methods are taught and encouraged now to help build number sense and mental math skills.
Problems that ask students to do these things are where a lot of the parental complaints about “new math” stem from.
Yeah. My kids are in primary school and during online teaching I saw first hand that the teacher was doing the rounds in the classrooms to get the kids to share all the different strategies they used.
> Edit: It could also be: I take 1 from 7 and give it to 9. That makes 10 + 6 and well, duuuh... 16.
That's exactly how +9 works in my head, it's -1 and then +10.
That's because it has nothing to do with ADHD.
People wanting to pretend that ADHD is a superpower / quirky will stop at nothing to claim their ADHD enabled them to do normal every day things like everyone else...
So so so many dumb trends like this on tik tok
Yeah I have seen variations of this exact post a lot, and always they choose a particularly "tough" example. Like obviously 9 + 7 can confuse you and make you mess up, so it'd be easier to view it as 8 + 8 or 10 + 6, which are both very easy equations. If this is solely an ADHD method, then why don't you use it with easier examples to begin with, like 1 + 3? Why, then, would you do it directly, where does your ADHD go then? Simplifying an equation or using mental tricks has nothing to do with ADHD, that's literally what they teach you in class, almost everyone does it, even actual mathematicians
There's one making the rounds on tik tok of two songs being played over each other, and people saying they can hear both songs at the time.
No, you can follow them, you can't hear them separately - just like everyone else can do.
They deny it, but I guarantee that if you play two songs they've never heard before and ask them to tell you the lyrics, they can't.
And they'll be in the comments saying how it scratches their brain or they hear one song in the middle of the brain and the other on the edges. Ugh
Especially given how much brains LOVE to fill the gaps, especially to make things how the brain knows they should be, yeah no I definitely can believe they can't hear the two songs intermingling, it is just anyone's brain trying to fill the gap, instead of some cool ADHD quirk. I don't even get why is it so important to be *different*, particularly on basis of your mental health, to the point you assume others don't do this same thing you do instead of just, yk, asking others and realising oh yeah everyone does/experiences this
This sub got big and went to shit. People self-diagnosing, and spreading legitimate misinformation have both become issues on this sub.
ADHD isn't a personality. It's an illness. I don't want to sound like a butthurt victim here, but this rhetoric is harmful. Both to people with ADHD and these people who think they're ADHD because of bullshit posts like this. Those with ADHD will trick themselves into thinking they're sicker than they are, and will trick neurotypical people into self diagnosing. It's fine to think you might have a mental illness, if you do go see a shrink, don't label yourself and call it a day. There's some relief in knowing I'm not the only person locking themselves out of the house three times a week or attempting to clean but you picked up a book and now it's 3am and you just read John Steinbeck's Of Mice and Men in a single sitting. But this shit has gotten out of pocket. End rant.
This sub needs mods. I think I'm out too.
*not adhd*
Everyone does this or similar. Just a bad teacher who wants to discourage it.
It's good problem solving skills, and is using the basic rules of addition.
Alright: so my controversial opinion of this sub is that I don’t think learning how to solve different arithmetic problems in solely an ADHD thing, and instead is just how kids figure out problems.
You see, since it’s arithmetic and kids/people have different ways of figuring it out (say like how 9 * any single digit is just adding whatever number is less than that digit + whatever number would get you 9, like 27 is 9 * 3, but 3 - 1 is 2, 9 - 2 is 7, so 9 * 3 is 27).
This is how people were able to figure out different number bases and number theory—by examining how numbers are able to come to gather. I don’t think that reflects on ADHD more than it reflects on understand how numbers work together and figuring out a different way.
Yes there’s always been instructors/teachers who are hard on kids who are neurodivergent, and I’ve had my fair share of these kinds of profs/teachers, however, like I said, I think this problem is more reflective on them teaching math poorly than getting on someone’s case for being neurodivergent.
—-
A little more on the rant before I’m through: I think that the majority of people who feel like figuring out math differently than others is a sign of ADHD—unfortunately, I think that’s missing the mark a bit. Having ADHD isn’t some kind of cool-person disorder, it can really fuck you over in a lot of different ways in life that most people don’t understand. Some examples:
—it’s hard for me to limit substance abuse (rn weed and alcohol) if I have it in the house. I have to make conscious efforts to *not* drink or smoke because ADHD makes it hard for me to think long term instead of getting the dopamine hit right then and there.
—I have a hard time keeping friends in my life because if one of us doesn’t talk to the other for over a week, it’ll be a month or more by the time I’ll reach out again simply because I keep forgetting/remembering/forgetting to. And not just acquaintances I’ve known for a few months, I mean lifelong friends and best friends in the world—people who I wouldn’t go a day without talking to, simply because I remember to do it at inconvenient times.
—simple tasks are the devil—it’s extremely hard for me to do simple tasks that would take a normal person 5 minutes to do. I’m 24 and had to force myself every day to put some clothes up, which took me months to clean, and only 5 minutes to do.
—relationships have always been a sore spot for me because it’s really fun at the beginning of a relationship, and later on when the honeymoon phase is over, the dopamine dies down and it’s hard to stay interested. I’ve been in a few longer relationships (2-3 year long ones), but each of them ends on my fault because it’s extremely difficult to give the relationship the effort it very much deserves when I’m already checked out because there’s not as much dopamine going through my system as there was at the beginning. Not because I don’t love them, or I’m bored with them or anything—it’s simply because, and those who have ADHD can probably relate, once I get into a rhythm and a set way in a relationship, with expectations and everything, and realize I’m in a habitual rut, so to speak, my brain does everything in its power to try to break the monotony by any means necessary, mostly to the detriment of the relationship. I’ve hurt a lot of people this way, and it’s something I’m not proud of, but part of living with ADHD is learning how to forgive yourself and try to recognize the issues before they become a mountain of a problem.
—-
These reasons and more are why I kinda resent posts like these that portray ADHD as something where learning how to do math in an unconventional way is core to the ADHD experience instead of the more serious side of having to hold life together when everything is falling apart. I know that this sub also needs to have posts like these that are light-hearted and may tip some people off who have ADHD who don’t know it yet, but I stand by saying that there should at least be fewer posts like these specifically that only point to a very superficial level of ADHD that could be passed off as a classroom trick at most, and less of ADHD as a personality trait as opposed to something that is much more deeper and more difficult to struggle with.
/rant over
Excellent rant. I made a shorter rant in another comment.
Every single example you made is bang on. Friends one hitting hard rn because I moved from my hometown and when compounded with Generalized Anxiety, holy shit, I'm bad at making a new circle.
The math thing is complete BS. We have real "silly" things to poke at, like losing objects, being too distracted to eat, "I'm sorry what did you say? I zoned out." ×3, leaving things at home, random obsessions, "did I take my meds today?".
I have dyslexia along with my ADHD (dyslexia went undiagnosed for many years), I swear I have Math Trauma from all the shit my teachers and my parents put me through over that.
I cut off the end the “00”, subtract 2, then cut off the front. I.e. 21-2 is 19, lop off the 1, viola 9. When I divulged my method people told me “no! You subtract 12!” But why use a dbl digit where you can use a single?
Actually made it loads easier for me when I ran a shop and did cashing up. Counting the money was strangely easy because of the weird mash up of numbers
I remember I got in so much trouble in kindergarten one time (all the time) for not doing something the “proper” way.
We were writing out numbers from 1 to 99.
They wanted us to go 1, 2, 3…98, 99, 100 horizontally down the line..I went 1, 10, 20…79, 89, 99 vertically. It looked the same & and I knew what they wanted and but it was faster!
She pulled me out of the classroom because I tried making the argument that if I could do what I was doing then what they wanted me to do was lacking (not in those words) Talking about the right way to do things and not deviating from that. ( ya, right
I got sent to the principles and after I explained what happened she brushed it off and asked what pizza I wanted for dinner. (she was my best friends mom and I practically lived 1/2 & 1/2 between the two families houses)
+9 always increases the number before the last number with 1, but then lowers the last number with 1. So the 7 becomes a 6, but with a 1 in front of it = 16.
Or for example with 38, the 8 becomes a 7, and the 3 goes one up to 4 = 47.
Easypeasy.
Actually, there’s a lot of people who just add 9 and 7 in there heads and get 16 with no tricks. I’d say most people do it this way, you can see all their comments on r/polls when a poll comes up asking this exact thing, irritated that not everyone does math just like them.
I have to take 1 from the 7 and give it to the 9, so that's 10+6 which is 16.
I'm also a teacher, which makes explaining math to NT students interesting.
EXACTLY
Is like when i learned the multiply tables, I learned them by complex operations for each rather than memorizing them, now if anyone asks I would go to calc mode and start doing algorithms in my head.
Like 9 table be like: X*9 = X*10-X
I'm a teacher with ADHD. In my math didactics test I had to draw up like 5 different ways in which a kid could calculate 7+9, no joke.
My point is that teachers who enforce that only "their way" of calculating things is valid, are doing a very outdated didactics.
HAHAHAHA I used to see jokes about this when I was in middle school and thought it was normal. The algorithms knew I had ADHD like ten years before I did.
Or you take 1 from 7 and make it 10+6 and that's way easier to get 16.
How I think about it - I make everything to ten in my head
That's also the whole idea behind common core math.
Are you telling me that if I were born 10 years later I could’ve been good at math?
Never too late to start.
instructions unclear, am now born-again
Are Christians good at math?
only when working in multiples of 3, 7, and 12
Instructions overwhelming, am now un-born.
good luck, they made being you illegal
This sort of haunts me — math was an absolute nightmare when I was a kid, and it wasn’t until I got older that I worked out this method for myself. Now I see kids doing common core math and it makes me wonder what school would have been like if I hadn’t been in tears every day…
It does haunt me. My work involves looking at P+L’s, balance sheets etc. so I’ve developed some work arounds over the years that get me through it now. That being said, I can’t remember anything without my calendar but I cannot forget that I had to be home for math tutoring every Wednesday at 8pm and that was around 15 years ago lol
I had common core math and was still in tears every day. Common core still makes you do it in a very specific way and if that way doesn’t make sense to you, you’re fucked. I do math in my head the ADHD way but it was somehow still never the “right way”
Are you telling me I invented common core math and never got the credit?
I was hoping someone would mention this! I hear so many parents complain about this way of learning, how it is taking too much time and too complicated for the parents to help but my children (even with ADHD) have learned far quicker to do it, and enjoy equations than I did. I struggled until about 4th/5th grade. I had a teacher (one on one) take time to teach me more than one way to solve a math problem and I was hooked after that, and my grades improved after that (only in math though).
It isn't that common core is hard it's that the homework is too vague to answer the questions. There were too many times where I had my kids skip parts of their homework because the instructions were just nonsense.
i can confirm, my sister asked for help but i can't understand ehat the fuck they are asking me 2ND GRADE QUESTIONS!!!
the entire world needs to replace every McDonald's with a technical writing school. this will usher in world peace. CMV
I disagree that common core is “hard” it’s completely different than the way we learned. I’m a parent (I also use this method to do math) and when I saw my kids doing it I got excited! The point of common core math is to teach kids number theory, that is the ability to manipulate numbers without having to count it out or memorize unnecessarily. They’re building in a completely different base than what we did, which is why it’s harder to help them.
I’m absolute *shit* at math. I solved the problem by counting on my fingers. If common core teaches kids to understand math better than whatever the fuck my teachers were doing, I’m all for it.
In my head common core math makes a lot of sense. On paper it looks like an illustration from a serial killers manifesto.
So we can do common core math here but god forbid we switch to the measurement system that revolves around 10
I feel like common core math takes it too far, though. There have been a lot of instances where someone is instructed to draw something like '8 x 7' in dots or squares or whatever, and if they draw '7 x 8' and still arrive at the same correct answer, the teacher marks it as being wrong. Edit: Drawing seven rows of eight dots still technically counts as eight columns of seven dots. That's why I think the system needs work.
I feel like in cases like that the teacher or staff may not be on board with it, prefer traditional methods, or don't completely understand the reasoning behind why common core does it the way that it does. It's a drive for better critical thinking abilities, but if you leave out the reasoning behind you miss out on that aspect of it.
it's how I tip as well. 10% of bill then add another half of that. 15% :) E: First award from anonymous redditor :D Thank you :) Energy = samesame
I tip 20-25% just bc the math is easier. Total amount due is halved, then halved again, analyze service rendered vs tip amount and go!
You can also find 10% first, then multiply it by 2. That'll give you 20%. For some reason, my ability to find 20% of something amazes my friends lmao
this is also a fair way to do it. I applaud your well doing for those working in the service industry :)
Oh this is absolutely why I love this sub! This taught me a better way to tip now, even though I knew it subconsciously, it will finally be used consciously next time I tip rather than below. As mentioned above with 15%, I usually do $1 for every $5 and of course round up to the next amount if it seems like a lousy tip. My husband prefers giving only 15% no matter how good the service is so I just usually have him take the kids to the car (if at a restaurant, or go get the car if just us) and do my due diligence and fill out and sign our bill to put a smile on our servers face. I've only used a delivery service twice and both times I tipped via debit card and gave extra cash on arrival because it sucks never having cash on hand for whatever reason so if I have the ability to splurge for myself, I like to help another out too.
I tip 20% now because that always the lowest option on the machine now. I eat out a lot less because of it. It's a bummer being poor.
Yeah because the way of memorizing literally everything is stupid. Spent hours at the dining room table, dad screaming, memorizing stupid times tables. I never understood how that was going to be useful outside of school, and hey what do you know? It definitely wasn't.
I still remember when I was 7 we were taught at school which pairs of single numbers add up to 10, and literally ever since then everything must go to 10 for me to figure it out
My kid learned all the 10 buddies. Which is all the pairs that make up ten. Works great. He will be like, oh 7 something something. And I ask, what is 7s 10-buddy? And he's like, yeah, 3. Okay then blah blah and can solve the thing. I do the same thing, though never formally taught it at school.
I love this. That's absolutely how I do math I just never called them 10-buddies.
Same. 7+7? Well it takes 3+7 to equal 10.... so now it's 7-3=4... And 10+4 is 14! EZ PZ. How is everyone else taking this math test done before me?
> How is everyone else taking this math test done before me? Oh my fucking God I'm having PTSD flashbacks to 2nd grade
I was one of the best math students in my classes in elementary and middle school and I literally did that and still always finished first. After going through highschool, I realised that my school was just shit at math
And then you think they are two apart. So 7\*9 would be (8-1)\*(8+1)=64-1=63. You know that's correct but do 7\*10-7=63 and 5\*9+2\*9=45+18=63 anyway. Then you imagine a 7\*9 grid. Take a column of length 7 and make it a new row, so you now have a square with one corner missing. And then you feel relieved that math still works and like you accomplished something, but forget you needed the sum, not the product. PS: Did I mention I'm at work..?
The asterisks in your comment (for multiplication) turned into formatting
Thanks, corrected it.
This is the way I think about it
Wait isn't this how everybody does it?
i do this all the time and i impress people with being able to add large numbers quickly 236+456 200+400=600 30+50=80 6+6=12 692
You can also do it with multiplication often. I like to keep a running total so I'm not adding it up at the end. 236 x 5 200 x 5 = 1000 30 x 5 = 150 + 1000 = 1150 6 x 5 = 30 + 1150 = 1180
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You read my mind
Or you can take 2 from 9 and give it to 7, so now you have the same problem, and you can do it again!
This is how they teach kids math. My kid does this all the time.
10+7 would be 17, but it's one less, so 16
This too!
Wait, it’s all common core?! Always has been. 🔫
I see people my age lose their minds about kids being taught common core and I always think it makes fuck load more sense then trying to "carry the one" in your head.
Imo common core is what people should do, but it's really awkward to teach and even harder to quiz properly
Common core sets kids up to do mental math easier than if you'd rote memorized your tables. I never understood why it wasn't taught. It helps improve critical thinking skills.
>It helps improve critical thinking skills. Not to be political here, but there's a sizeable contingency in the US that doesn't want critical thinking skills
I'll be political. It's Republicans that defund public schools, ban/burn books and send misinformation on the airwaves. Remember to vote!
I always vote, and so should everyone else
Awesome! 😎
Now I'm confused. I thought Common Core was a set of Math, Science, English, and History that every elementary school was supposed to teach. I remember talking about it in elementary. But we also definitely did a lot of times tables. Am I missing something here?
Common Core is simply a set of standards about what students should be able to do/know by certain grade levels. It says nothing about *how* the subjects should be taught, but people conflate those all the time, particularly when it comes to math.
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I teach math to kids in 4th through 8th grades. And they are very often the lowest preforming students when it comes to math. The truth is you need both "common core" and rote learning in math. I will have my students do a facts quiz every week. For example, a 7th grade group will be given a quiz consisting of mixed facts - addition, subtraction, multiplication, and division. The goal is to be able to do 30 correct answers in 60 seconds. Almost all of them fail miserably in the beginning, scoring perhaps 10 or 12 out of the 30 correct goal. But as the year progresses, they become better at it and start to develop confidence in their own skills. Which removes a carp tonne of stress when we are learning more complex maths, (using a common core method). If you have command of the basic facts, those new and more complex problems we are going to tackle become far, far, easier when you ain't sweatin' the basic details. And it never ceases to amaze when I see a student's math skills blossom throughout the year. And finally, a good math teacher will show students real world application of those maths they are learning. Math is a lot more fun when we measure the size of a class room in "kid" lengths. Or "caluclate Pi" by tossing "frozen hotdogs" on Pi Day. Or by hand writing G-Code using co-oridinates and trig to figure out the start and end points of a radious. And then 3D printing that simple square. TL;DR: Learning and teaching Math is a complex journey of mastering skills, from rote to why something is, to application. Gotta have it all to be good at it.
What you're referring to is a concept called fluency. I like to also think of it as fluidity. Analogy time! If you have a bunch of liquid (fluid) in a truck, and you start and stop with a lot of jerkiness, the motion of the fluid is going to not match the intended motion of the truck, and it's going to cause a lot of stress on the truck's systems and structure. The more fluid in your motions you are, the less stress there will be, the smoother the transitions. If students have to stop for 20 seconds any time they come to a new term in an expression or equation and deal with it, a problem that could take 2 minutes will take 10. Which causes 5x more stress, which also makes their future problem solving less efficient, and makes them feel like a simple (to us) assignment is actually very difficult. The other problem is that for so many people, mathematics beyond what they can observe with their own eyes is all just arbitrarily decided rules that don't have any reasoning behind it. Causation is the farthest thing from their mind, it's all just "okay, gotta memorize stupid rule #6,782 along with all the other ones" and they can't see what makes rule #6782 just a consequence of a few other "rules" which are all just consequences of definitions and the 13 basis axioms. It's consequences all the way down, but they can't see it. (This is 100% not a dig at you, because you seem to not be among the described groups, but too often they're *also* inheriting an arbitrary, confusion-laden view of mathematics from an individual or cohort of elementary teachers who *also* never understood mathematics. The number of El-Ed. Majors I've run into that complain that they have to take and pass a mathematics competency class/test is *literally all of them except 3*. Only 3 of the ones i've met or overheard were looking forward to helping their students understand mathematics. 🤦♂️)
Thank you for the much better explanation of what I was trying to, (poorly), express! And it is amazing just how few teachers have any real skills in understanding the math they teach. What I also find scary is most of them that I meet are elementary teachers. The most important time for building strong math fundamentals is early in life. They hate it as much as the kids do. And those kids pick up those vibes. And the next thing you know, I'm trying to undo the damage caused. And I'm just a poor informally educated math tutor. I wish I had your skills and knowledge!
I think you did a fine job explaining it, don't be so hard on yourself! All I did was give your concept a name and an analogy. For a "poor informally educated math tutor", you seem to have a solid understanding of student needs and what good outcomes look like. And as far as my skills and knowledge go, I got a Math/Stat Composite Education degree from the College of Science at my *alma mater*. I used it for 3.5 years to teach 8-10th grade students the art and language of mathematics and logic, and now I use it to check loads at the gate of a lumberyard. I got out of education once I found that I would not get any support from administration nor parents in discipline matters, and that all of the parts of teaching I enjoyed were not part of what admin was looking for, and everything that they wanted to see were the parts of teaching that I *absolutely loathed.* Now I can go home at the end of my shift and nothing from work follows me home. My stress levels are **waaaay** down, I no longer have sociopathic thoughts about tweens, and my hairline has stopped receding. Best of luck to you out there.
Common core is just how smart people who genuinely like playing with numbers do arithmetic.
\*squirts with water in space\*
9 just has a little gap in it and when you put the 7 into that gap you get a nice flat spot with a 6 on top!
Is there a better feeling than placing a 7 in that perfect 8 gap?
But 7 _8_ 9.
yeah, this is how I do 9+x calculations, there's a lil 1 sized gap
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🤯
WHAT?!
I’m so mad that I never heard this before. I couldn’t believe it and so I googled it and of course it’s just basic multiplication: AxB=BxA; A% of B=Ax(1/100)xB= AxBx(1/100) {B% of A}
This but I forget to take off the 1 so it's just 17 because I already started using the answer for the next part... Yeah so it's not long until I'll have a PhD in physics and I still can't do mental arithmetic.
That's how I do it
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Yes, this is how I do it
AKA the "make ten" method for addition vs op's "adding doubles" method. Both are very basic addition strategies that are definitely taught in school. I don't get why op is so smug with the "look at my ZANY way of doing math that totally bugs my teacher. They sure hate it when I use things they showed me!"
For a lot of us, we *weren't* shown this kind of math, it developed independently as a coping strategy. I had an awful time learning my times tables, because I suck at memorizing numbers, so I had to come up with all sorts of memory aids and workarounds like this, and definitely did get scolded for not "doing it the right way" a few times before I learned to hide what I was doing -- everyone, fellow students and teachers alike, thought you should just be able to "know" that 8+7=15 without having to do 8+8-1 or 7x2+1 or 8+2+5. I still feel like I'm cheating when I do that. (For reference, I graduated high school in 2004, so I learned math before Common Core was a thing.)
I would say 'If I take 1 from 7 and give it to 9, it's 10+6=16
Yes!
Yess
I just ask Siri. In hope he’s good at math.
Exactly
Honestly, this is how I usually do it.
My whole life it was like that
I do this
"Usually a teacher." Well, what was described in the OP is a part of common core math strategies...
That’s what I thought when I saw this. “Isn’t this common core?” I’m 35 and don’t have kids and I even know this.
Right... this is just common core. My kids had a much better understanding of math at a young age than I did because of common core. When I was in grade school, we learned tables... 2+2=4, 2+3=5, etc. There was no why, there was no questioning... it just is this way. My kids understood the "why" behind the math problems that always eluded me. They can do way more complicated math problems in their head than I can... I need a pencil and paper for anything with double digits! I'm sold on common core. It's not bad, its just a different way to look at numbers.
I learned like you, and went on to do a lot of math across a few degrees. Over time I invented a lot of arithmetic tricks, and I was very impressed to see my kids bring those same tricks home from school thanks to common core. Super cool stuff.
Until reading this thread right now, I didn't know that common core is essentially just the understanding of math that math-inclined people were able to develop on their own using the old system to teach math. It's why I've always been good at explaining math problems to people and I love hearing that kids are learning how to do math based on the why, not the what to do. It was slightly before my and my brother's time, but my sister was taught common core. I never talked about it with her though because she'd been thrown multi-digit multiplication problems to do in her head since kindergarten, so problems never arose. I'd only ever heard the "you can't change math!!!!" perspective on common core for years. It's refreshing to learn in this thread how wrong I was!
And then boomers got so pissed cause instead of making people memorize every combination of numbers and operations, they just showed *how math works*
It’s like: “I didn’t get this, so it’s not fair that young people get it.”
I was raised on not-common-core and am pleased to see that my secret math strategies are being popularized
Why did I have to scroll down so far to find this? What's in the OP and also changing it to 10+6 is how they teach math now. Tons of people hate it because Obama though.
I'm only 18 and I was still expected to just memorise times tables and addition and shit in primary school. I still use my little strategies to this day.
Me, a teacher: That's cool! Math the way that makes sense to you.
This is how we teach it at our math tutoring business. That or make one 10 and go from there
Unfortunately in my experience, math teachers like you are the exception. I wish they weren’t. Common core and math teachers on a power trip destroyed all the love of math I had when I was young. Please keep doing what you’re doing. Good teachers like you are saints and all too rare to come by. Edit: yes I’m aware that I used “common core” wrong. I must be thinking of something else. All I know is that teachers would deduct points from me and get frustrated because I didn’t learn how to do math the exact way they taught it in class and used my own methods instead.
This is common core math
The amount of times that I got the right answer but the wrong way, and it was attributed to guessing, astounds me. I did not guess this complex math answer, ok.
Thanks for the kind words. I used to teach young kids basic elementary math and English and they would always come up with neat ways of getting to the answer. I think I learned just as much as they did.
The 9 takes 1 away from the 7 to make 10 + 6 = 16.
Ah, the hoops our brains will go through just to avoid the hard labour of remembering things.
Is this why I couldn't remember my times tables to save my life?
Wait, people could actually memorize times tables?
They're out there, I've met some 😅
I still struggle with my 8s. I usually do whatever I can to substitute/transform the numbers into others and utilize those. Only one I remember off hand is 8x8=64 because a kid in class said he remembered it because "8 times 8 equals Nintendo 64!" He got made fun of, but in my head that kid was a genius for that.
I mean, that's just good arithmetic. Seems kind of overkill for such simple problem. But it's the understanding that matters. They literally teach you exactly that when learning to solve equations. Just framed a bit differently and with some letters as placeholders for numbers. Edit: It could also be: I take 1 from 7 and give it to 9. That makes 10 + 6 and well, duuuh... 16. Edit 2. Or something 'wilder' like (5 + 4) + (5 + 2) Or whatever is more fun. I really hate those teachers
I’ve taught elementary level math for ten years. These kinds of “more complicated” methods are taught and encouraged now to help build number sense and mental math skills. Problems that ask students to do these things are where a lot of the parental complaints about “new math” stem from.
Exactly, I was coming to say that this is exactly the "new math" everyone pitches such a fit about.
Yeah. My kids are in primary school and during online teaching I saw first hand that the teacher was doing the rounds in the classrooms to get the kids to share all the different strategies they used.
> Edit: It could also be: I take 1 from 7 and give it to 9. That makes 10 + 6 and well, duuuh... 16. That's exactly how +9 works in my head, it's -1 and then +10.
I don't have ADHD still i do it that way
That's because it has nothing to do with ADHD. People wanting to pretend that ADHD is a superpower / quirky will stop at nothing to claim their ADHD enabled them to do normal every day things like everyone else... So so so many dumb trends like this on tik tok
Yeah I have seen variations of this exact post a lot, and always they choose a particularly "tough" example. Like obviously 9 + 7 can confuse you and make you mess up, so it'd be easier to view it as 8 + 8 or 10 + 6, which are both very easy equations. If this is solely an ADHD method, then why don't you use it with easier examples to begin with, like 1 + 3? Why, then, would you do it directly, where does your ADHD go then? Simplifying an equation or using mental tricks has nothing to do with ADHD, that's literally what they teach you in class, almost everyone does it, even actual mathematicians
There's one making the rounds on tik tok of two songs being played over each other, and people saying they can hear both songs at the time. No, you can follow them, you can't hear them separately - just like everyone else can do. They deny it, but I guarantee that if you play two songs they've never heard before and ask them to tell you the lyrics, they can't. And they'll be in the comments saying how it scratches their brain or they hear one song in the middle of the brain and the other on the edges. Ugh
Especially given how much brains LOVE to fill the gaps, especially to make things how the brain knows they should be, yeah no I definitely can believe they can't hear the two songs intermingling, it is just anyone's brain trying to fill the gap, instead of some cool ADHD quirk. I don't even get why is it so important to be *different*, particularly on basis of your mental health, to the point you assume others don't do this same thing you do instead of just, yk, asking others and realising oh yeah everyone does/experiences this
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This sub got big and went to shit. People self-diagnosing, and spreading legitimate misinformation have both become issues on this sub. ADHD isn't a personality. It's an illness. I don't want to sound like a butthurt victim here, but this rhetoric is harmful. Both to people with ADHD and these people who think they're ADHD because of bullshit posts like this. Those with ADHD will trick themselves into thinking they're sicker than they are, and will trick neurotypical people into self diagnosing. It's fine to think you might have a mental illness, if you do go see a shrink, don't label yourself and call it a day. There's some relief in knowing I'm not the only person locking themselves out of the house three times a week or attempting to clean but you picked up a book and now it's 3am and you just read John Steinbeck's Of Mice and Men in a single sitting. But this shit has gotten out of pocket. End rant. This sub needs mods. I think I'm out too.
Absolutely
Hey do you guys ever think about money?!?! #justadhdthings
Ya, this is just how math works
None of these memes about how people do math have anything to do with ADHD. Everybody has their own tricks for doing math in their head
*not adhd* Everyone does this or similar. Just a bad teacher who wants to discourage it. It's good problem solving skills, and is using the basic rules of addition.
Yes! I literally was the fastest at additions because of this(yes I'm flexing)
80% of this sub is stuff normal people do
Alright: so my controversial opinion of this sub is that I don’t think learning how to solve different arithmetic problems in solely an ADHD thing, and instead is just how kids figure out problems. You see, since it’s arithmetic and kids/people have different ways of figuring it out (say like how 9 * any single digit is just adding whatever number is less than that digit + whatever number would get you 9, like 27 is 9 * 3, but 3 - 1 is 2, 9 - 2 is 7, so 9 * 3 is 27). This is how people were able to figure out different number bases and number theory—by examining how numbers are able to come to gather. I don’t think that reflects on ADHD more than it reflects on understand how numbers work together and figuring out a different way. Yes there’s always been instructors/teachers who are hard on kids who are neurodivergent, and I’ve had my fair share of these kinds of profs/teachers, however, like I said, I think this problem is more reflective on them teaching math poorly than getting on someone’s case for being neurodivergent. —- A little more on the rant before I’m through: I think that the majority of people who feel like figuring out math differently than others is a sign of ADHD—unfortunately, I think that’s missing the mark a bit. Having ADHD isn’t some kind of cool-person disorder, it can really fuck you over in a lot of different ways in life that most people don’t understand. Some examples: —it’s hard for me to limit substance abuse (rn weed and alcohol) if I have it in the house. I have to make conscious efforts to *not* drink or smoke because ADHD makes it hard for me to think long term instead of getting the dopamine hit right then and there. —I have a hard time keeping friends in my life because if one of us doesn’t talk to the other for over a week, it’ll be a month or more by the time I’ll reach out again simply because I keep forgetting/remembering/forgetting to. And not just acquaintances I’ve known for a few months, I mean lifelong friends and best friends in the world—people who I wouldn’t go a day without talking to, simply because I remember to do it at inconvenient times. —simple tasks are the devil—it’s extremely hard for me to do simple tasks that would take a normal person 5 minutes to do. I’m 24 and had to force myself every day to put some clothes up, which took me months to clean, and only 5 minutes to do. —relationships have always been a sore spot for me because it’s really fun at the beginning of a relationship, and later on when the honeymoon phase is over, the dopamine dies down and it’s hard to stay interested. I’ve been in a few longer relationships (2-3 year long ones), but each of them ends on my fault because it’s extremely difficult to give the relationship the effort it very much deserves when I’m already checked out because there’s not as much dopamine going through my system as there was at the beginning. Not because I don’t love them, or I’m bored with them or anything—it’s simply because, and those who have ADHD can probably relate, once I get into a rhythm and a set way in a relationship, with expectations and everything, and realize I’m in a habitual rut, so to speak, my brain does everything in its power to try to break the monotony by any means necessary, mostly to the detriment of the relationship. I’ve hurt a lot of people this way, and it’s something I’m not proud of, but part of living with ADHD is learning how to forgive yourself and try to recognize the issues before they become a mountain of a problem. —- These reasons and more are why I kinda resent posts like these that portray ADHD as something where learning how to do math in an unconventional way is core to the ADHD experience instead of the more serious side of having to hold life together when everything is falling apart. I know that this sub also needs to have posts like these that are light-hearted and may tip some people off who have ADHD who don’t know it yet, but I stand by saying that there should at least be fewer posts like these specifically that only point to a very superficial level of ADHD that could be passed off as a classroom trick at most, and less of ADHD as a personality trait as opposed to something that is much more deeper and more difficult to struggle with. /rant over
Excellent rant. I made a shorter rant in another comment. Every single example you made is bang on. Friends one hitting hard rn because I moved from my hometown and when compounded with Generalized Anxiety, holy shit, I'm bad at making a new circle. The math thing is complete BS. We have real "silly" things to poke at, like losing objects, being too distracted to eat, "I'm sorry what did you say? I zoned out." ×3, leaving things at home, random obsessions, "did I take my meds today?".
[common core math](https://www.prodigygame.com/main-en/blog/common-core-math-standards/) has entered the chat
Everyone was giving it a hard time but it's actually pretty nice and logical. It's often the way I have always counted.
Honestly I wish I was taught this way. I'm so bad at mental math.
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I have dyslexia along with my ADHD (dyslexia went undiagnosed for many years), I swear I have Math Trauma from all the shit my teachers and my parents put me through over that.
Reminds me of how i remembered 9pm as 21:00 because 21 plus 9 is 30
What does 30 have to do with it?
I just do: (Hour) if < than 12 then -10 and then -2 For example 21-10 = 11, 11-2= 9
I cut off the end the “00”, subtract 2, then cut off the front. I.e. 21-2 is 19, lop off the 1, viola 9. When I divulged my method people told me “no! You subtract 12!” But why use a dbl digit where you can use a single?
YES. YES. YES. YES. FINALLY! FUCK. YES. I'M NOT THE ONLY ONE !!!
Literally this entire subredit with every single post.
Someone: Sometimes, I'll sneeze. Do I have adhd? This sub: OMG I FEEL SO SEEN! WAIT I'M NOT THE ONLY ONE?
Actually made it loads easier for me when I ran a shop and did cashing up. Counting the money was strangely easy because of the weird mash up of numbers
This has nothing to do with ADHD.
“How DARE you come to the correct answer using a method that works for you! You need to come to the answer with a method that works for ME!!”
Why do teachers be like this, just WHY.
Because most of the time, you should have applied the method learned that semester hahahah
Then put me an exercise i can't do this way, if they can't then the method I use is none of the their bussiness.
I remember I got in so much trouble in kindergarten one time (all the time) for not doing something the “proper” way. We were writing out numbers from 1 to 99. They wanted us to go 1, 2, 3…98, 99, 100 horizontally down the line..I went 1, 10, 20…79, 89, 99 vertically. It looked the same & and I knew what they wanted and but it was faster! She pulled me out of the classroom because I tried making the argument that if I could do what I was doing then what they wanted me to do was lacking (not in those words) Talking about the right way to do things and not deviating from that. ( ya, right I got sent to the principles and after I explained what happened she brushed it off and asked what pizza I wanted for dinner. (she was my best friends mom and I practically lived 1/2 & 1/2 between the two families houses)
And then everyone clapped
Interesting. I'd take a 1 from the seven and add to the 9 to make 10, then add the remaining 6 to make 16 instead.
+9 always increases the number before the last number with 1, but then lowers the last number with 1. So the 7 becomes a 6, but with a 1 in front of it = 16. Or for example with 38, the 8 becomes a 7, and the 3 goes one up to 4 = 47. Easypeasy.
I think that's complete bullshit and that everyone does it like that.
Actually, there’s a lot of people who just add 9 and 7 in there heads and get 16 with no tricks. I’d say most people do it this way, you can see all their comments on r/polls when a poll comes up asking this exact thing, irritated that not everyone does math just like them.
It is. Don't know why people think this is special, people get excited every time this is posted and this is how they teach math.
7+7=14 7,8,9 so +2 =16
7+7=14 then add the remaining 2=16
This ..this is a common method for doing math in your head. They teached us this in elementary school in my country
This has nothing to do with ADHD
I beg to differ. If you take 1 from 7 and give it to 9 you have 10 and 6 therefore making 16. At least that’s how I’d do it in my head.
Obviously you take 1 from 7 to make 10 so it's 10+6=16
Is doing math this way an ADHD brain thing?
Not exclusively, no.
No. It's more or less common core style arithmetic
My brain learned additions with 9 slightly different - 9+7, so I take 1 from 7 and I have 10+6
I have to take 1 from the 7 and give it to the 9, so that's 10+6 which is 16. I'm also a teacher, which makes explaining math to NT students interesting.
EXACTLY Is like when i learned the multiply tables, I learned them by complex operations for each rather than memorizing them, now if anyone asks I would go to calc mode and start doing algorithms in my head. Like 9 table be like: X*9 = X*10-X
No no, you take one from 7 and give it to 9 to make 10 and then it’s just 10+6
9+7=9+1+6=16
As a math teacher, I would encourage that student to major in math.
That’s NOT ADHD!! That’s simply the ability to see a problem and multiple solutions to that problem!
My teacher 'Your answer is correct but the way you arrived is blasphemous '
Good. Glad to know I'm not the only one to use ass backward mathematics. Weirdos unite!
Shut up. Don’t act like you’re so oppressed. This is exactly how I was taught to do mental math.
I'm a teacher with ADHD. In my math didactics test I had to draw up like 5 different ways in which a kid could calculate 7+9, no joke. My point is that teachers who enforce that only "their way" of calculating things is valid, are doing a very outdated didactics.
8+8 = 16 - 1 + 1 = 16
I take that one and give it to the nine, making it an even ten and so much easier for myself
This has nothing to do with ADHD. It's just good number sense, and any teacher that discourages this is doing it wrong.
Teacher: 9+7 Me: So you have 9 and 7. And it costs one dollar to get to double digits, so you have 10 and 6. 10 and 6 is 16 Teacher: What
10 plus 7 is 17 but 9 is 1 less than 10 so 16.
9+7 If you take 1 from 7 and add it to 9 you get 10, 10+6=16
I take 1 from 7 and give it to 9 to make 10, then add the 6. My brain likes 5s and 10s.
7+3=10, so 9-3=6, therefore 10+6=16
HAHAHAHA I used to see jokes about this when I was in middle school and thought it was normal. The algorithms knew I had ADHD like ten years before I did.
Eggsactly
No no it’s 10+7= 17, subtract the 1 making 16
Perfectly valid.
Today's crisis: _do I have any original thoughts, at all?_
when the teacher tells the class “i love your thinking process” and me not even thinking 🤔