dvseals

That's more than half the problem, our school uses Macbooks for 99% of their work so if it's done on the comp it stays on the comp until end of the year.
I've seen one (1) physical piece of paper with school work on it all year.

Sorry to hijack your thread I'll hush now

bj

When I taught 4th grade, I showed mine the lattice method. Every year there would be some kiddos who'd struggled with traditional that lattice would click for. Once I showed them how and practiced a couple of days, I gave them the choice. Most chose traditional, but for those that can't make sense of it right then, lattice was a godsend. I've even had parents want to come up for a lesson because they had such a hard time with multiplication. Why not show them how? I think it's kindof fun. Mine liked it because you could do such big numbers and not get lost in bringing down zeros. In elementary school sometimes it's more about teaching them to look at things a different way and think outside the box. Being willing to try to be a problem solver serves them well when they get into math classes that are not all about "cut and dried" methods.

lab fairy

This lattice method is dumb. We wonder why our students can't do math without a calculator? They are so confused. There are so many ways to solve a problem. Why force someone into one method that doesn't work for them? I don't care what a textbook says, I still have to make sure my student masters a concept. I will use a variety of options for them to use. I'm not a purist. I just want them to learn one that works every time. Shortcuts should be taught after the fundamentals and understood well.

Teachers who have lost their grades are a problem. My gradebook was backed up by me daily on my personal flash drive and nightly by the school district. If grades were "lost" the only thing truly lost was the last days entries. Your child/and you should have been given periodic print out of grades. I told my students to keep all graded papers to verify that I haven't entered a grade in error (it happens like a 79 instead of a 97). Their paper was the proof that would make me change the grade.

Computerized assignments should have a server backup or a student grade file somewhere. My students kept a copy and I kept one. I liked the double redundancy. My theory is technology will fail you always. Plan for it.

Annaquilts

Thankfully we do not do that.

Mimito2

[quote=ilovequilts]Hey! I hope things got figured out, I recently took Math for Elementary School teachers and had to learn a billion ways of multiplication. I found a worksheet that seems to explain it pretty simply.

http://www.superteacherworksheets.co...e/lattice2.pdf

Try this, and if it doesn't help, you are more than welcome to PM me :)
Thanks ilovequilts :) I went to the link and printed off the instructions. They look so much simpler than what Tim's teacher sent home. Her example had 4 digits on them and Tim and I were both lost.
Karon

ilovequilts

:) I always start simple. The website also has instructions for more digits, but if you start out small, it will always be easier later down the road :) Glad I could help!

MadQuilter

Complaining to a child about what he or she has to learn OR discrediting the method by which he or she has to learn will not do the child any favors. Particularly if the child already has a learning challenge.

I would suggest that you learn the new method so you can assist the child without negativity. That doesn't mean that you can't try different methods along the way to make it easier. For now, the grades are based on lattice - not how "we used to do it."

Auntie M

I super agree, I introduce lattice, traditional, partial products, etc. in 3rd grade. Everybody needs to know how to do each one and then could choose their own to perfect. I had parents ask why, say its dumb, etc. and would ask them if they were in a store and were buying multiple items of the same cost would they be using traditional style multiplication in their head--many do partial products. Its all about being accurate with whatever method you choose. OK I'm off my box.

QuiltMania

I teach in a resource room. The lattice method of multiplication can be very successful for children (and adults) who just can't get it the traditional way. My brother is a prime example. He has a learning disability in math (discalculia, I probably spelled that wrong). He absolutely can not multiply correctly the traditional way. I showed him the lattice method and he caught right on. The bottom line is that there is more than one way to skin a cat. I teach both ways and make sure the students understand it either way. Then they are free to choose whatever way works for them. Keep practicing so he can do it either way -- as long as he is correct, quick, confident and understands the concept, the method doesn't really matter.

lab fairy

I guess I should have rephrased my first paragraph differently. I know there are multiple ways to solve ANY problem in most instances. I'm trained to do that. I hold degrees in chemistry, physics and engineering. My minor was math. I also understand the issue of "good failure and bad failure" which just made half of you gasp because I dared use the word failure. My remark, to me, was a good failure because I learned I need to be a lot more PC around here. I apologize for that.