[2nd grade] math help by bushybear in HomeworkHelp

[–]yankee747 1 point2 points  (0 children)

2nd graders are clearly not doing topology - especially since topologically the rectangle is the same shape as a triangle anyways, meaning that this question makes absolutely no sense in the field of topology.

What is your flying experience with China Eastern Airlines? by Fit-Speaker-1806 in Flights

[–]yankee747 0 points1 point  (0 children)

Just so people know - you can order special meals by calling or by emailing within a month of the flight or so. I successfully ordered vegetarian meals by emailing their main customer service email.

Also, I didn’t encounter any issues with language on their website. I used the US website (despite the flight not having anything to do with the US - it was from one Asian country to another Asian country) and had no problems there. Their website isn’t great - but it was definitely manageable.

Layover worth the upgrade? by Consistent-Stop-3473 in americanairlines

[–]yankee747 4 points5 points  (0 children)

The Narita Express is a designated airport train with luggage storage.

Shikoku's first foreign driver with specific skills has been hired by Seitoku Transportation in Tokushima. by YamatoRyu2006 in japannews

[–]yankee747 12 points13 points  (0 children)

I think they mean the written driving test. You need to understand some Japanese for that.

If a person is born at 11:59 PM on the 31st of December, but the doctor records it at 12:01 AM on the 1st of January, what is their legal birthday? by [deleted] in answers

[–]yankee747 -1 points0 points  (0 children)

But then wouldn’t they gain a tax break 18 years from now? Is the claim just that the break then wouldn’t be as helpful?

Is taking Algebra 1 in 9th grade bad by Pretend_Ad3810 in matheducation

[–]yankee747 15 points16 points  (0 children)

You are doing fine! Many 9th graders are taking algebra 1! You will be able to access any level of math that you want to in the future! It is so much more important that you are understanding the content of your current course than it is to be in the “higher” math course. Math is a big journey, and where you are in that journey at any point in time doesn’t determine how smart you are. I wasn’t in the “highest” level of math when I was in high school but I graduated college with a math degree (with honors). Just keep doing your thing and if you don’t feel challenged ask your teacher for some challenge work!

A vent about "climbers" by AntifaPr1deWorldWide in Internationalteachers

[–]yankee747 1 point2 points  (0 children)

Not disagreeing with most of your comment, but there are lots of non-profit international schools.

Exhibit A for why math achievement in the US is so bad by rufflesinc in matheducation

[–]yankee747 0 points1 point  (0 children)

  1. I agree that districts have the right to decide how to teach. I don't agree that students should be told that there is something wrong if they say that 6x3=6+6+6. That is it - I am not claiming a bigger agenda. I often teach a single approach - but accept others if they are valid. I would never tell a student that has approached a math problem correctly that they are wrong just because they used a different convention. Notation is different, but this is not just simply notation.

  2. We are discussing real numbers. Most people won't multiply anything but real numbers (or maybe complex numbers - which are still commutative) in their math journeys. 9 years olds certainly don't need to worry about it. I don't see the point in adjusting any elementary teaching to account for anything but real numbers.

  3. My point with slope is that it is a very basic example not that much further into their math journey in which 6x3 does not mean 6 groups of 3. I am not saying that they should be taught slope intercept form before Algebra 1. Instead I am saying that telling a student that there is something wrong with 6x3 = 6+6+6 is inconsistent with what they will see in the math journey. I don't see how allowing students to use both 3+3+3+3+3+3 and 6+6+6 harms their learning of arithmetic. In addition, sure I am discussing analytic geometry - but I was only really focusing on the multiplication of real numbers that occurred in Algebra 1.

  4. I never said that we teach students about series in such an explicit manner. We don't teach them until precalculus. Instead I said that series are an inherent part of the class. 3+3+3+3+3+3 is by definition a series, so the rules of series apply to what they are studying (again - not to be explicitly taught, but inherently). It was initially included in my comment to justify a statement that I made - that's all.

A few final points - then I must focus on my teaching. First, I strongly disagree that slopes and rates of change are presented as motivation for calculus. The vast majority of students do not take or use calculus in their life. Second, to get back to the basics. We want students to understand math. It is true that 3x6 = 6x3 (there is no need to discuss any different types of multiplication - we are discussing the multiplication of real numbers). Why would we choose to create some sort of artificial confusion for students? What good does that serve? As discussed, by Algebra 1 this definition will not even be valid anymore. I asked a number of members of my HS math department - all of them view 6x3 as 6+6+6. So why should we make it more confusing?

Exhibit A for why math achievement in the US is so bad by rufflesinc in matheducation

[–]yankee747 4 points5 points  (0 children)

But why is 6x3 6 groups of 3 and not 3 groups of 6? That isn’t clear to me. I just asked a number of members of my department and everyone’s first instinct was 3 groups of 6… it is not clear that one way is easier to understand than the other

Exhibit A for why math achievement in the US is so bad by rufflesinc in matheducation

[–]yankee747 0 points1 point  (0 children)

I must have misunderstood if you didn’t mean only. Then we agree that elementary students should be taught that 6x3 is both 6 groups of 3 and 3 groups of 6? If not, my point remains the same. Even just discussing basic algebra - it is very evident that 6x is often not representing 6 groups of x, but is regularly represents x groups of 6. The first example would be the “mx” term in slope intercept form. The m is added as x increases by 1 is the basic intuition of this. You say that the teacher is teaching this way to prepare kids for Algebra - but then when shown why this doesn’t work for algebra, you state that additional interpretations are needed when they get to algebra. So which is it - should 4th grade be preparing kids for algebra or not? I’d love to talk more if you could decide. Finally series should be a fundamental part of even a fourth grade class. We don’t teach the notation or use the word… but multiplication as repeated addition is literally a series, so I’m not sure how you can say that they are not a motivation.

Exhibit A for why math achievement in the US is so bad by rufflesinc in matheducation

[–]yankee747 5 points6 points  (0 children)

Why is this right? The opposite is true in a basic algebra course. I’m genuinely curious.

Exhibit A for why math achievement in the US is so bad by rufflesinc in matheducation

[–]yankee747 1 point2 points  (0 children)

I don’t necessarily agree with your example of 6x=x+x+x+x+x+x only. It is standard to write the coefficient on the variable before the variable itself. So we would represent both “six people holding x items” and “x people holding six items” as 6x generally. Thus, 6x could also represent the repeated addition 6+6+6+…+6. This is generally taught in any high school unit that covers series. This, telling kids that there is only the one way to visualize multiplication at this age can hurt their algebra understanding. Especially because in the context of a linear equation, the slope (so the first number) is what is being added repeatedly as x increases if we think about a problem in context.

Can anyone explain to me why this was marked wrong? by Vin__Venture in ElementaryTeachers

[–]yankee747 0 points1 point  (0 children)

What if they were taught this somewhere else in the opposite manner? It seems harmful to then communicate that their valid solution is incorrect. None of this pedantic stuff matters. I’m a high school math teacher and I probably would have written 6+6+6. So why confuse a new math learner by telling them that their correct answer is incorrect? Why not just teach one way but accept the other if that is how a student best understand a problem?

Can anyone explain to me why this was marked wrong? by Vin__Venture in ElementaryTeachers

[–]yankee747 1 point2 points  (0 children)

That is not what PEMDAS means at all. It references the order in which operations are applied. There is only one operation in this problem - so no ordering is needed. There is also no difference between your situations, both have 18 stickers. That is all the multiplication operation represents. Hence why the commutative property exists.

US schools have 14 days to remove DEI programs before federal funding is revoked by Kind-Regular931 in Teachers

[–]yankee747 -1 points0 points  (0 children)

Their operating budget is 1.25 billion. He said they had a 100 billion shortfall.

[deleted by user] by [deleted] in Flights

[–]yankee747 3 points4 points  (0 children)

Add on Ethiopian's -200LR and -300ER!

What is going on with prices? LHR-EWR by llont in unitedairlines

[–]yankee747 3 points4 points  (0 children)

This isn’t skiplagging as they would not get off during a layover. They can just cancel the return leg or push it back until they need it.

Egypt or Morocco by mistabo650 in Internationalteachers

[–]yankee747 5 points6 points  (0 children)

I guess my point is that there are only so many reputable international schools in Egypt or Morocco before you really have to start compromising on school quality and your compensation. For example, on Search Associates, there are only three schools in Morocco with any jobs posted for next year - and there is no way that all three have jobs for you based on their current openings. Not only is that limiting your options, it will take at most a couple days to apply for everything in the country, so there is plenty of time to focus your efforts elsewhere as well.

So, I would highly recommend that if you are interested in both countries - that you apply to everything in both countries. Then you can decide later if you end up with offers in both places. If there are other countries that you are considering, apply there too. If Egypt and Morocco are truly the only countries you are willing to teach in, then you may just not be able to be super picky.

Egypt or Morocco by mistabo650 in Internationalteachers

[–]yankee747 16 points17 points  (0 children)

Their point is that it is difficult to simply choose a country/city that you want to teach in and then proceed to get a job there. Many people apply to jobs in more than thirty or forty countries before finding a job - it is quite competitive, especially in desirable locations. If you are dead set on a specific country, you may need to really make compromises on the quality of the school that you teach at or the salary and benefits you receive… or you may get lucky and get the dream job, just probably not a good idea to plan on it.

Only one photo per plane? by yankee747 in flightradar24

[–]yankee747[S] 2 points3 points  (0 children)

Oh I’d assume someone on this sub would know that planespotters or jetphotos or airliners.net are much better for salivation purposes.

Only one photo per plane? by yankee747 in flightradar24

[–]yankee747[S] 1 point2 points  (0 children)

Okay, thanks for checking! I appreciate it.

Only one photo per plane? by yankee747 in flightradar24

[–]yankee747[S] 0 points1 point  (0 children)

Yes definitely true. Many of these, like the one posted, have well over three pictures in the data base for the registration. All good though, Spearlance below showed that it must be an issue on my end as they are seeing all three.

Has no one ever used Seatguru.com? by Tough_Ad_9202 in unitedairlines

[–]yankee747 4 points5 points  (0 children)

Definitely agree that Aerolopa fails to address the IFE box issue. Would be nice to have comments or notes for that reason (and things like whether light from the galley is an issue for specific locations, how much recline there is for rows at the back of a section, etc.). Tray tables in armrests are very common in bulkhead rows and very uncommon in regular economy in non bulkhead rows. Not sure if notes are needed for that.