# [Numeracy 603] Re: Teaching math and numeracy skills to adults learning English

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tjdclaire at cox.net tjdclaire at cox.net
Mon Nov 1 21:35:00 EDT 2010

I'm not an expert at this but I get the 630 either way
18 x 35 (strike this because the first number is even)
9 x 70
4 x 140 (strike this because the first number is even)
2 x 280 (strike this because the first number is even)
1 x 560

Therefore: 70 + 560= 630
or
35 x 18
17 x 36
8 x 72 (strike this because the first number is even)
4 x 144 (strike this because the first number is even)
2 x 288 (strike this because the first number is even)
1 x 576
Therefore: 18 + 36 + 576= 630
Maybe someone else already did this...I'm late reading my emails today...if so, sorry for the duplication.
Claire Ludovico

---- "Sherwood wrote:

> Why doesn't this work for 18 X 35? I must be doing something wrong. I

> come up with 665. But when I reverse the numbers to 35 X 18, I get 630

> which is the correct answer. Does it not work in all cases?

>

>

>

> Laura E. Sherwood

>

> Literacy Coordinator

>

>

> College of Lake County

>

> Grayslake, IL 60030

>

> 847-543-2327

>

> lsherwood at clcillinois.edu

>

>

>

> "Their story, yours, mine - it's what we all carry with us on this trip

> we take, and we owe it to each other to respect our stories and learn

> from them." William Carlos Williams

>

>

>

>

>

> From: numeracy-bounces at lincs.ed.gov

> [mailto:numeracy-bounces at lincs.ed.gov] On Behalf Of Chip Burkitt

> Sent: Wednesday, October 20, 2010 8:34 PM

> To: numeracy at lincs.ed.gov

> Subject: [Numeracy 592] Re: Teaching math and numeracy skills to adults

> learning English

>

>

>

> When I taught basic math at Century College here in Minnesota, I taught

> how to multiply multi-digit numbers. I used the algorithm I learned as a

> child: write down partial products in staggered columns and carry extra

> digits to the next column for adding. Most students were already

> familiar with this method, although strings of zeroes in the

> multiplicands tended to confuse them. However, one student from Russia

> came to me after class and asked if he could use his the method he

> learned in Russia. He showed it to me. (I wish I had written it down

> because I can't remember it.) It took only a few moments reflection to

> realize that his method would work just as well, so I gave him the go

> ahead. The method was very different, but the outcome would always be

> correct.

>

> For students who struggle with the "standard" method of doing

> multiplication, I sometimes explain an alternate method that involves

> halving one multiplicand while doubling the other. After getting down to

> 1 on the first multiplicand, then you eliminate all the pairs (halved,

> doubled) where the halved number is even. Summing the remaining doubled

> numbers gives the correct answer. It basically uses binary arithmetic to

> get partial products and then sum them.

>

> For example:

>

> 37 x 82

> 18 164

> 9 328

> 4 656

> 2 1312

> 1 2624

>

> 82 + 328 + 2624 = 3034

>

> Of course, for some problems this method can be cumbersome, and it

> always pays to put the smaller number first. However, many students find

> it easier to implement.

>

> Chip Burkitt

>

> On 10/20/2010 9:51 AM, Seltenright, Ginny wrote:

>

>

>

> I think that there's a misunderstanding due to the title of the booklet

> referred to here, "The Answer Is Still the Same...It Doesn't Matter How

> You Got It!"'

>

> It does matter how you get there, what doesn't matter is that the

> student uses a different process than what the teacher perhaps is

> showing or another student is using. I went through the TIAN training

> in Arizona which emphasizes student exploration and the idea that there

> are many ways to get to the answer and then having students show how and

> why their answer works (or perhaps doesn't work) and making sure it

> works every time too. It isn't about just getting an answer and it

> being ok- which is possibly how the title may be understood now that I

> am reading this discussion. I agree with you Susan, in that we need to

> be sure the student is making a connection to the problem, the process,

> and what means to them. This is the idea behind the TIAN approach and

> Mary Jane's training involves training teachers to think this way also.

>

>

>

>

>

> Ginny

>

>

>

>

>

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