Felicia Said:

When you're taught to love everyone, to love your enemies, then what value does that place on love?

We Answered:

To be taught to love everyone, even your enemies, and actually doing it are two entirely different things. I've yet to meet anyone, christian or not, that actually loves everyone. To listen to most people and the ill they wish on others under the pretense of "love" they go the opposite way and hate all of humanity with the fiery passion of a thousand burning suns. Especially SOME of the christians. Must be opposite day at their church. Again.

Wesley Said:

how to teach place value to a second grade class?

We Answered:

be informed that, while the PTA and the state and the school
will direct
WHAT you teach, it does not mean that any specific student
is ready to learn what is being taught.

when that occurs, i involve the student; what do they like to
do a lot? TV, movies, pizza,

associate what they love to what you are teaching
it is called HOLISTIC teaching which I invented in 1982

Allan Said:

How does your child learn to do math?

We Answered:

Most important is to develop basic number sense and estimation skills. A child should not be introduced to the algorithms until they understand the underlying concepts. Multipication is repeated addition and division is repeated subtraction. Addition and multipication are are easier to learn. Using graph paper to make an array is a good place to start. 5X8 would make an array that looks like a rectangle with a width of 5 boxes and a length of 8 boxes. One can also make the array of 8X5. The array then turns on its side, These options are what make addition and multipication easier to learn. Subtraction and division don't have that flexibility. Using square tiles, pennies, crayons to color in graph paper boxes, whatever you have around the house, will provide visual proof of how multipication works. Compare this to 5+5+5+5+5+5+5+5 and 8+8+8+8+8 and discuss the pros and cons of each. Counting by 5 is a good way to estimate the answer. Estimates of 20 or 245 make no sense and show a lack of understanding. Place value is much more difficult when first multiplying or dividing so it is important to understand basic place value first. When multiplying 43X56 you are multiplying 3 ones and 6 ones to start. You then multiply 6 ones by 4 tens, and so on. Clusters help kids visualize the process and explain the importance of place value. Take 40X20. Some kids will answer 80. Ask the kid who missed that zero what he would rather have, $80 or $800. That kid will pay much more attention to place value and give greater attention to zero as a place holder. Think how you use multipication in your daily life. Seldom do we use the algorithm without first estimating or using repeated addition. Understanding rather than rote memorization will serve your child best in the long run.

Rick Said:

teaching place value?

We Answered:

My class loved this game:

Each student has a sheet (or half-sheet) of paper on which he writes one large numeral (of his choosing) from 0 to 9.

The teacher (drawing sticks, or some other random fashion) calls 3 students to stand at the front of the room showing their numerals to the class.

Teacher then calls on students who are seated to answer questions such as "What is the value of Johnny's 3?" (The answer, depending on where he is standing, is 3, 30, or 300.) "What is the value of Sallly's 7? Johnny and Sally, switch places. Now who can tell me the value of Johnny's 3?" Change students often, so everyone gets a turn to stand in front.

Best to you.

Cynthia Said:

Teachers! What are these things called? The single cubes and the sticks (10)--teaching place value?

We Answered:

We call them place value cubes because essentially that is what you are teaching...place value...knowing when you need to regroup etc..