Long multiplication and division

[Anonymous]

In the 80s, the average student started 3 place > place value multiplications and divisions in the 4th grade-in MCPS. I started it in the 3rd grade, with a small group of Vietnamese-we were all barely speaking English. The teacher was always timing us to see who could complete the worksheet first. I remember we were good and the teachers were amazed.

I don't know what happened to my math skills. I lost it during my teenage years. I'm terrible at math now. It would probably take me 30 minutes to do 20 problems.

sorry, not much of any help to your question, OP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:None of this matters as much as memorizing the multiplication tables.

I find it beyond absurd that Montessori would teach this in first grade. If I were that pp, I would be embarrassed to have posted that.

You need to take a look in a Montessori classroom. No child would be doing this type of work without a solid understanding of the decimal system and the ability to instantly multiply numbers under 12 (not necessarily through chanting tables as you imply.) But Montessori is great at teaching and reinforcing that.

First and second graders in Montessori classrooms regularly solve problems like that using manipulatives like the checker board. My own 7 year old Montessori child can now do problems like those above in a matter of minutes without manipulatives or other materials, just paper. She does have a particular interest in math and may be ahead of most other kids her age in her class, but it's Montessori, so I have no idea about where most of the other kids are.

Very interesting that this is not taught for several more years in trad schools.

Umm, did you go to school? Long division and multiplication are not usually taught in first grade.

Probably somewhere that taught me better comprehension skills than yours. Please read the bolded sentence again. If you are still having trouble let me know and I'll put it into shorter, simpler words for you.

You mean your incomplete sentence with misspellings? Yes, perhaps you should translate that for all of us.

Oh my dear. You think that abbreviating "traditional" to "trad" is a misspelling? Sweetie, it's called an abbreviation. (It's a single abbreviation--that means one--and not "misspellings".) An abbreviation is when a word is shortened for convenience. Here, does this help:

"It's very interesting to hear that skills like this are not taught for several more years in traditional/non-Montessori schools."

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:None of this matters as much as memorizing the multiplication tables.

I find it beyond absurd that Montessori would teach this in first grade. If I were that pp, I would be embarrassed to have posted that.

You need to take a look in a Montessori classroom. No child would be doing this type of work without a solid understanding of the decimal system and the ability to instantly multiply numbers under 12 (not necessarily through chanting tables as you imply.) But Montessori is great at teaching and reinforcing that.

First and second graders in Montessori classrooms regularly solve problems like that using manipulatives like the checker board. My own 7 year old Montessori child can now do problems like those above in a matter of minutes without manipulatives or other materials, just paper. She does have a particular interest in math and may be ahead of most other kids her age in her class, but it's Montessori, so I have no idea about where most of the other kids are.

Very interesting that this is not taught for several more years in trad schools.

Umm, did you go to school? Long division and multiplication are not usually taught in first grade.

Probably somewhere that taught me better comprehension skills than yours. Please read the bolded sentence again. If you are still having trouble let me know and I'll put it into shorter, simpler words for you.

You mean your incomplete sentence with misspellings? Yes, perhaps you should translate that for all of us.

Oh my dear. You think that abbreviating "traditional" to "trad" is a misspelling? Sweetie, it's called an abbreviation. (It's a single abbreviation--that means one--and not "misspellings".) An abbreviation is when a word is shortened for convenience. Here, does this help:

"It's very interesting to hear that skills like this are not taught for several more years in traditional/non-Montessori schools."

NP. Don't call people sweetie when you are being a bitch. You really are annoying and are derailing the thread with your BS.

[Anonymous]

Anonymous wrote:Common Core Math Standards for 4th grade introduce multiplying 4 digits by one digit or 2 digits by 2 digits. Long division for 4th grade is four digits divided by one digit. It does not specify that students need to use the standard algorithm.

5th Grade Common Core Math standards indicate students should use standard algorithm to multiply and divide multi-digit numbers. The actual standard says:

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

So the long division given in the example isn't even taught in 5th grade because only 2 digit divisors are required.

This is expanded in 6th grade. So the answer if your child is going to school in a state that uses Common Core is 5th to 6th grade. Really though those problems are tedious not hard. If you can do 2 digit by 2 digit multiplication you can solve those problems by using different methods. In some schools the

Here is the 4th grade Common Core Math standard:
4th grade standard Use place value understanding and properties of operations to perform multi-digit arithmetic.

CCSS.MATH.CONTENT.4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
CCSS.MATH.CONTENT.4.NBT.B.6
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models

That is the starting point for the answer, but of course if varies by class and child. Some kids are not meeting these standards, some are approaching these standards, some are meeting them, and some are in advance of these standards.

[Anonymous]

Anonymous wrote:Homeschooler using Singapore Math materials here.

4th grade for the multiplication problem. I don't think Singapore explicitly teaches beyond 3 digit by 3 digit multiplication.

The triple digit divisor (ugh) is in either 4th grade, 2nd semester, or the 5th grade books. I can't recall for sure.

12.47 here. Singapore is great, but i like Saxon too. However, I can't remember when Saxon teaches these specific topics.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:None of this matters as much as memorizing the multiplication tables.

I find it beyond absurd that Montessori would teach this in first grade. If I were that pp, I would be embarrassed to have posted that.

You need to take a look in a Montessori classroom. No child would be doing this type of work without a solid understanding of the decimal system and the ability to instantly multiply numbers under 12 (not necessarily through chanting tables as you imply.) But Montessori is great at teaching and reinforcing that.

First and second graders in Montessori classrooms regularly solve problems like that using manipulatives like the checker board. My own 7 year old Montessori child can now do problems like those above in a matter of minutes without manipulatives or other materials, just paper. She does have a particular interest in math and may be ahead of most other kids her age in her class, but it's Montessori, so I have no idea about where most of the other kids are.

Very interesting that this is not taught for several more years in trad schools.

Umm, did you go to school? Long division and multiplication are not usually taught in first grade.

Probably somewhere that taught me better comprehension skills than yours. Please read the bolded sentence again. If you are still having trouble let me know and I'll put it into shorter, simpler words for you.

You mean your incomplete sentence with misspellings? Yes, perhaps you should translate that for all of us.

Oh my dear. You think that abbreviating "traditional" to "trad" is a misspelling? Sweetie, it's called an abbreviation. (It's a single abbreviation--that means one--and not "misspellings".) An abbreviation is when a word is shortened for convenience. Here, does this help:

"It's very interesting to hear that skills like this are not taught for several more years in traditional/non-Montessori schools."

NP. Don't call people sweetie when you are being a bitch. You really are annoying and are derailing the thread with your BS.

Wow. The bitch was the one who couldn't read then accused PP of misspelling because she apparently didn't understand English.

[Anonymous]

Montessori lady is annoying. "It's very interesting?" Not really. My 8yo is in a traditional public school and learned double x double multiplication and long division this year. Had no problems. 3rd grade. Multiplying fractions by whole numbers too--They skip around so much. But if kid is learning it doesn't matter if it's 3rd or 5th. I appreciate slow and steady.