Bugs Bunny could singlehandedly defeat Thanos by dressing up as a TSA agent and setting up a metal detector in the middle of the battlefield saying that all metal objects must be removed if you want to pass on through now stick around for my 2,000 word essay on just how effectively he would convince The Mad Titan to comply
“For shame, doc! Dontcha know we got other folks waiting?”
(Thanos looks behind him and sees dozens of Bugs Bunnies dressed as angry yelling travelers with huge bags of luggage. Thanos rubs his neck guiltily and begins sliding off the gauntlet)
Fun fact: The way most people were taught math in America is actually based on memorization and repetition instead of fully grasping and mastering the material. “New Math” is how the education system is trying to make amends for their mistakes in the past when instead of teaching you why 3x5 is 15, they just had you memorize it. There are tons of different ways to come to the correct answer for a math problem (which seems obvious but when you are learning how to add and subtract, that thought isn’t always presented to you) and this new program is introducing children to other options for understanding and mastering math. We get frustrated because we learned it one way and since it has always worked for us, we don’t want to change it. In reality, our way is just as quick as a lot of other methods out there. Instead of 3x5=15, we learn that it is 3+3+3+3+3 or 5+5+5. Instead of “carrying the one” we learn that we could add each individual amount at the end: 129 +134 = 13(9+4)+50(20+30)+200(100+100) = 263 Different cultures teach different methods for math problems so it would only make sense that the U.S. starts to catch up and teach more methods for a wider variety of students– especially because not every student is going to be able to grasp the same concept in the same way. (I swear I’m not just sprouting random crap, I’m actually an elementary education major)
this is awesome! It’s sort of how I taught myself how to do basic arithmetic when I had to re-learn it before starting engineering.
Basically, the way I was taught as a kid is to work from the right to the left, if that makes sense (the “ones” place, then the “tens” place, etc). So if we want to add say,
129
+134
We start with 9+4 = 13, then leave the 3 (so we know the last digit of the answer is 3) and “carry the one” to the next place where we have 2+3+(1) = 6, then to the next place we just have 1+1=2, so the final answer is 2:6:3 = 263
Another way to do it, the way the previous post describes, is more like grouping by magnitude. We can think of 129 = 100+20+9, and 134 = 100+30+4
So instead of the old way, we can also do (100+100)+(20+30)+(4+9) = 200+50+13 = 263
This also works really well for multiplication. Eg, 317*17, which I can’t do in my head. But we can break it down into: (300+17)*(10+7), which you can then FOIL (First, Outer, Inner, Last, remember that?) into (300*10)+(300*7)+(17*10)+(17*7) most of which I can do in my head: 3000+2100+170+(17*7)
The last bit we can do as (10+7)*7 = 10*7+7*7 = 70*49 = 119
So the final answer is 3000+2100+170+119 = 5389
Another thing I learned how to do was division without doing the long division way
(which I HATED), by thinking about it like multiplication.
Take 168/13, which I can absolutely not solve by long division. Instead, I’ll think of it like multiplication: what times 13 = 168
I know 10*13 = 130, which is too low, and 20*13 = 260 which is too high. But we can start from 10*13=130 and just count by 13′s: 11*13 = 143, 12*13 = 156, . If we go any farther we’ll be bigger than 168, so we know that 13 goes into 168 12 times with remainder (168-156 = 12)
