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Stopping The Problem Before It Multiplies

, , , , | Learning | December 1, 2014

(I am in third grade and we are learning long multiplication. We were using a method called the ‘house method,’ which is very ineffective. I’ve known the proper method since first grade. It’s parent-teacher conferences.)

Teacher: “[My Name]’s performances in math have been very low.”

Dad: “What? What have you been teaching her?”

Teacher: “We have been sending the worksheets home. Haven’t you been showing them to your parents, [My Name]?”

Me: “No.”

Teacher: “Why not?”

Me: “I didn’t want to embarrass my parents.”

Teacher: “They needed to know you were failing math!”

Me: “I didn’t want to seem like I was bragging because I know everything.”

Dad: *awkwardly* “What has she been failing?”

Teacher: “Multiplication.”

Dad: “[My Name], can I see the worksheets?”

Me: “Sure!”

(I take the worksheet from my desk and give it to Dad. Dad looks at it.)

Dad: “These are all right.”

Teacher: “Yes, using the wrong method. And they are supposed to be wrong. Those questions are designed to be wrong.”

Dad: “So what you’re saying is she’s too smart.”

Teacher: “Yes.”

Dad: “Say your good-byes, [My Name].”

(I had a new school by next week.)

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