It bears noting that more people are born here than left, even when you subtract deaths the population is still growing. Note, there's a housing shortage of near 4 million according to them, if California was the failed state they pretend it is, there would be a housing glut.

It also bears noting that with all the "anti business" regulations California remains the fifth largest economy in the world. Note how many billionaires that made their fortunes here are in the exodus crowd, California produces billionaires like a product.

I lost count how many times they mentioned Austin as a main destination, but I know Texans, and especially Austonians, HATE Californians and for decades have complained that Californians have ruined Austin, over regulated everything, and made it nearly uninhabitable. It also bears mention that one reason the state went dark and dry is they privatized their utilities with little oversight and predictably those companies deferred repairs and upkeep. That's pretty bad for business....so is the less skilled and educated workforce.

Don't let these dishonest people fool you, San Francisco is not representative of the state, and using it as a measure of housing costs is as dishonest as can be.

I noticed, most people leaving make under $100000 per year and can expect to make less where ever they go, while most moving here make over $100000 a year and can expect their earnings to rise.

This piece was incredibly biased.

CGI is at it's best when it just adds or subtracts details and static items.

No Bob.
I understand, after years of lying to yourself that Trump is intelligent you no longer know what intelligence is. Her IQ is so much higher than Trump's it's nearly exponential. She can put forth a rational, salient argument using English and complete sentences, Trump is incapable of any part of that.

Edit: OMG! Reported 920 Trump SAT score?! Subtract the 400 points given for showing up to take it, he got well under 50%! No wonder he's tried so hard to hide his grades, threatening his schools with lawsuits or worse if they release them. He's a bona fide, quantified moron, and doesn't want it proven.
Mueller, who has the certified score in hand, hinted that they did reflect well on Trump in one respect. “From these SATs, it’s evident that he did not cheat off anyone else’s paper,”

You elected a terrible joke to the highest office on the planet, we need far less of what your ilk calls comedy, it's not funny or based in reality, it's reminiscent of 11 year old girls making up nasty lies about a classmate and laughing then saying "we're just joking" when caught.

Maybe it's just me but I would subtract points for using red for the font color.

I went through and can't find the grading example that they had when I was dealing with this with my kids. If I can get the spacing right they showed the student's work as below, with the proper pen marks for 'carrying' if you were doing long hand multiplication:

37
*23
------
111
740
------
851

The marking guidelines stated that this was to be marked as INCORRECT, because the student was falling back and using the algorithm and the correct answer was to formulate multiple different strategies for solving the 'problem'.

A better answer would have been 10 times 37 is 370, so 20 times 37 is 740, then 3 times 37 is 111. So 740 plus 111 makes 851.

Even that though was NOT a good enough answer. No, the BEST answer was the above and then a second method like calculating 25 times 37 and subtracting 37 twice as an alternative solution.

@drradon: I agree with you 100% on teaching both and teaching basic arithmetic first and then leading on to proper math once that foundation is established.

@dannym3141,

I was first blindsided by it when my kids came home with multiplication homework and were adamant they couldn't answer it the way I was showing them because it would be marked wrong, it was the wrong way to do multiplication.

The link to the full Manitoba math curriculum is below. The worst sections are under 'Mental Math' with the idea being that you should be able to add/subtract/multiply/divide all numbers in your head with a dozen pages worth of tricks. The tricks being what newtboy was calling 'proofs'. Our curriculum calls them 'techniques' though and I've included an example from the Grade 3 curriculum verbatim after of how it is supposed to be 'taught'.

Overall Math curriculum:
http://www.edu.gov.mb.ca/k12/cur/math/index.html

Grade 3 example:
http://www.edu.gov.mb.ca/k12/cur/math/support_gr3/number.pdf

From page 56:
Describe a mental mathematics strategy that could be used to determine a given basic fact, such as
-doubles (e.g., for 6 + 8, think 7 + 7)
-doubles plus one (e.g., for 6 + 7, think 6 + 6 + 1)
-doubles take away one (e.g., for 6 + 7, think 7 + 7 – 1)
-doubles plus two (e.g., for 6 + 8, think 6 + 6 + 2)
-doubles take away two (e.g., for 6 + 8, think 8 + 8 – 2)
-making 10 (e.g., for 6 + 8, think 6 + 4 + 4 or 8 + 2 + 4)
-commutative property (e.g., for 3 + 9, think 9 + 3)
-addition to subtraction (e.g., for 13 – 7, think 7 + ? = 13)."

Now before you think me and observe there's nothing wrong with showing kids some extra tricks to help them, that is NOT how this is supposed to be used. If you read further, students are REQUIRED to "explore" multiple methods of calculating answers and must demonstrate they know and can use all these 'tricks'. So instead of providing assistance for difficult calculations as it should be, it's used to make ALL calculations difficult, and create extra work, AND makes kids just learning the concept completely overwhelmed with everything you MUST know to get a right answer to 2+2=4.

And here's the link to the Grade 11 review of the basic arithmetic:
http://www.edu.gov.mb.ca/k12/cur/math/ess_mm_gr11/full_doc.pdf

And for the Grade 11 students and teaching them to add/subtract/multiply and divide, the teacher's guide describes this like a subjective discovery process with quotes like this:
"Consequently, mental calculation activities should include periods for thought and discussion.
During these periods, the teacher should encourage students to
-suggest a variety of possible solutions to the same problem
-explain the different methods used to come to the correct answer and their
effectiveness
-explain the thought process that led to an incorrect answer"

An important note is we are not talking about solving complex word problems here or anything, but specifically for calculating a basic arithmetic operation with the different methods being those described from back in Grade 3 already outlined above.

Har har har.

I went through every calculus class my uni offered, so not so much.

Mayhaps I didn't explain the example given in enough length. The simple operations of addition, subtraction, multiplication, division all have a single correct answer. Insisting that students find multiple methods of performing those operations and demonstrate multiple different learning methods for them is mental masturbation. You could spend that same time actually moving on to the more advanced stuff that is supposed to 'in theory' prepare them for.

Another example was solving a double digit multiplication problem like 37*86. The marking example showed a student using the old school vertical method and showing their work to arrive at the correct answer. The provincial grading system declared that as WRONG. The student was 'falling back' on the algorithm and should have demonstrated the use of multiple methods of solving the problem. That is idiocy.

Basic add/subtract/multiply/division isn't MATH it's arithmetic and it's a basic operation with a single answer and so long as you use a correct method to arrive at the correct answer you are good to go. Teach students that foundation and then move on to teaching them actual MATH. Read through our provincial curriculum, they are STILL teaching add/subtract/multiply/division at the Grade 11 level in the curriculum on the premise that students are still 'mastering' something that should've been a given by junior high.

Here you go, don't test the nerds

Oct 22, 2015
"To call the Glowforge a 3D laser printer isn’t quite right. But the liberties the machine’s three co-founders have taken with the name are really more for the sake of having an intelligible way to describe a working laser cutter that’s the size of a desktop yet can perform the functions of the hulking, 700-plus pounds, $10,000-plus laser CNC cutter-engravers that are found in makerspaces and garages.
“I had a traditional laser cutter in my garage, and I would show it to people all the time,” says co-founder Dan Shapiro. “They would say, ‘Your laser printer is amazing.’ I’d say, ‘That’s not a laser printer.’ … At some point I learned the business advice that you’re supposed to be learning from your customers rather than lecturing to them.”
The machine Shapiro and co-founders Tony Wright and Mark Gosselin have created from their headquarters in downtown Seattle is really a laser cutter. It’s a subtractive manufacturing tool, as opposed to the additive nature of 3D printers." - Fortune Magazine

I was off school on the few days they covered long division, 15 years ago or so, and never bothered to learn it. To this day I never had a clue how to do it... but i don't think i'll ever forget divide, multiply and subtract, bring it on down and bring it on back.

I think the excess bureaucracy in teaching these days takes away from teachers being able to tailor and refine their methods to deliver things in a memorable way.

CNN can't subtract.

?
1769 - 1499 =Sanders 270 behind Clinton
Up for grabs on the 7th = 913 (+ all super delegates, technically)
Hence...not hers.
It's not hard math....but I guess it's harder math than anyone in the Clinton camp can do. One more thing to worry about with her since it seems NO ONE in her administration can do the most basic addition/subtraction.

Yeeeeaaaah... this looks like more of a glorified daycamp than a kindergarten to me. My daughter is in a "traditional" bilingual kindergarten now and she's already learned her colors, shapes, letters, and numbers in both languages. They've just started learning to spell and do basic addition and subtraction. She also learned how to use the school computers to surf the Net--approved sites only of course, so don't expect her to be Sifting anything anytime soon! Oh, and she LOVES school. The "pedagogue" who says kids that young aren't ready to learn is full of shit. My daughter comes home from school wanting to practice counting and spelling every day.

I think I prefer that kind of education for her future than how to climb tall trees (though I guess that kind of skill might come in handy if we have a Walking Dead-style zombie apocalypse).

And no one formally checks on these kindergartens to make sure they are doing what they are supposed to be doing? Fuck that. Sounds like pedophile paradise to me.

Or, if you don't know what your setup is, put 1 cup water in a pot and boil it for the length of time the instructions call for. Then, poor the left over water into a measuring cup to see how much is left. Subtract from the 1 cup you started with to find how much water evaporates during that time. Then just add that much water to the normal 1:1 water each time you cook rice.