Well,<p>I figured out the problem, and then the solution to the answer.<p>Using X's assumptions that she teaches, one needs to rewrite the sentence to her format first, then convert via her format. Her format is that the word "Of" can only mean multiplication, and that is how Peppermint's statement is worded;<p>I figured out where I come from, and that is I match my words to how i look at the math formula from eons ago, which is similar to ratios and how the / is typed similar to the : with ratios. Thanks Anna, nice job looking to understand the mechanics.<p>I also figured out that when X is teaching, it is always the kid's fault, "not enough time studying," "came to me with not enough background," "doesn't apply him/herself." and when our kid has problems, its "he had poor teachers in the previous grade." "The teacher had alot of other problems to deal with and didn't get very far." "His teacher had a poor curriculum."<p>so now what is finally getting to me is that X says that she can do no wrong, and the only effort she puts in is if she is asked by the kids. none to setting up schedules, discussing interesting problems from life, etc. also, she does not display perseverance in her problem solving skills. Time after time, now our kids just drop the topic at hand and complain if they don't get instant gratification. Now i get the "Oh lets drop it" in conversation from 9 yo daughter if i ask her a question about what she just said, or what she means, or that i didn't understand her.<p>So i am seeing all these poor life skills getting reinforced during the most valuable developmental periods of the kids lives. And yes, its about my good values that are getting trampled on, from someone who used to have good values, and talks good values, but does not walk the walk.<p>Anyway, 12 yo son took the test, and did not understand only one problem, and he said he got the answer just after the bell gonged, so as long as he was careful, he will get a good score.<p>so assuming there is one more exam needed, one more month to go.. . . .<p>tom

Tom,<p>I gotta run again, I'm late...I read this post quickly and may have missed something. I did the same thing at first, but let me ask you this...<p>If the problem can be x'ed and the answer is 245%, then it can be divided as well...So reverse the equation using 245%...Do you get the the right answer?<p>ANNA

Tom,<p>I now feel I have my answers and will quit beating this problem up. I wanna explain where I was coming from on checking work.<p>Keep in mind you are trying to get percent...<p>Okay first equation...<p>x% (7) = 35 = 35/7 =5 x 100 = 500%<p>If you check your work.<p>7 x 500% = 35<p>Now your wife's conversation(unless there's something I'm missing)....<p>35 x 7 = 245<p>245 x 100 = 245% ????????? ( I don't think so?)<p>Okay, check the answer....<p>7 / 245% = 17.15<p>even if you * 245 x 100 you still won't get 35.<p>This should be an indication the math is wrong.<p>Now, the one thing with your wording being a problem is something that was pointed out to me tonight to actually put your sentence in action, when you complete your sentence you have this...<p>500% is 35 of 7.<p>Since "of" is x and "is" is =<p>This is basically saying 500% = 35 x 7<p>Which it really doesn't make sense....<p>Sounds much better and makes more sense to say...<p>500% of 7 is 35.<p>I think she was right your grammar was wrong, you were right her answer was wrong.<p>Take care,<p>ANNA<p>[ December 08, 2001: Message edited by: Anna2000 ]</p>

Anna,<p>the grammar is not incorrect in the english sense
What underlies all discussions and disagreements are assumptions.<p>If one assumes that "of" can only be translated to multiply, then the grammar appears wrong. And if you want your children to learn a certain part of math a certain way, then in a narrow, strict sense this approach works. This situation is typical of a controlled environment.<p>However, living and teaching in absolutes is what gets people in trouble, due to the exceptions found in life, and the world outside a controlled environment. There is context, which exists in the outside world, which also changes interpretations and meanings. Dealing with multiple contexts takes time and effort.<p>Even seasoned nobel prize winning economists and mathematicians, who profited on the absolutes of their historical work, lost millions of dollars when the absolutes that had never occurred before, occurred. That was the Long Term Capital Management debacle of the summer of 1998. (by the way, i made 150% on my account due to that debacle!)<p>The english language is extremely flexible as compared to math, and removing the flexibility of english can make the math easier to learn. however, that limits the way one can interpret english, which, stepping back, limits you interacting with the remaining english speaking people who do not require this flexibility, or have mastered the translation and the flexibility.<p>I prefer to master all situations, i am a generalist by nature, i know alot about everything, (just ask me [img]images/icons/rolleyes.gif" border="0[/img] )and only an expert in one or two places, mostly long since gone or worthless now.<p>So in teaching flexibility and multiple angles of looking at problems and solutions, as well as preparing for the unknown by practicing the 5 P's:<p>Prior Preparation Prevents Poor Performance.<p>The conflict came about because the flexible, multi dimensional approach of my teachings came in conflict with the much more rigid, controlling, structure of a math teacher who does not prefer multiple methods and flexibilities. You don't know her, but she is a very strong MB Judger personality, and does not do well discussing alternative viewpoints and solutions (at least with me or anyone else that i have observed.)<p>And i ask:<p>5 of 7 is what? <p>a) 35
b) 71%
c) too vague to answer
d) none of the above

Question 1<p>Anna went to the store. Anna bought 5 of the 7 apples on the display shelf. What percentage of apples did Anna buy?<p>a) 35%
b) 350%
c) 71 %
d) all of the above<p>Anna,<p>Here you can use substitution in english to get to my original question. . . .<p>The difference in our teaching methods is that I teach from experience and X teaches from academics.<p>Reality has a whole lot more options and variables. That's from where I come. I have witnessed first hand academics who could not deal with reality and prefered to have professors at grad school who taught from reality, and not the book.<p>I have a great story i will post here and on EN board about the differences between talking and wanting something, and experience and results. . . .<p>c'ya<p>kid did well as far as he feels, so I am very happy, and my differing methods of teaching helped him improve to some degree, so i am still happy.<p>and if he doesn't get in, he has other chances and there are other schools, just because X teaches there and I went there, doesn't mean he has to go there. . . and I have told him that. . .<p>off to shop!<p>tom

Hi Tom,<p>Thanks for responding. I think on this one we will just need to agree to disagree for now.<p>I have beat the problem up, thinking about it, discussing it and am now happy with my conclusions.<p>If my conclusions are incorrect so be it, but I feel comfortable with them for now.<p>Thanks!<p>ANNA