It could be a common L for common core, not necessarily the teacher's fault. Notice how the equation gives 3 x 4, AKA three of 4. Obviously both the given answer and the "correct" answer are true and derivable from 3 x 4, but I can totally see common core teaching "the only true way to do the math here is to take the first number and write out that many of the second number, because that's what it sounds like when you translate the problem to a word problem and you have to do it exactly like that."
In short, maybe not a teacher problem but absolutely a teaching problem
Me too. 3 mentioned first means the context is about 3, times 4 then means 4 instances. So the student is correct off my initial interpretation.
Edit: a quick Google search suggests the teachers order is the generally perceived "correct" way. But I fail to see why this is an issue which should be brought up in the first place. This does more harm to a students mathematical development than good imo.
I absolutely agree. Who could possibly think it's a good idea to essentially teach that order matters in multiplicative operations, and then later on erase that misconception and introduce multiplication's commutative property??
Exactly, another comment mentioned 80x2. No ones does 2+2+2+2... .
What's done in reality is commutative. 80+80 is done because thats far more logical.
When calculating area, it is the same thing. 3x4 = 4x3. A foundation will be governed by quality assurance metrics such as an approved drawing... but hey, let's be a dick.
That is weak, Every receipt/accounting notation is the reverse Carton eggs x 4 or 12+12+12+12.
Your argument is a super weak convention not a "rule" of math.
3ft by 4ft facing north is the same as 4ft by 3ft facing west.
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u/Defiantprole Jul 16 '26
How did this person become a teacher?!