Dear All,
On Saturday March 13 at 12:00 noon (Geelong date and time) I will be
making a presentation called 'Saving millions with the metric system'
at TEDxMelbourne. I have been asked to provide an 18 minute
presentation. See the promo at http://www.tedxmelbourne.com
You can learn more
On Wednesday 10 March 2010 23:28:49 mech...@illinois.edu wrote:
Phil,
Common Core State Standards for Mathematics (a 71 page DRAFT) was posted
just a few hours ago.
To me, these are New Standards although they are still in DRAFT form, but
they are now available for public comment until
On Page 16 of the DRAFT (for Grade 2), under Length Measurement is the
statement: Understand that 1 inch, 1 foot, 1 centimeter, and 1 meter are
conventionally defined lengths used as standard units. There is no mention of
SI.
On Page 20 (for Grade 3) is the statement: Determine and compare
One doesn't of course 'convert' between centimeters and meters - they are
essentially one and the same thing. This reveals a fundamental failure to
understand what the metric system (let alone SI) is about.
As for mentioning the centimeter, and not the millimeter - Pat N should be
having
I suppose one could make a point for using something like rescale as
opposed to convert when changing a value statement in centimeters to
one in millimeters, for example.
However, I don't see this as a major point. The word convert can mean
a wide variety of things. I would say convert
Jim:
I beg to differ!
I used the word 'fundamental' in my previous email very deliberately. With
customary units, miles, yards, feet, inches (length); pounds, ounces (mass),
etc, are each discrete units, with a conversion factor to convert one from
the other (12 inches in a foot, etc,
John,
You can make a fine technical point to support your view and, were we at
a convention of metrologists, I would expect such precision in your
speech. However, we are addressing the issue of teaching the SI to
children for what we hope will be used by them in their quotidian lives.
Maybe it is worth standing back at looking at how money is handled. Does
the Core State Standard convert between cents and dollars or only between
dollars and euros?
As I see it, there should be two sets of vocabulary:
* The first that describes the relationship between dollars and cents,
From someone in the middle (me!). Well sort of.
I agree with the notion that being pedantic will hardly sell metric.
Imagine going to buy a car at a dealer and asking 'I would like alloys on a new
car' only to be asked which metals should be used in the alloy and in which
percentage!
And I
In a local hardware store, somewhat surprisingly:
Frogtape paint masking tape in 24, 36 or 48 mm x 55 m rolls.
Gorilla adhesive tape in same 48 mm width. I think the Frogtape roll
mentioned inches in real small print.
I wonder why not 50 mm, which would be about two inches.
Check out seeds. like for vegetables and the like. American companies usually, but they are sold in grams...only. No ounces or anything to be found...just grams. I like it.Until you turn the seed package around and they tell you to plant in 6 inch blah blah blah
Original Message
On Thursday 11 March 2010 14:31:14 mech...@illinois.edu wrote:
On Page 16 of the DRAFT (for Grade 2), under Length Measurement is the
statement: Understand that 1 inch, 1 foot, 1 centimeter, and 1 meter are
conventionally defined lengths used as standard units. There is no mention
of SI.
The
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