Answer
|
Some
|
of
|
you
|
who
|
have
|
small
|
children
|
may
|
have
|
perhaps
|
been
|
put
|
in
|
the
|
embarrassing
|
position
|
of
|
being
|
unable
|
to
|
do
|
your
|
child's
|
arithmetic
|
homework
|
because
|
of
|
the
|
current
|
revolution
|
in
|
mathematics
|
teaching
|
known
|
as
|
the
|
New
|
Math
|
So
|
as
|
a
|
public
|
service
|
here
|
tonight
|
I
|
thought
|
I
|
would
|
offer
|
a
|
brief
|
|
Answer
|
lesson
|
in
|
the
|
New
|
Math
|
tonight
|
We're
|
gonna
|
cover
|
subtraction
|
This
|
is
|
the
|
first
|
room
|
I've
|
worked
|
for
|
a
|
while
|
that
|
didn't
|
have
|
a
|
blackboard
|
so
|
we
|
will
|
have
|
to
|
make
|
do
|
with
|
more
|
primitive
|
visual
|
aids
|
as
|
they
|
say
|
in
|
the
|
ed
|
biz
|
Consider
|
the
|
following
|
subtraction
|
problem
|
which
|
I
|
will
|
|
Answer
|
put
|
up
|
here
|
342
|
minus
|
173
|
Now
|
remember
|
how
|
we
|
used
|
to
|
do
|
that
|
three
|
from
|
two
|
is
|
nine
|
carry
|
the
|
one
|
and
|
if
|
you're
|
under
|
35
|
or
|
went
|
to
|
a
|
private
|
school
|
you
|
say
|
seven
|
from
|
three
|
is
|
six
|
but
|
if
|
you're
|
over
|
35
|
and
|
went
|
to
|
a
|
public
|
school
|
you
|
|
Answer
|
say
|
eight
|
from
|
four
|
is
|
six
|
and
|
carry
|
the
|
one
|
so
|
we
|
have
|
169
|
but
|
in
|
the
|
new
|
approach
|
as
|
you
|
know
|
the
|
important
|
thing
|
is
|
to
|
understand
|
what
|
you're
|
doing
|
rather
|
than
|
to
|
get
|
the
|
right
|
answer
|
Here's
|
how
|
they
|
do
|
it
|
now
|
You
|
can't
|
take
|
three
|
from
|
two
|
two
|
is
|
|
Answer
|
less
|
than
|
three
|
so
|
you
|
look
|
at
|
the
|
four
|
in
|
the
|
tens
|
place
|
Now
|
that's
|
really
|
four
|
tens
|
so
|
you
|
make
|
it
|
three
|
tens
|
regroup
|
and
|
you
|
change
|
a
|
ten
|
to
|
ten
|
ones
|
and
|
you
|
add
|
to
|
the
|
two
|
and
|
get
|
twelve
|
and
|
you
|
take
|
away
|
three
|
that's
|
nine
|
is
|
that
|
clear
|
|
Answer
|
Now
|
instead
|
of
|
four
|
in
|
the
|
tens
|
place
|
You've
|
got
|
three
|
'cause
|
you
|
added
|
one
|
That
|
is
|
to
|
say
|
ten
|
to
|
the
|
two
|
But
|
you
|
can't
|
take
|
seven
|
from
|
three
|
so
|
you
|
look
|
in
|
the
|
hundreds
|
place
|
From
|
the
|
three
|
you
|
then
|
use
|
one
|
to
|
make
|
ten
|
ones
|
and
|
you
|
know
|
|
Answer
|
why
|
four
|
plus
|
minus
|
one
|
plus
|
ten
|
is
|
fourteen
|
minus
|
one
|
'cause
|
addition
|
is
|
commutative
|
right
|
And
|
so
|
you've
|
got
|
thirteen
|
tens
|
and
|
you
|
take
|
away
|
seven
|
that
|
leaves
|
five
|
Well
|
six
|
actually
|
but
|
the
|
idea
|
is
|
the
|
important
|
thing
|
Now
|
go
|
back
|
to
|
the
|
hundreds
|
place
|
You're
|
left
|
with
|
two
|
|
Answer
|
and
|
you
|
take
|
away
|
one
|
from
|
two
|
and
|
that
|
leaves
|
Everybody
|
get
|
one
|
Not
|
bad
|
for
|
the
|
first
|
day
|
Hooray
|
for
|
New
|
Math
|
New
|
hoo
|
hoo
|
Math
|
It
|
won't
|
do
|
you
|
a
|
bit
|
of
|
good
|
to
|
review
|
math
|
It's
|
so
|
simple
|
So
|
very
|
simple
|
That
|
only
|
a
|
child
|
can
|
do
|
it
|
|