Wow you’re old as dirt!

Hi. I looked on Amazon for the book you loved. Which one is it? There are a couple there. I’d love it if you could let me know. 👍🏻

Yes, I would like to know the name of the book too please.

Name of the book pls

@@chriswebster24 but what is the age of the tree growing in that dirt and how many leaves are currently on it?

Same here. I mean what other method can you use to add or subtract fractions?

Me either. I don’t worry about reducing until I’ve added the top. And the first example was easy to reduce in my head.

Fully agree, also if taught this way then adding up algebraic fractions is easier.

50 years ago I was taught to "Cross multiply" In this video, the narrator calls his method, "Bow Tie" I think they are identical to each other.

Same here!

Exactly, there is no point teaching some cute hack which a trained monkey can repeat adnauseam, they have to understand WHY?

very good point Murray. I am a semi-retired engineer, or so I tell people when business is slow. I was taught cook book math which is the norm, solving provided equations as homework. You won't understand what you are doing unless or until you can set up the equations - applied math.

@@ericdussell7421The same applies to about anything-if you understand HOW something works, you have a good chance of fixing it. Mathematical, mechanical, electrical, the list goes on.

@My Reading Room Channel Exactly. 95% of the things people "discovered" or whatever I had already figured out on my own. 'Course, I'm an old guy anyway, so I would be dumber than I actually am, if I hadn't figured out by now.

Absolutely correct. No shortcuts without understanding. His bow tie method is akin to cranking a car and saying that you understand why it starts.

Almost as old. My father, may he still be roasting over the flames of Hell, didn't ever teach me anything, but took great delight in telling me how good he was in Math at school. Somehow I managed to obtain a PhD and ended up teaching Math for 35 years. Pure luck, he would say.

Lol My father was exceptional at maths but he never taught me anything. I struggled with maths. It was only much later when I came back to the subject looking at how it is or could be taught that I discovered he had laid down a rich tapestry of stories that used to tell me that I now realise were all mathematical problems & insights but in a quirky sort of way that left me curious and puzzling over. I think he just wanted me to find my own way whatever I did but I can't help smiling when I find myself telling young children the same quirky stories and having fun trying to work things out. That is why I enjoy the so called 'Vedic maths' approach. It does things in different ways that are playful and fun to learn and much much faster.

My dad was a math major but is TERRIBLE at teaching, his brain just functions at a higher level, he skips too many steps and didn't understand why I'd get confused, he couldn't simplify things. I do not miss high school tutoring sessions lmao. This teacher is exactly who could have helped me back then! Sigh

fractions, decimals and percentages are easy

@@fallback8314 That's just YOUR opinion. For some people it's not that easy.

If ya crash and burn at fractions it's probably cuz you have other priorities lol.

@@fallback8314 decimals are fun, percentages are fun. Fractions are a bit tricky and takes a while, but not that hard to grasp.

I found out that learning my times tables helped immensely

Same here

and THAT is exactly why this method is not a "hack".....in addition to the fact this has become the most overused word on the internet

@@danstrayer111 And that's why I used the term "method" as did others.

@@autumnisnothere and that is the right word.

It seems some schools put too much emphasis on LCDs. The fact is, to add or subtract fractions you only need to have a "common" denominator. It doesn't have to be the LOWEST. If you multiply both of the denominators together you will get a COMMON denominator. It may not be the lowest but it doesn't have to be. So that's all this bow tie is doing is converting the fractions to this common denominator. Which is why it may result in a fraction that can be reduced, because it wasn't the lowest.

That's bullshit.

@@SharpObserver1A 10:35

Doesn't matter which arrow you start with, as long as the answer you get for that arrow is placed at the point of that same arrow…

Wow…..stroking that all the way. 😑 what an ego.

Hello John My name is Alex, age 73 following your videos from Waterford Ireland. I am a very mature student attending Adult Education Class. I have always been interested in Maths,

Just to thank you for taking the mystery out of learning. Kind regards Alex

😂 not according to my hs trigonometry teacher

Can you prove that? Whilst it might seem facetious it's actually a valid question. Maybe we should teach students how to prove that these operations actually work whether you are dealing with natural numbers or these different 'types of numbers' that we call fractions. I have seen a maths professor lament that his undergraduates cannot do this yet he can teach primary school children to verify that these operations do work as the should. Its also a nice way to introduce algebra into young minds. I have tried it out with some success.

Me, too. Not great in HS math. Always thought of myself as mathematically challenged, but really wanted to learn it. Yes, I will subscribe here. Thank you TABLETMATHCLASS!!

Great story. You should try teaching/coaching others with your skills (as a hobby). Your enthusiasm is infectious and you will be passing a gift on to someone else.

What is ged

@@manoshawad7993 GED (general education diploma) is the equivalent of a high school diploma, but is not the same. People who have dropped out of high school get their GED later in life.

Thank you

@@manoshawad7993 you are quite welcome.

My son and daughter experienced that very thing.

When I was in school learning this, I was taught LCD as well as this method. I was never taught the cross-multiply method as the "standard method".

What I think would be beneficial is for people to be taught the reasons why this method works.

This is not cross multiplying or at least how cross multiplying is taught

@@chadlhorton Yeah, I think you're right. This is not a hack or a trick, it's mathematically sound. I think the concept that needs to be stressed is that when you're getting a common denominator (least or otherwise), all you're doing is multiplying each fraction by 1. For the original problem: 3/7 + 4/12, you can do some reducing up front which will help you. It's good to look for that. Then, 3/7 + 4/12 = 3/7 + 1/3 = (3/7)(3/3) + (1/3)(7/7). The tactic here is to get a common denominator, so each fraction is multiplied the other fraction's denominator-over-denominator. Doing that is 100% OK because you're multiplying things by 1 when you do this. So, (3/7)(3/3) + (1/3)(7/7) = 9/21 + 7/21 = (9+7)/21 = 16/21. Is 16/21 reducible any further. No. Prime factorization of 21 is 3 and 7. Is 16 divisible by 3 or 7? No. The final reduced answer is 16/21. Boom, done. Even if you miss the step of reducing 4/12 to to 1/3 in the beginning and start out (3/7)(12/12) + (4/12)(7/7)......, no big deal. It's not wrong. You'll do some reducing on the back-end of the problem. Do it right and you'll arrive at the same answer and full credit for the problem. Doing reduction up-front is a good habit but not a show-stopper if you miss that step. Like a lot of posters here, I don't like this being called a hack or trick. It's not. It is mathematically sound and you still go through the proper steps to do the problem, it's not a shortcut (many shortcuts that get passed around by kids are not mathematically sound, will often get you the wrong answer, and should be avoided).

All math teachers should teach the metric system only. Otherwise, you are in the great company of only Liberia and Burma.

Also, for a soapbox moment, I personally think reducing fractions and figuring out LCD is mostly pointless in life. I mean, it doesn't hurt to know it, but it doesn't actually assist you much either. No one is EVER going to think of 52 cents as 13/25ths of a dollar, for example. And I personally believe it's more useful for everyone to understand that 8/16 = 128/256 and you don't even have to consider 1/2 in that, because then you get an actual understanding of how numerators relate to denominators. If you make everyone reduce fractions all the time, you're basically saying 1/2 is "more mathematically real" than 128/256 is. But 128/256 might be more important than understanding that it reduces to 1/2 in certain contexts...like if you're dealing with computer code or RAM or anything else in binary, for example.

Okey what we have for dinner party bayan bibi day boñtag

Agreed, and happy belated birthday!

@@JackOfAllRAIDs Thank you so much!

Texassews -- I know the feeling too... We moved about the same and I hated it that I could never have friends in school, because, we were going to leave soon, and I would never see those great kids again... Now, sometimes, I remember their names and can see their faces in my mind, and wonder how they did.... I pray that they are all good and doing fine... Perhaps one day in Heaven, I may be able to find them all again and catch up... The absolute Best Teachers I ever remember were in Dallas Texas... They absolutely rocked their positions, and always told us that "We were going to learn a lot of things and for sure, we were going to learn how to get through life with all the things we were going to learn that year... And I/we Did !!!!! I can do anything I try to do and I am almost the same age as you !! Will also want to catch up with these great Teachers up there and see how they did and thank them again for being there for me.... God Bless you and yours ! Fran Danco

yes, I taught 4th grade...and this is what we taught. We try to keep civilization moving forward, but historically there are drops in advancement, and humans start over.

@@RebaCampbell1984 I can’t agree that there are historical drops in advancement which result in Humans starting over. At least, I don’t see that in our recorded history. Of course, Civilizations have risen and fallen, but I’m not sure any of them slipped back to their inception as a result. There are pockets of Humans who may not have advanced alongside others, but the Romans didn’t drop their possessions and begin walking naked back into the Wilderness. 😜 Either way, let’s hope we are able to one day find a common value to place onto our Children and their abilities to survive in what is becoming a much more advanced and competitive world.

@@troycrum9294 that would be very good if our children continue to advance. It is more possible, except for things happening as they have for eons...If you look at the archaeological record, especially before writing, there are periods where humans' advancements did retreat, and we don't know How they build incredible structures...Or either by climate challenges, or geological forces like the Doggerman Landmass or Mediterranean seaside cultures that were wiped out by sudden water rushes. We know they had advance cultures, but sharing/advancement of knowledge was reduced. Another example, the amazing 2,000 year old 'computer'calendar that was found in the Mediterranean, the Antikythera mechanism, and it couldn't be just one of a kind, yet mankind didn't get to that level of advancement again until 14th Century. That knowledge was lost for many centuries.

@@RebaCampbell1984 now we’re getting into another, and as far as I’m concerned, fascinating realm of discussion.

@@RebaCampbell1984 my guess though, is that we are not related in any way to them though.

Ok I'll

Ok

I'll

Ok

Not that long ago, but also, before lcd "kleinste gemene deler" in Dutch

Taught this hack for 35 years but after the LCD method had been taught first.

That was when school was about teaching math and other useful disciplines and not gender pronouns, critical race theory and various other pieces of useless garbage..

Exactly correct. No need to convert a whole number to an improper fraction so just set it aside until you have dealt with the fractions and then bring the whole number(s) back at the end of the process.

Did they not taughted English either?

This "bowtie" method is easier when the numbers are small, so one should always look to reduce fractions *before* applying it. Why use the method on 25/75 + 24/48 when you can reduce first, and use the trick on 1/3 + 1/2 ?!

@@timeonly1401 I plainly said to reduce first. 25/75 is 1/3 and 24/48 is 1/2 then convert to divisions of 6 and 2/6 + 3/6 =5/6

😂😂😂

Don't let this man know about the ascot method.

🤣 I’m so gullible! I fell for this and actually looked up the “double windsor” method! 🤣😂

@@kanay_norie my corny joke was not in vain 😉

@@88woodbikes4 😂🤣😆

look up the euclidean method :)

Reduce terms the find the common denominator then add

You just need ANY common denominator, the least (lowest) common denominator is preferred but NOT required in order to solve the problem. So unless the LCD is obvious (if, for example, one of the two denominators is a whole number multiple of the other), it's easiest to just use the product of the 2 denominators as the common denominator (which often will be the LCD, BTW), do the addition or subtraction, and reduce the fractional answer at the end.

🤣🤣🤣

Well we have to beg for likes and subscriptions for 2 minutes first!

Totally agree. Good vid but this isn't worthy of 17 minutes. This is like the video that discussed how to solve division of fractions such as: 3/8 divided by 1/4. I can tell you how to do that in 1 minute if I'm being slow, this guy took 17 minutes. You flip the 1/4 and turn it into a multiplication problem. Now it's converted to: 3/8 * 4 = 12/8 = 3/2 = 1-1/2 = 1.5 (depending on what form you want your answer in).

@@davenone7312 Yes, there is that.

Is he paid by the hour?

@@Skank_and_Gutterboy some people learn slower I think he is trying to cover the full spectrum of learning speeds. You could always speed up the video if it’s too slow for you. Your learning speed is not the standard in the world.

You're right. I appreciate the content, but he is way too wordy. blah blah blah....

Exactly, this is not a hack or a trick, the math is sound and this is how it's taught. All you're doing is multiplying your fractions by 1 (which is what a fraction like 3/3 or 12/12 equals) to get a common denominator. Then you just add the new numerators and reduce as necessary. Piece of cake, calling it a "hack" or "trick" is wrong. Among kids, I remember hacks and tricks being passed around that were wrong and would usually give you the wrong answer (or you'd fall ass-backwards into the right answer but they would lead you to bad concepts). This method is not like that, it's the right way to do it.

I hope those who teach it also teach there students common courtesies like not being rude to people who are trying to help people who are not as knowledgeable.

@@susancook9228 No doubt!

@@susancook9228 you are absolutely right. I appreciate the length he took to explain the process. There will always be little people also known as haters who have to hate. Shame on them!!😡

More like _barely_ explained. I know it's nice to be nice, but you're being excessively generous. Cross-multiplication is/has been standard procedure for most primary-aged students on the planet. But to give this rambling, tautological mess an elephant stamp for being "well-explained" is just not right. It was far, FAR from _well_ explained. He couldn't even decide whether he wanted to call it a trick, a hack, or a method... and forced us to share and revisit that painful dilemma with him... again and again! Freaking awful. Mostly filler!

Yes, this is the way they've always taught it in math class. Am I to believe that with common core, these basic principles of math aren't taught any longer and therefore this is a secret hack?

YES! That is how I was taught LCD's in the 1960's - they called it cross-multiplying then.

I think people called it sissors

Scissors, cross multiplying, chop stick, bread sticks, crossing streams, clashing lightsabers, jousting slongs, crossing sausages…. What ever you call it, it basic math!

@@mrfonz8034 how long have you been alive

Every video he puts out might be someone's first time viewing him-of course he should be allowed to introduce himself and the products he offers for sale each time! too dumb to know how to fast scan with the youtube progress bar?

Then you were at a rare school. Generally third grade introduced times tables, even back in the olden golden days. You weren’t adding and subtracting fractions before learning basic multiplication. This is not a “no child left behind” problem, it’s a misremembering of your precious youth. Oh, and I polled multiple people who would have been in second grade a few years before and after 1962, representing both coasts and the heartland. Pretty consistent curriculum.

@@shaalijones3484 Amazing how some people think they know what someone else experienced in life. I do not claim to have gone to exceptional school, but we did have some exceptional teachers. Yes, we did learned our multiplication tables in second grade, which I struggled with. My older brother and sister took turns drilling me with our own flashcards. Pretty arrogant of you to think you have any idea of what was taught to others. I actually still have my school books from then. My parents bought a set for me since I was having so much difficulty with it at that time.

hahahaha!

Still, the older generation needs to be refreshed from time to time, while the newer generations need to simply learn some basics, and the more techniques they learn, the better the brain works and something in it clicks when there is an irregularity, and a flaw is seen, even when the brain hasn't consciously "computed" it, as yet. Like gamblers who spend their time learning and practicing card tricks. Not for the amusement of the audience, but to keep their brain nimble. We don't have as many Nimble Brains these days as we had in the 1940's and 50's - much less the 1880's-1940. Numbers are stable blocks of measures, totally equidistant from eachother. The more someone handles them in the brain, like a juggler, The sense in the Brain of the Balance and Regularity will help the workman "FEEL" as well as anything else, whether everything is properly fitting together, clean and tight. You may think this is something that goes without saying, but having worked with a few hundred kids on their math skills, I can tell you that over the decades, their sense of the "right feel" of the math they are working on has gone drastically downhill. And it is reflected in the deteriorating politics of our day. My baby sister was only 3 1/2 yrs younger than me, but all the parent outrage at the "NEW MATH" that started in Elementary school in her grade, not the class above hers, worked to distort a wide variety of LOGIC in the schools and thus to the next generations of politicians and voters as this "Fun House of Mirrors" was forced into that and the following generations, until the students in many schools could NOT TOLERATE sound mathematical teaching or anything else that depended on a hefty grasp of Logic. Now look at the MATH of last year's Election and tell us all how so many Millions of peoples world wide cannot figure out how badly distorted from Reality the Election Counts in dozens of nations are so messed up. They have no SENSE in their Brain Function of the Logic of the Numbers - it simply does not compute, they are overwhelmed.

I call BS here. Adding fractions not part of Grade 2 arithmetic.

I’m curious. Is there a different way?

Yeah. It's the same method, just few steps are skipped.

For Thousands of years, in fact. It is still a Hack, and there are STILL huge numbers of people who do not know it. It being an OLD HACK, or a brand new hack, doesn't change its importance, or its clarity. And now, thousands of years later, too many Americans are tolerating and even celebrating a Destructive Ignorance of Simple Logic.

I did the math in bout 30 seconds

BULLLL. SHI@# !!! THIS ISN'T 3RD GRADE MATH !! IT MAY NOT B ALGEBRA OR EVEN PRE-ALG. BUT ITS NOT 3RD GRADE

@@bryanprince5276 Intelligence wise, I'd say you're more like a pauper than a prince.

This is incorrect. You want to divide and conquer all the Persians before eating any cake.

There is no need to unzip your jeans to tie your shoes.

@AllisonsArt That's exactly what I'd do if I were preparing for a test. I can never forget the clumsy method that was drilled into me for years, but I would have to check my understanding of the Bow-Tie way before using it. That being done, I would use the BT way and cut my test time in half..

An ego is not a good thing.

Wow! What a genius! 😂😂😂 Except for the fact that that's ain't an equation 😂😂

same; did it in my head

Well done, Einstein

Yeah, I thought there was some cool new method I didn't know about.

@@OmaBike Everything is a nickel now-a-days....plastic people with plastic thoughts....but hey parts of me are plastic now.

Maybe not, but the title got you here didn’t it?

@@atamagashock Deception isn't calculatable though is it?

@@ChadLuciano it’s not that deep lmao

For real!! Lost interest at minute 2