I agree there it is much harder in feet and inches, my child is quite happy 
working in metric due to my influence. 

As Jim points out, and this exercise points out, most students assume a decimal 
system, not half's or eights on a ruler. Just count the graduations and that's 
the decimal part of the unit.

Mike Payne
  ----- Original Message ----- 
  From: Martin Vlietstra 
  To: U.S. Metric Association 
  Sent: Sunday, 17 May 2009 16:08
  Subject: [USMA:45077] RE: Two sytems.


  Michael

   

  Are you children able to answer the following question:

   

  Jack is 5 ft 2 in tall

  Mary is 4 ft 8 in tall

  Fred is 4 ft 11 n tall

  Ann is 5ft 0 in tall

  Mike is 4 ft 8 in tall

   

  What is their average height  (Calculators may be used)?

   


------------------------------------------------------------------------------

  From: [email protected] [mailto:[email protected]] On Behalf Of 
Michael Payne
  Sent: 17 May 2009 16:58
  To: U.S. Metric Association
  Subject: [USMA:45076] Two sytems.

   

  I picked up a scrap of paper on the street outside my home the other day, 
probably blew out of the garbage truck. Anyway it was a sheet filled in by an 
elementary age school kids on measurement. Shows how US kids have to learn 2 
systems and don't know either one.

   

  Picture of Rake.

  a. Longer than 1 foot

  b. About 1 foot

  c. longer than 1 foot

  They got this one right.

   

  Picture of single Carrot

  a. lighter than 1 kilogram

  b. About 1 kilogram

  c. Heavier than 1 kilogram

   

  They marked about 1 kilogram. How is a kid in the US going to know how much a 
kilogram is? 

   

  The interesting question to me was a picture of a green bean with an inch 
ruler marked in inches only with 3 graduations in between (for 1/4, 1/2 & 3/4 
inches). The question was how many inches is the bean? To me it was 3-3/4 
inches.

   

  The kid marked down 3.3. The teacher put down 3.5 (in red) crossed that out 
and put 4. Kids see calculators, they count the graduations and that becomes a 
decimal, hence 3.3.

   

  This is a good example of how and why the US does so poorly in math and 
science when compared to other nations.

   

  I think I'll make a copy of the sheet and attach. Apologies for one side 
being upside down. You can have Adobe rotate it but it does the whole document. 
I'll also send it to my legislators. If everyone on this list sent this to 
their Congressional Representative, we might make a difference!

   

  Mike Payne

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