Which Skill Diminishment Would You Rather

[albionmoonlight]

Let's say that you are walking along the beach and find a magic lamp half buried in the sand.

Excited, you run home and make a list of wishes, taking time to carefully balance your desires for copious amounts of money, power, and really hot sex with a plethora of attractive people.

Having made your list and checked it twice, you grab the lamp and give it a good rub. And, wouldn't you know it, it turns out that you have managed to obtain a cursed lamp--the kind about which they don't tell you in stories. (That also helps to explain why the lamp was just laying there for anyone to take. People tend not to leave their blessed magic objects laying around on some strange beach.)

So the evil genie comes out of the lamp and informs you that, due to some previously negotiated collective bargaining agreements between evil genies and humankind, you at least get a choice of the curse that will befall you for the remainder of your days. The curse, once applied, is immediate and permanent--you cannot correct it no matter how much education/physical training you undergo. In addition, the cause of the affliction cannot be detected. If you want to spend your life in hospitals and university labs getting checked out, go ahead. But all you will get for your trouble is a syndrome named after you after you die. Oh, and you are free to tell people that you were cursed by an evil genie. Good luck trying to sell that. Maybe you'll get to be on Mythbusters. Finally, you can't really delay. If you don't pick a curse, then you are smacked down with all of them.

Anyway, please pick an affliction and explain why your are picking it. The genie is waiting.

1.) The reading ability of a typical first grader.

2.) The writing ability of a typical first grader.

3.) The math ability of a typical first grader.

4.) The physical coordination of a typical one-year old.

[Ksyrup]

Number 1. I could at least coach hockey.

[wishbone]

#3 easy, I don't communicate with people using math, I couldn't go through the rest of my life without being able to read and write at my current 3rd grade level and the coordination of a 1 year old is just asking for trouble. I'd have corks on all the forks and I'd be using sippy cups.

[rkmsuf]

not 4 since I'd still want to play with myself

I guess writing. I have no interest in expressing myself in print in any profound way.

[vex]

The math skills of a typical first grader?
I already have this, so there wouldn't be much change.

[albionmoonlight]

As a lawyer, I need #1 and #2 to do my job. #4 seems pretty important.

I think that I would go with #3--only because I could generally fake it well enough--I think--to get by and not lose my job.

[oliegirl]

#2, with computers, I would probably be OK and live a fairly normal life....

[Bee]

I went with writing at a 1st grade level...I could use the improvement.

[sidtian]

The writing ability of a first grader. I have HORRIBLE writing skills, so in actuality I'm most of the way there! It wouldn't be that much of a drop.

[GrantDawg]

I already have the cordination of a first grader, so 4 is a no brainer.

[digamma]

Does your comprehension ability go away with your reading ability in #1? Do I have the same level of vocabulary, etc. that I do now--but I just can't make out the words on paper?

[albionmoonlight]

Originally Posted by digamma

Does your comprehension ability go away with your reading ability in #1? Do I have the same level of vocabulary, etc. that I do now--but I just can't make out the words on paper?

Interesting question. As I pictured this, it was limited to reading and writing in particular. So you could still converse normally--you just ran into problems when you tried to put sentences down on paper, or tried to read them from paper.

Of course, with dictation machines/software, etc., that makes #2 a lot less of a burden . . .

[kcchief19]

I would have to go with math. I wouldn't be happy about it, but I know I could deal with 1, 2 or 4 well at all. I've seen people get by with No. 3, and it doesn't seem to diminish them much.

It might make playing a sports sim more difficult, so I guess I'd have to become a joystick jockey.

[wade moore]

Originally Posted by albionmoonlight

Interesting question. As I pictured this, it was limited to reading and writing in particular. So you could still converse normally--you just ran into problems when you tried to put sentences down on paper, or tried to read them from paper.

Of course, with dictation machines/software, etc., that makes #2 a lot less of a burden . . .

And your last point is exactly why I picked writing...

I could use dictation software/other people to get it down in writing...

[Buzzbee]

OMG!! it wuz soo kewl i fownd this majic lamp on tha beech and this jeene gave me a wish so I wisht to be jorg bush.

[Kodos]

Math skills would be easiest to hide.

[MacroGuru]

I picked # 3

[JeeberD]

#3

Life would still be fine if you had a decent calculator on hand...

[Greyroofoo]

#2, I could still post on FOFC and not stand out

[VPI97]

#3 - They sell calculators, you know.

[gottimd]

Yes you can have a calculator, but how do you know what calculations to perform? Having a calculator would be equivalent to using spell checker for someone with first grade writing ability.

[rkmsuf]

Originally Posted by gottimd

Yes you can have a calculator, but how do you know what calculations to perform? Having a calculator would be equivalent to using spell checker for someone with first grade writing ability.

you'd just sit there hitting all the buttons and go "cool"

[gottimd]

Originally Posted by rkmsuf

you'd just sit there hitting all the buttons and go "cool"

Sounds like what I do on here.

[sterlingice]

Yeah, the math one seems like a pretty easy choice.

SI

[gottimd]

Originally Posted by sterlingice

Yeah, the math one seems like a pretty easy choice.

SI

Not if you are a Mathlete.

[rkmsuf]

Originally Posted by gottimd

Not if you are a Mathlete.

I'm going to enjoy ripping off the bad math people.

[Swaggs]

Definitely #3.

[SnDvls]

my wife teaches 1st grade and they know (+, -, *, & / ) that's all I'd need so #3

[rkmsuf]

Originally Posted by SnDvls

my wife teaches 1st grade and they know (+, -, *, & / ) that's all I'd need so #3

wait till my +30% sale

[sterlingice]

Well, judging by the other programmers I know, I suppose I could do crappy writing and not even be noticed.

SI

[SnDvls]

Originally Posted by rkmsuf

wait till my +30% sale

well I can read so I know that a plus 30% sale wouldn't be good as it would mean I'm paying more, hence the plus. Just how much with a 1st grade math I wouldn't know, but I'd know it's more than the price shown.

[rkmsuf]

Originally Posted by SnDvls

well I can read so I know that a plus 30% sale wouldn't be good as it would mean I'm paying more, hence the plus. Just how much with a 1st grade math I wouldn't know, but I'd know it's more than the price shown.

ok how about my +30%, -25%, +2%, -20%, +40%, -3%, squared sale?

and I'll put red stickers on everything.

[Radii]

writting and it is not eevn klose. i kold red mi suns writting wen he was six and tel wat he was tring too say even tho he kold onle sownd ot words wen he speld.

[SnDvls]

Originally Posted by rkmsuf

ok how about my +30%, -25%, +2%, -20%, +40%, -3%, squared sale?

and I'll put red stickers on everything.

I would still be able to guess it is at least a plus number as it would end up 24 squared.

Not knowing what squared in 1st grade is, but know that it was at least plus any logical person would think it was not in their best interest to purchase it. So again I'd pass.

[rkmsuf]

Originally Posted by SnDvls

I would still be able to guess it is at least a plus number as it would end up 24 squared.

Not knowing what squared in 1st grade is, but know that it was at least plus any logical person would think it was not in their best interest to purchase it. So again I'd pass.

your substandard math skills are a hard nut to crack.

[albionmoonlight]

Originally Posted by SnDvls

I would still be able to guess it is at least a plus number as it would end up 24 squared.

Not knowing what squared in 1st grade is, but know that it was at least plus any logical person would think it was not in their best interest to purchase it. So again I'd pass.

Methinks you give too much credit to first graders. Heck, I don't think you even get to fractions until third grade, right?

The idea that X^2 >= 0 when X is any real number seems a bit beyond the typical first grade understanding.

[rkmsuf]

Originally Posted by SnDvls

I would still be able to guess it is at least a plus number as it would end up 24 squared.

Not knowing what squared in 1st grade is, but know that it was at least plus any logical person would think it was not in their best interest to purchase it. So again I'd pass.

It's actually .24 squared. You can't even do the problem now!

[SnDvls]

Originally Posted by albionmoonlight

Methinks you give too much credit to first graders. Heck, I don't think you even get to fractions until third grade, right?

The idea that X^2 >= 0 when X is any real number seems a bit beyond the typical first grade understanding.

you don't need to know fractions.

even if you only knew addition and subtraction you would know that a plus 30% sale means more than what the price is just by know addition. If you string a whole bunch of number together you would still be able to add them and subtract them to get a final number. Now one could argue that an average 1st grader wouldn't know what to do with a negative number, but given that I would still have my reasoning and logical thinking that I do now I'd have enough sense to know when someone might be trying to trick me.

[SnDvls]

Originally Posted by rkmsuf

It's actually .24 squared. You can't even do the problem now!

you are right I should have said 24% squared

[rkmsuf]

Originally Posted by SnDvls

you are right I should have said 24% squared

Booyah!

[albionmoonlight]

Originally Posted by SnDvls

you don't need to know fractions.

even if you only knew addition and subtraction you would know that a plus 30% sale means more than what the price is just by know addition. If you string a whole bunch of number together you would still be able to add them and subtract them to get a final number. Now one could argue that an average 1st grader wouldn't know what to do with a negative number, but given that I would still have my reasoning and logical thinking that I do now I'd have enough sense to know when someone might be trying to trick me.

OK. So it has nothing to do with your math skills at that point. You would just understand that you were bad with numbers and not engage in deals when "someone might be trying to trick [you.]" Not a bad plan if you really were really bad at math.

[SnDvls]

Originally Posted by rkmsuf

Booyah!

if you want to devise a problem that an "average" 1st grader couldn't do here is the AZ standards for 1st grade. It is what every 1st grader should know. We all know that isn't the case so I didn't us it as my average either.
enjoy

http://www.ade.state.az.us/standards...ted/Grade1.doc

[Vince]

I'd hate to do it, but I'd have to go with #3 as well. I am quite fond of my ability to read and write, and would absolutely hate to lose either.

[cthomer5000]

Originally Posted by rkmsuf

you'd just sit there hitting all the buttons and go "cool"

dood! if you look at 58008 it upside down it says BOOBS!

[Daimyo]

I'd sacrifice the ability to write. I assume losing math ability would also knock out the basic logic operations, greater than, less than, etc and would actually be a bigger handicap than people are giving it credit for. Plus, I can't imagine being able to play (and enjoy) games like FOF, Civ, etc with the math ability of a 1st grader.

While it would suck to lose the ability to write you'd still have the ability to speak and I think I could survive with that.

[Daimyo]

DOLA, found this from California's standards for what a student should be able to do upon completion of 1st grade:
http://www.cde.ca.gov/be/st/ss/mthgrade1.asp


By the end of grade one, students understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data and analyze and solve simple problems.

Number Sense
1.0 Students understand and use numbers up to 100:

• 1.1 Count, read, and write whole numbers to 100.
• 1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >).
• 1.3 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3).
• 1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).
• 1.5 Identify and know the value of coins and show different combinations of coins that equal the same value.

2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:

• 2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.
• 2.2 Use the inverse relationship between addition and subtraction to solve problems.
• 2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.
• 2.4 Count by 2s, 5s, and 10s to 100.
• 2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
• 2.6 Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 = __).
• 2.7 Find the sum of three one-digit numbers.

3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, and hundreds places:

• 3.1 Make reasonable estimates when comparing larger or smaller numbers.

Algebra and Functions
1.0 Students use number sentences with operational symbols and expressions to solve problems:

• 1.1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction.
• 1.2 Understand the meaning of the symbols +, -, =.
• 1.3 Create problem situations that might lead to given number sentences involving addition and subtraction.

Measurement and Geometry
1.0 Students use direct comparison and nonstandard units to describe the measurements of objects:

• 1.1 Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit.
• 1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).

2.0 Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space:

• 2.1 Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects.
• 2.2 Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification.
• 2.3 Give and follow directions about location.
• 2.4 Arrange and describe objects in space by proximity, position, and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right of).

Statistics, Data Analysis, and Probability
1.0 Students organize, represent, and compare data by category on simple graphs and charts:

• 1.1 Sort objects and data by common attributes and describe the categories.
• 1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.

2.0 Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors:

• 2.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).

Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:

• 1.1 Determine the approach, materials, and strategies to be used.
• 1.2 Use tools, such as manipulatives or sketches, to model problems.

2.0 Students solve problems and justify their reasoning:

• 2.1 Explain the reasoning used and justify the procedures selected.
• 2.2 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students note connections between one problem and another.

[Grammaticus]

Math Skills, that is what calculators and computers are for.

[Raiders Army]

Writing. If I can still read well I'm good.

[rkmsuf]

Originally Posted by cthomer5000

dood! if you look at 58008 it upside down it says BOOBS!

heh he heh he said boobs

[Celeval]

Math skills of a typical 1st grader:
- You can't buy anything. Not if it involves knowing how much money you have in your bank account or credit.. especially since "five thousand dollars" means nothing to you when you can barely count to 100.