The question is if that answer is correct though lol

Thus, there is no point bothering me, I just know.

Looks like it's part of the assignment to check the answer if it is correct.

Probably 19+14 =19+4+10

Looking at the bottom question:

The circles are units. There are 8 at the top (from 48) and 4 at the bottom (from 24).

You make a little tent to hold 10 of the circles and the circles outside the tent is the unit amount for your answer. I'm this case there should be 2 left over but the question is incorrect. (this is because the homework is to check that each answer is correct or not)

Next you count the number of dashed lines, which represent the tens. Add another 10 if you made a tent around the units.

Now, why you would ever do such convoluted BS instead of just adding these number together idk. I know I'm not four years old any more, but seriously this is so much effort when you could just count on your fingers. They've already got the one-number-above-another addition thing going on, but it's completely ignored...

I assume the question is "Which answer is correct?" or "Do you think the answer is correct?" or something along those lines.

I remember my grandma chiding me for not memorizing log tables in school. Times change, and primary educational theory is hardly in the zeitgeist.

I'm not an expert, but most changes from what "we" (which I'm taking anyone aged 5-10 between 1980 and 2000 roughly) experienced to what "kids nowadays" (there are two epochs, 2000-2010, 2010-now) experience are due to the greater availability of data tools

With data and technology being more available the way math is taught had to change (although we have calculators with us permenantly now, so we need to rote-memorize less, we need to focus more on what the calculator is doing behind the scenes so we understand the processes), in order to ameliorate the other issue: stratification of learning between rich/poor, and between NA/LATAM/AMEA/EU

When you actually read the requirements, and compare them to the image, it makes a bit more sense

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning

Without wanting to be too glib, how would one differently integrate the above bullet points into an educational schema that allows flexibility for different learning styles, classroom environments, levels of literacy, competency, variations in age/development/background/homelife, disabilities over the course of 5 years while tracking other learnings in key educational areas to complement the syllabus?

These things get a bad reputation but the moment to attempt to tackle the problem yourself, you start to see how massively complex and difficult it is.

I know... we never had these graphical things to help us, yet we somehow managed to learn it...

They just DONT KNOW!

Read the text at the top of the page