Whoever said “There’s no such thing as a dumb question” has never sat in my prealgebra class.
First of all, I am horrible at math. When I was forced by the gods of college academics to take this course, I thought for certain I’d be the dumbest person in the class. I was wrong.
After almost every statement my teacher makes, I can count on a lady in the back of the class, we’ll call her “Glenda,” asking (in a high pitched voice), an exremely trivial, stupid question.
After some of the gems I’ve heard, I have begun feeling like a friggin brain surgeon.
ON COMPOUND TRIANGLES: (note: these are triangles where we are asked to find the perimeter/area. There are already ‘squares’ drawn inside the triangles for easy counting.)
Q: “Do I need my ruler for THIS one?” (for the third time)
Instructor: “Count the squares. Just count the squares.”
“Is this going to be on the test?”
“What if my next teacher likes it done another way?”
TEACHER ASKS CLASS A QUESTION:
Instructor: Any questions on Unit 1B?
Glenda: How do you figure out number 5? I mean, how am I supposed to write it?
Instructor: Ok, number 5: If Joe is 17 years older than Jim, and Jim is 5, how old is Joe?
Instructor demonstrates, once again, how the answer is found and written.
Instructor: “Everyone got it?”
Silence. In the distance, I can vaguely hear crickets chirping.
The class IQ has decreased. Besides my brain cells, there is a sum of 5 brain cells left floating in the classroom, and they are chasing each other.
Everyone wonders how I have managed to do so well in class, after all of my complaining how bad I suck in math. The truth is, I cannot imagine ever being stuck in a class like this again. I made 100% on my first test.