Posted on 06/25/2016 7:42:48 AM PDT by Hojczyk
Eneryone knows 2+2=6 (for large values of 2 as 2 approaches 3).
Anyone pushing Common Crap should be eliminated in a slow, painful manner befitting a low IQ marshmallow major.
We will be awaiting such slime following CW-II.
With smiles on our faces.
the idea of common core is to get you to give up and accept whatever occupation the ‘school’ tells you, you are suited for.
See post 39. I can do quite a few computations in my head. I don’t need to “show my work”. Yes in more complicated areas you need to systematically work a problem but most common math does not need this. You have failed to show how Common Core helps very young learners in math. There is no logic in the manner of some of the groupings unless you know higher math.
Let me make this simple for you.
Imagine someone knowing verb declensions who is starting to take Latin. In fact they have to already be familiar with declensions to understand what you are teaching. Yet they have never taken Latin before. Understand the problem?????
Absolutely! There’s nothing wrong with staying within ones comfort zone...until you can’t.
Admittedly, I’m old school too, but I have enough background in higher math to see what they’re trying to do, and it’s a sound approach that will put the average kid on par with “our” best math students.
I swear I meant to hit the 8 rather than the 7. Should have proof read! On my good days I do know my times tables.
That's the point.
It won't be "higher" math, anymore.
To borrow from your own example, how many FReepers have any more than a vague idea (including myself) to what you're referring?
Actually it very solvable, my wife and I just did it multiple times using different numbers in the middle column. She suggested that all of the middle numbers are multiples of the number in the left column i.e. 15 is divisible by 5. However I solved it using numbers that were prime. It’s doable just ridiculously complicated especially for first and second graders. I believe it is another attempt to do away with absolute truths.
In college back in the 60s, I took an archeology class covering the Aztecs and Mayans. One of that bunch had a counting system based on 20s. I could not, for the life of me, master that system. Told the prof that it was no wonder their culture and society failed with a number system like that. We could fail too.
32 = 10 0000B 12 = 00 1100B -12 = 11 0011B + 1 = 11 0100B 32 - 12 = 32 + (-12) = 10 0000B +11 0100B _____________________ 01 0100B = 20.Hope this helps.
My reference was in building a foundation in order to apply more advanced concepts. Cart before the horse. I can’t make it much simpler.
You cannot teach a young child concepts held in multiplication before you teach adding and subtraction.
Rote memorization works. It’s that simple.
Are you saying that Common Core is actually good??? Common Core goes against what we know of child development. As a teacher I can confirm how much this is hated by most teachers.
I did not once say burn the witch....Explain to me how someone who is numerically illiterate but can write proofs like made is useful own daily life????
The truth is day to day tasks require one to be numerically literate (i.e. the ability to add subtract multiple and divide) That requires memorization. It is rather like telling me someone understands everything about sentence and paragraph structure but is unable to read.
First things first, We are talking about elementary school NOT high school and college.
Just out of curiosity what is the highest level math class you have taken?
Actually you are incorrect. In this exercise the student is required to use addition to make the first number a multiple of ten....until you get to the final multiple. The instructions sent with the problem actually state this.....at least they did in grandson’s class
And actually I should have said base ten....dratted small keyboard on my phone
Sorry I just read this reply.
No it will not put our kids on par etc.
Why? Small children are concrete thinkers. Abstract thought comes later. This only makes them confused. We had old methods of teaching that worked. But heaven forbid lets do something that was never Beta tested and was not thought up by anyone who ever set foot in a lower or even high school classroom.
The "old" method is based on a notational system that represents arbitrary integers by grouping numerical symbols in sequence by powers of ten. As long as you understand how to add the numbers from 0 to 9 and a simple rule involving borrowing (or carrying) you can add and subtract arbitrarily long sequences of symbols. It has no practical limitations whatsoever, and extends easily from the integers to the reals.
Period.
Introducing a "new" system retains the same representation of integers (so, no "improvement" there.) But which now also involves adding numbers to a subtrahend to obtain multiples of five, followed by multiples of ten until you reach the minuend. This is needlessly complicated, and still requires you to know how to add all of the numbers from 0 through 9. It has no conceptual extension to addition in the real number system.
In fine and in sum, there is no conceptual advantage to the "new" method, and in fact it introduces needless complication which is both conceptually and pedagogically disadvantageous.
I understand what they are doing starting at 12 and adding nice numbers to get to 32, but this is an insane way of teaching mathematics. The old way worked just fine for me.
It’s blatantly obvious .. they want our kids to fail.
Any elected official who agrees with shoving this crap sandwich down our throats should be run out of office pronto, no matter the party, no matter what else they might do that’s right.
Common Core math is not difficult. It is baffling why CC introduces Algebra concepts to first graders, but children can learn it if their teacher can learn how to teach it. The old fashioned way is easier. And children can still solve problems the old fashioned way. We had a few weeks of unhappiness with our then first grader because the CC method was so confusing and convoluted for a first grader who could solve problems the old fashioned way with no difficulty. However, he soon mastered the algebra concepts that were foisted upon them. Our other elementary children had no issues. One had to correct her teacher repeatedly, I have been told. That teacher was moved to a lower grade level. Anywho, my observations of CC is that the same students who excelled before the introduction of CC are the same students who excel now. Children who fell behind before are falling further behind. Most teacher’s aides/paraprofessionals cannot do algebra. That is a problem. A good portion of certified teachers cannot do algebra. That is a bigger problem. The aides are there to help the slower students. But if they cannot do math, then how can they teach complicated concepts?
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