Common Core Quick Facts Brochure

Monday, September 30, 2013

Second Grade Math

I have heard from many parents who are experiencing first hand the problems with math being taught as a concept to the young child who is cognitively not ready for concepts. Math class is no longer about knowing your math facts.

Common Core changes everything about education. The percentages and the letter grades of the past are gone. In the Sioux Falls school district as with most other districts in the country, they are now using a system of one to four. One being the lowest and four being mastering the concept. That's important. We are no longer grading young children based on knowing their math facts.  It is not that important that they know math facts. It's more important they know the why. 

A Sioux Falls second grader was doing her homework and became exhausted with the process of always "why" or "how". She knew what the answer was. And in her mind, this is why the answer of 25-6=19. Notice she received the lowest grade possible, even though her answer was correct. This is the math that is aligned to the Common Core. 

I'm sure we can all imagine how this little girl felt receiving such a low grade in spite of having the correct answer to the story problem. I do have to wonder how teachers feel about having to grade using this new system.  

Tell me again how the Common Core is just Standards...

Update: October 2, 2013
The parents of this child have asked if they could add a statement to the story. I am more than happy to do that. Their statement is as follows.
We are the parents of the child who answered this math problem. What is especially frustrating is that we know it is pointless to speak with the teacher about this. In fact, we LOVE this teacher, and we don't blame her in the least for the comment she made and for the score that was given. She was simply doing what the standards and the curriculum require, whether she believes it was the right thing to do or not. We also know it would be pointless to bring our concerns to the principal, the superintendent, or anyone on the school board, unless those conversations would somehow move us closer to convincing our state to abandon its adoption of the CCSS. Short of that action being taken, it has become distressingly apparent to us that all of us on the local level are, and will continue to be, powerless to affect any change in what our children are being taught and how they will be evaluated in math and language arts.

77 comments:

  1. how did you figure it out in your head???? what kind of question is that??? can't the teacher figure it out in HER head/???

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    1. Students are taught a few methods for solving these types of problems. The point is to make them self-aware of how math is done so they are prepared to do more complex problems. Most of us were taught to do this problem by "borrowing" and I'd wager good money that 80% of adults who can complete the borrowing process can't explain the logic behind it. And guess what, no one cares if you can do the simple stuff by wrote, but knowing how to solve problems that are not obvious is highly valuable in any career. The goal here is lay a solid foundation upon which to scaffold the higher levels of math. Why do think so many students get stuck when they hit Algebra? It's because they learned the monkey-steps to get the banana in arithmetic without understanding how numbers actually work. Then they get to harder problems and they have no ability to learn new skills because they only learned the "cheat code" version of arithmetic. I saw this many times teaching college algebra and remedial college math classes.

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    2. -by rote not wrote. Sorry, but since you are touting the benefits of CCSS I couldn't resist.

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    3. Yeah, I'm terrible at proof reading my own stuff. Not offended, I have several other mistakes in there too.

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    4. Someone please explain to me how one would explain "how" twenty five, minus 6, equals nineteen.
      Because it does! It freaking does! What is twenty five minus six? Nineteen. Why? Because when you take six away from twenty five, you have nineteen left, jackass.
      Maybe this student should have drawn it in crayon for the teacher...

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    5. You see that you can't subtract 6 from 5 without getting a negative. So, borrow 1 from the 2, subtract 5 from 16 which gives you 9 and then subtract 0 from 1 and you get 1, for 19. These steps start to matter when you have to do subtraction with larger numbers that you can't just do in your head.

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    6. Let me see now...I'm 66 years old, owned a business for over 43 years, raised 5 children, own my house, and have started another business for the fun of it...And I can't ever remember using algebra to do any of these things.

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    7. As much as I hate to admit it, you do use algebra far more often than you think you do. The new math is ridiculous though. My poor daughter comes home confused and I can't help her because the way they do things now is just wrong in my opinion. I show her the right way and she can do the work, but then she gets in trouble for doing the wrong way by their standards. SMH! The United States has a horrid public education system!

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    8. CameraWiz - We all use algebra. Many times you have a problem in life that you can't solve, it doesn't have to be a mathematical problem it could be anything. You know the outcome of something but only know one factor of how the outcome gets created and you need to find the other value. Such as 2 x N = 4. For example you have your own business and let us just say you have an employee taking money that is the "4" in the equation. You know that three people work the night shift, that is the "2" in the equation. What you need to find is who is taking the money that is the "N" in the equation. What is happening is that the common core is stressing understanding the concept because math concepts are all around us. I am a 4th grade teacher and I could see some good parts to the common core. I do think it is important to understand the concepts of math but I believe it is VERY important to learn the facts. I think that the way "they" want us to teach the concepts is very confusing and definitely stresses too much explaining. I don't mind some explaining but I think it is a bit obsessive. Sadly all these changes won't do much. The education system is fractured in our society. It is like a person with heart disease, so much contributes to the failure. We will never be China or Finland. The politicians don't get it we first need to change our culture to change education. My 4th graders are much more interested in Miley Cyrus and her nutty stunts then what I teach in my classroom.

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    10. Derrick Knight you are aware that this article is speaking about a 2nd grader. Do YOUR math and figure out how old this little girl is. 7 maybe 8. Do you really stop and think about how developed a 2nd graders mind is and how they cannot grasp concepts such as how they came to the conclusion that 25 - 6 is indeed 19. It is 100 percent irrelevant at the age of SEVEN the concepts behind math. She didn't need to know that. Hell I can't explain concepts behind math at 31 years old. That does not mean that I don't know them though. I borrowed 6 apples from Tim in 2nd grade too and it left him with 19 apples. There is nothing wrong with the way math was taught and 2nd graders minds simply are NOT developed enough to learn "concepts"

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    11. A 1 out of 4 regardless the reason is unacceptable when getting the answer right. They should get atleast a passing grade... You can't really explain that one on paper anyway... They shouldn't have to explain them at this level or age... The concept should come later with harder questions that require atleast a couple more (possibly confusing) steps.. The whole point to explaining the step is to find out who's struggling/in need of help. If they get it right and have proven that they have no problem with it, they shouldn't have to explain it step by step unless they messed up and need to figure out where they messed up...

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  2. This is direct psychological abuse of a child by the educational system. They are screwing with kids' heads, it causes them anxiety, and hurts their confidence. The kid got it right, period. Imagine the poor teachers being forced to teach this too!!!!

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    1. Teaching a kid math facts without reinforcing understanding is a waste of time...we aren't trying to create human calculators, we are trying to develop problem solving skills.

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    2. The child should have received a 3 I am sure the point is to show the work to make sure they are not using calculaters. Same as when we were all in school.

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    3. This is like basic training in the military. They break you down so they can build you back up the way They Want!! Indoctrination/Agenda 21 at its finest!!

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    4. Derrick, thank you for saying so eloquently what I am usually screaming at my computer when I see these complaints about new math pedagogy our country is embracing. I look forward to witnessing a generation of Americans who can actually solve math problems like people in other (successful) countries can. My 7 and 9 year olds can do these problems. It requires patience and mental persistence to explain themselves. Both of those skills are so vital to general problem solving. I love that they are getting to practice using their minds.

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    5. The public education system is flawed on many levels. This is clearly evidenced every day that I go to college and see these poor kids that are absolutely clueless.

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    6. Michelle - there was only ONE math professor on the board that approved this new common core math and he would NOT sign off on it - he said if they do this NO child will be able to do college math - they won't be able to do higher math - this doesn't teach them anything - its a feel good system tried many years ago and thrown out and now we are trying it - we will have a group of kids that will have an unusually low amount of students who progress in math (only those naturally gifted) - using your mind is good, but this is not the way to do it - also, as JMS stated, this ALL about culture, if you don't require your child to study, to read, to do the assignments and be part of their education - it doesn't matter they are fighting an up hill battle - YOU ARE RESPONSIBLE FOR YOUR CHILDS EDUCATION - not the federal government - home school baby, that's the way of the future out of the government schools and the government/union controlled teachers

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  3. This is akin to every child showing up to class, then repeatedly asking their teacher to describe HOW she drove to school in painstaking detail all day, step by step. or any other activity the teacher might be doing. Because who cares that the teacher is at school all day, Common Core demands we know how she got there too. This curriculum, which is federally mandated, is nothing less that the indoctrination of your kids to do what they're told and be obedient. What it really is, is psychological abuse of kids, and shows how little value the federal and state governments actually place on our kids' learning. Sorry if the truth hurts, but I know my facts on this matter exhaustively. Part of a child learning is that child being happy. If a child is not happy learning, you have failed, period. Does anyone with any kind of common sense think this is good for kids?? The fact people with Master's Degrees came up with this (and plenty of other) curriculum baffles me. How so-called "educated" people could allow stuff like this to make its way into our system ... sickening. Wake up, people. Fast. Half these teachers and educators have psychology degrees I'm sure. They should all know better. Demand action from your school boards, state board of education and the federal government that force fed you and your families it. All while data mining your child's privacy for the rest of his or her life. All facts. Go look them up, everyone. Thanks for listening. I am very sincere about this.

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    1. My undergrad degree is in psych and I have an M.Ed with certification in ECE and El Ed. I have serious concerns regarding the CCSS. I have seen the paralyzing effect of these convoluted methods of problem solving with my own daughter. We moved her this year to a private school that is trying to stick to its own traditional curriculum and ignore comon core. It was precisely my prior experience in the classroom that alerted me to the problems with these "standards". With regard to math, while I am in favor of teaching alternative methods to solve problems the student should not be forced to only use the alternative method at the exclusion of the traditional algorithm. Whatever method gets the student to the correct answer as long as the child can explain how he or she came up with the answer should be permitted and that should include "borrowing and carrying" for addition/subtraction of large numbers. If an engineer is designing a bridge I care more about whether his or her computations are correct than how he or she came up with the answer.

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    2. "If an engineer is designing a bridge I care more about whether his or her computations are correct than how he or she came up with the answer."

      I trust that an engineer will perform final computations on a computer or calculator. I want an engineer who understands what problems need to be addressed in the bridge design and has a deep understanding of all the assumptions built into the engineering equations used throughout the design. This is the kind of thinking CGI mathematics seeks to develop.

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    3. CCSS were not developed by educators, and the two near educators who were asked to sign off on them refused to do so.

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    4. Who came up with Common Core anyway?

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    5. derrick, we all understand your theory-- but starting and in more abstract ways is not the way to fix this problem. You need to know how to add and subtract, multiply and divide, quickly. And the "why"s of advanced math are added as you get there. Your math kids struggle because (even before common core, but in the last 20 years) kids are getting to high school without a rudimentary understanding of the basics, with no where to build algebra and geometry on. (although our local high school teaches a class called geometry but it's really an integrated math class to prepare students for the test. no proofs are done. ever) One of my own kids struggles in Algebra-- she understands the why, clearly... but she spends so much time trying to figure out the answer she gives up or "hates math because math is stupid" guess what she's missing. Her "human calculator" that makes everything else easy. She's practicing her facts every day now. At 17.
      Amy

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    6. Jason Belltower, here is a link to answer your question: http://noshingwithnancy.blogspot.com/2013/04/butterfly-fruit-plate.html

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    7. Linda, I went to the link you provided and I saw a woman who may be a professor at Illinois State since she's in Normal but I found nothing about Common Core.
      Please enlighten.

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  4. So if that's how they want to grade then all the child should need to do is tell them how to find the answer but not answer the problem...so stupid...my child got points off one time bc they had to identify what process it was like addition, subtraction, multplication, or division but instead of using the abbeviation (+×÷-) she wote out the words. They took massive points off!!!

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  5. It's called higher order thinking. There's nothing wrong with having a kid explain how they came up with an answer. It's all meant to teach kids to think things through, it's not a conspiracy against the students.

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    1. I think it is good to have students do this for a few examples but when they are asked to solve every single problem with these convoluted methods they end up paralyzed when they have to take a timed test-which is how the standardized tests are administered. At some point they have to internalize the "why" and "how" and learn to solve the problem the quickest way possible.

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  6. Higher order thinking requires higher order brain development, which SECOND GRADERS DO NOT POSSESS, nor should they. This would be like taking points off because she doesn't lactate! Either the teacher and developers of the curriculum didn't know this (ignorance re: child development) or they did know (psychological abuse). I presume it is the former; either way, it's wrong and needs to stop.

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    1. My 6 year old has been able to do very basic algebra with manipulatives for about 6 months now, and she is NOT some off-the-charts genius either. Your supposition that second graders can't do higher order thinking is just wrong.

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    2. Park Ridge Psychological Services-I so agree with your comment. Second graders have great difficulty with abstraction. I taught 2nd grade for several years and the one area of math that perplexed even my top students was the unit on time and money- precisely because both topics require abstraction. The push when I was teaching was for the use of manipulatives to help make the math skills they were learning more concrete. In the case of addition and subtraction with regrouping, once the children solved a few problems with concrete manipulatives they could then absract the process to solve any problems. Learning the math facts is not pointless. Once a student knows the basic facts it liberates the child to be able to focus on relevant word problems and determine the best way to solve them. These new methods seem to want to put the cart before the horse.

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    3. abstract not absract- oops. My point is learning math facts and problem solving go hand in hand. No good teacher would promote rote memorization alone. We always applied those facts to strengthen problem solving skills.

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    4. And we are just seeing the problem solving half of it here. Common core does require rote memorization, but not until after the concepts understood. Honestly it sounds like you did the same thing. Imagine if some parent just saw your kids playing with blocks in math class, then they posted a blog about it and everyone jumped on you for having play time instead of teaching. That's what is happening here.

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  7. You still have 25 apples. Just because 6 of them are part of an apple pie doesn't mean you destroyed the apples.

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  8. If the karate kid were taught with common core, he would have been badly beaten up at the end of the movie, because he only understood the "concept" of "how" to beat someone else up, but would have been weak and out of practice because he spent no time waxing on and waxing off. Regardless of whether he knew what he was doing, he was becoming stronger. The penny of enlightenment drops later on, but the discipline of having done the tedious strengthening process it what makes the lesson best remembered later on.

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    1. But I can tell you from first hand experience that most students never achieved any enlightenment about math because they were only tested on math facts and pushed through the system. I agree that at some point a student must be able to do arithmetic with minimal effort, which usually means memorization. But that is not enough. And don't assume that some blog post about mad parents is giving you the full view of what is happening in this classroom.

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    2. Do you suppose the example in the picture above is real, and if so, do you agree with the grade given?

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    3. If the purpose in grading the assignment was to have students explain their answers, then yes. My guess is that a rubric was used, and this child's answer supported a score of 1. Again, we are only seeing part of the picture-- we don't know the teacher's purpose exactly, so my answer is based on logical assumptions.

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    4. Help me understand this then. Would "I subtracted 6 from 25" be an acceptable answer?

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    5. I was a Math teacher but would still answer the same way as this child: 25-19=6. The question simply asks "how many apples do they have now?" It does not ask for a diagram of "one group of ten" plus "one group of nine" showing six apples stroked out. The answer the child gave was an exact answer to the question as it would be generally perceived. There was no request to explain, so there should be no marks penalized. The wording is imprecise of course. It would be perfectly correct for the child to note "the two might have eaten some of the apples while baking the pie, or after baking the pie." The question on the test above should have said, "How many apples were not needed to make the pie? This question makes unstated assumptions and does not define what represents "correctness" in reply. We must make tests that are as at least as intelligent as the children replying to them.

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    6. Here's the thing...teachers wouldn't just throw this assignment out without modeling examples several times over. We cannot read the directions on this assignment as shown on the above picture, nor can we hear the directions given to the students at the time of the assignment. My guess is the teacher has provided many examples of "explain your thinking" (i.e. counting down on a number line, thinking 25-5 is 20, and one less would be 19, using fingers to count down, etc.). It is easy for people to make judgments on this one problem posted by an irate parent. But every criticism in this thread makes large assumptions about what the teacher is or isn’t doing in the classroom. It’s like being a “Monday morning quarterback” after watching one play out of the entire game.

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    7. It was explained several times, you suppose? Is that teaching to the test?

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    8. Amelius, do you expect the teacher to just simply hand out worksheets and tests and let the kids figure things out for themselves with no instruction? Teaching to the test means cherry picking a whole school year worth of lessons out of the curriculum to prepare students for a specific standardized test. Teaching students the curriculum and assessing them on concepts from the curriculum is what normal teaching is. You can't tell the difference from one question on one test from one class out of the entire year. So, is this teaching to the test? Who knows? Certainly not any of us.

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    9. We've run into plenty of teachers that don't do much instruction. I suppose this is beside the point though, so forget I asked.

      I've run into plenty of different types of kids who all were capable of mechanically performing arithmetic, but the "click" of understanding would come at different times. I agree that it is important that eventually they understand and can articulate how they solved a problem, but I also hypothesize that some of the kids who potentially will end up brighter math students will have the most difficulty in explaining how they got the answer, and setting a prerequisite on that is a waste of time for many kids.

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    10. It doesn't matter how much the teacher has taught the concept of this problem...it is the level of frustration shown by the child. Children are not all robots and should not be expected to all learn the exact same way.

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    11. Katie, it is very ironic that your primary concern has to do with learning styles. There would be multiple "right" answers to the "how" part. The students are given a chance to do problems like this in class to see if they can come up with their own method for solving. They can share those if they wish. The teacher would build on those and add others if students didn't come up with all the common methods. Not only are students encouraged to do it their own way, but they also have a chance to see other strategies and decide if those make more sense. Now compare that to the way you were taught to do subtraction and tell me which one treats students like robots.

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    12. Exactly what Katie said...As much as Derrick's points grate on me, they tend toward convincing. Then I read Katie's comment about the child's frustration, and it reminded me that no child should jump through a hoop for anyone. If he/she wants to explain their methods, they will. If they don't, they won't. And if the teacher or overarching curriculum has a problem with that, then the student shouldn't be there. Some autistic children, I'm sure, would arrive at the answer by literally seeing shapes and colors in their head that mean the answer to them. Yet I'm quite sure that answer would be met with the same poor grade.

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    13. As a fourth grade teacher, my Math TE once said: Imagine .... Picture .... for one lesson I was to teach the next day. The lesson covered finding parts of a whole.
      Example: What is 2/3 of 18? Find 2/5 of 20 and so on.
      The concept works great with whole numbers but what about an answer with "remainders"?
      The TE confused me, the teacher, with the explanation. Because I've always been a good Math student, the answers always just "popped" into my head. Even as I sat at my desk that afternoon, I was unsure how I automatically knew the answers of 12 and 8. With timed tests, it isn't always feasible to break 18 into 3 equal groups as the TE suggested and count how many are in two of those groups ... espy cially if you're required to find 3/4 of 280.
      I realized I was dividing "in my head" by the denominator in the fraction and multiplying that quotient by the numerator of the fraction. but I knew the answer so fast, even as a kid, I couldn't have explained "how" I arrived at the answer.
      This appears to be the young lady's frustration, as well.
      My high school Alg I students were always amazed that I could arrive at many answers "in my head" before they had even taken the cover off their calculators. It is more important to THINK but if the skills aren't there in the first place, you are lost.
      Worst thing I heard from another Alg I teacher? A student went for his calculator when asked, for the sum of -3 + 0. Very sad.
      This is my first year in retirement. I never thought I would retire at 60. I expected to teach another 3-5 years ....

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    14. ... especially, would have been the correct spelling.
      But I knew ... ; " ... even as a child .... " would have sounded better.

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  9. This comment has been removed by the author.

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    1. Derrick, I just want you to know that I agree with everything you have said. I am a mother of five children that are now young adults. My children were naturally average to very bright students depending on the subject/child, but they are very successful (seriously) and very well liked and in the work force and in college they excel very quickly. I always believed that getting their homework done was important, but believed teach children how to think was more important! There are problem solving techniques that can be applied to any issue/problem/situation... That kind of teaching (in any area of life) takes time, discussion, seeing-the-whole picture, and self-awareness as well as reviewing the consequences and then noticing other like situations. This effort and focus is SO worth it overtime and during everday parenting (much like teaching methods within Common Core Math). Academics will come. However, a child that learns the why and how to think along the way also has the ability to be a flexible and creative thinker! Resulting in a mature, sound, and confident person possessing the endurance to stay with something that's hard because even if they don't quite understand the problem, they can begin the process of problem solving by applying creativity and proven processes/facts. I help tutor children at school through the resource program and I agree that Common Core Math is tough, but sometimes it's easy. I also see how one year's lessons lead into the next and bridges and connections are made and problem solving abilitites increase overtime. As parents, we were not taught the detailed steps of problem solving through math and often our brains are lost on the subject. Never-the-less, it's not mind control!!!! Just because math wasn't taught this way in the past doesn't mean it's wrong. When children receiving resource services have a hard time understanding concepts, it has to be further defined into logical and concrete steps (my job everyday). Common Core Math actually does that and we're not used to it. Often parents we feel uncomfortable when they don't "get it" and jump to exaggerated conclusions about it's purposes. That doesn't mean that overtime our kids can't get it and just maybe it will be to their advantage!

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  10. Thank you Derrick for your insightful comments here. The trouble with some people advocating they just memorize how to add or subtract is that, when they get to high school Algebra 2 and they can't add 8 + -9, what is their high school teacher supposed to do? What is being taught now with the Common Core for elementary math is more number theory, which has been sorely lacking.

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  11. HOW the child figured out the problem was by minus-ing 6 from 25. Which they clearly wrote out "25-6". I get that they need to know HOW things work and why they work. If the child just wrote "19" I can see why the teacher would ask. But I can't tell you HOW I know that 25-6 equals 19, other than I can subtract in my head. But I can still tell you what 8 + -9 equals.

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  12. Watched a very informative documentary about Finland's education system (1st in the world, the US is I think 26th). It's called "The Finland Phenomenon". We pretty much do everything the opposite of what they do, and it obviously is failing our children. I hope people in national and state ed. depts, who make decisions that impact children's lives (for the rest of their lives) will be humble enough (as this Harvard researcher was) to look at what is working there, so we can apply the concepts here. http://videosift.com/video/The-Finland-Phenomenon

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  13. CCSS was not designed by educators; it was designed by corporations. It was created by software companies at test prep companies. There is NO educational data that backs up their methods. They did not consult teachers. They went with so-called educational reformers and business people who want to bring corporate politics into education. CCSS is not about education--it is about creating a workforce who will mindlessly buy into corporate agendas and do whatever is needed of them without question. This is not education. This is doublethink. Don't believe me? Take a look at all the money that the Gates Foundation has spent on CCSS: Gates Foundation Grants to Select Education and Policy Groups
    Retrieved by Mercedes Schneider on August 26, 2013, from http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database

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  14. this kid is able to solve a math problem in her head because she probably goes to school everyday, does her homework, and pays attention in class.... then she is going get a low grade for not showing her work.. how about being prepared and knowing the answer was her work... the down fall of our youth

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  15. OK so why don't all of you geniuses in support of this 'new thinking' tell us how you would answer the question. I haven't seen anyone give the explanation yet. As someone said earlier, the question only asked for the correct answer, not an explanation. I think the kid should have gotten 5 points. 4 for the CORRECT answer, and 1 bonus point for the excellent sketch of the 'brane.'

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  16. I am agreeing with Bentley. Obviously this child has a "math brain" and the answers come easy for him/her. If the teacher wants the kids to know the whole reason why the answer is that way, that is their job to teach it and include in the question: "Show your work". Or ""Show how you come to that conclusion". Dear teacher: Show how you expect this child to read your mind.

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    1. In all fairness to the teacher, the directions to "Explain how you got (arrived at) your answer," would have been printed at the top of the worksheet.

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    2. You are probably right...and I'm not blaming the teacher at all. The teacher has to do what she/he is told which is exactly why we need to stop this train wreck. I still haven't seen anyone offer the 4 point 'correct' answer. Math is math and facts are facts. Some students are better at it than others. This process seems to make it more difficult for the ones who are naturally good at math. I'm frustrated because I couldn't help my SECOND GRADER with his math yesterday. Not because the problems were difficult, but because the way they wanted it all broken down wasn't clearly explained.

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  17. They still have 25 apples, six of them are in the Pie. Or was there a total of 50 apples to start with? Kira AND Franco had 25 apples, but it does not say if that was 25 apples each or total between the 2 of them. Then they used 6 apples to make the pie. But it says nothing about the apples that were rotten and had to be thrown away, or if more apples were still needed because the pie was not completely filled. And since they ask how many apples they have "now" does not give a time reference between when the pie was made and when "now" is. They may have gotten hungry waiting for the pie to bake (which is assumed, since no cooking instructions were given for making said pie), and they may have eaten some of the apples. "Now" could also be hours/days/weeks/months/years later. I am quite sure that they would not keep apples around for years. So this question can not be answered due to the lack of information required to answer it.

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    1. I think that's an answer that would earn a "4."

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  18. Derrick Knight, exactly what is your career? You sound like one of these administrators or directors that tries to justify this new crap. How do you know they get stuck in algebra because they don't remember the so-called "monkey steps". People have been using those "monkey steps" for hundreds of years and they learned algebra just fine.

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  19. Derrick is obvious you have no clue about teachers. It is plainly evident that you are one of these educational reformers but don't understand dick. I don't know any teacher that just passes out assignments without explaining or modeling the task at hand. In fact, you go into the average teacher's classroom you will see posters, graphic organizers, and such explaining how to think critically. Again, what is it that you do for a living? You are obviously not a classroom teacher judging by your lack of knowledge of teachers but you do sound like a brainwashed administrator that has no clue on how children learn.

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    1. Joey, choosing to support your opinion with crudeness isn't necessary. Besides, if your point is valid why attach the sarcasm? One person's opinion isn't any more important than another's because they are both opinions. Could the right way be a better blend of both ways? Obviously our educational system has been lacking for a long time so our past experiences in our country's educational system don't really qualify us to identify a better system. What and how are they teaching the children in countries that have thriving students? Do you have an opinion on that Joey or anyone else?

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  20. So has anyone posted the correct answer to this problem that would have earned the student full points instead of just a one???

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  21. Derrick Knight - Please shut up, let’s not turn adding 5 apples plus 6 apples equal 11 apples into a major task for a second grade student. The child needs to know that if you add 5 and 6 you get 11. If you come up with any other answer, you are wring. If this child grows up and can’t add then they are in trouble. You are a perfect example of liberal so some one so in love with idealism that you totally live in denial regarding the negative consequences of your ideals. I have a child in 6th grade and I see this crap in her homework every day and it is ridiculous. If you haven’t noticed our education system is steadily going down hill despite, or rather because of liberal ideology. Common Core needs to be eliminated.

    PS, Derrick stop drinking the Kool-Aid

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  22. From the Book of General Behavior (Kitab Al-Adab)' of the collection of Sunan Abu-Dawud:

    'Narrated Anas ibn Malik: I served the Prophet (peace_be_upon_him) at Medina for ten years. I was a boy. Every work that I did was not according to the desire of my master, but he never said to me: Fie, nor did he say to me: Why did you do this? or Why did you not do this? '

    It always dawned on me after learning about the above that if ever I said "why" it was always because either I was being conflicting or I didn't know at all. And to me, the Common Core method is specifically to learn how children think. But if they use their memory, then they're to be chastised. And attacking memory and forcing people into theory really hinders business thinking. When doing business, you need instant math. Theoretical math is not even numbers, but grammar, logic and rhetoric. Anyone who went to a grammar school would realise that.

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  23. Well Derrick is missing the larger point in all of this which is, at the end of the day it doesn't matter what Derrick or anyone else thinks about what is or is not effective, once fully invested in Common Core all of this will be decided in Washington, by burecrats who most of which are not even educators.

    Derrick your local input and thoughts will not matter, becuase the people in Washington know better than you and everyone else in Sioux Falls and South Dakota how to educate our kids. So, you may agree with some of what CCSS is promoting today, but what about tomorrow?

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  24. this teacher did not say she had to explain her work in words which i'm sure a 2nd grader couldn't do. She said show your work, this was homework, this teacher has no idea if the 2nd grader cheated and used a calculator if there is no work shown. No work shown no credit, that was the rule 20 years ago when I was in 2nd grade and the rule seems to have gotten softer not harder.

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  25. i get it. explain your steps so we know that the child didn't just memorize a table of addition and subtraction. i used to get frustrated in high school because i was very good at math, but i would have points taken off in algebra if i didn't show every single step in a long equation, even though sometimes it was ridiculous little things such as distributing a negative sign into some parentheses. but it was only a fraction of points, because i still came up with the correct answer, so, yeah, i agree with yvonna simnitt. a grade of 1 out of 4 when the child came up with the right answer is unacceptable. what did they give a student who attempted to use "borrowing" and still came up with a wrong answer? a 4? and what does that teach them? it doesn't matter if you're right, as long as you try? one day, when that kid grows up and is working at a gas station, they're going to give me incorrect change and argue with me when i try to correct them. or, when my total is $9.96, and i give them $10.01, they say, "oh you gave me too much," and hand me back my penny and four more and don't understand why i'm irritated.
    as an adult in my 30's, i don't use the borrowing concept anymore. my thought process is more like "how many more until the next set of tens? 5? ok that leaves me with 20 and still one more to subtract, so 19." if the 7 year old child in question thinks like this, it may be difficult to put that into words, but she still did it in her head because this is such a simple problem, like the steps i would skip writing out in long equations. if you want to see if she understands the concept of borrowing, give bigger problems. either way, i reeeeally don't think she has memorized an addition/subtraction table all the way up into the 20's, and i don't think a "1" was a fair grade. i also know from experience that giving extremely bad grades to a good student who doesn't deserve it will cause them to give up altogether

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  26. here is the correct answer:

    [IMG]http://i41.tinypic.com/muabsg.png[/IMG]

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    1. yeah, that is what I expected and that is totally and completely fair. That is also not new, again we had to do that in 2nd grade TWENTY years ago. I really don't see why people are getting so upset, how else is the teacher supposed to know that this child understands the question. If I had given that answer in second grade I would have gotten a zero so a one was actually quite generous in my book

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    2. by "if i had given that answer" i mean the child in question's answer

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