Posted on 10/25/2015 3:53:05 PM PDT by grundle
Here's a "repeated addition" Common Core problem that's taught in third grade in US schools:
Use the repeated-addition strategy to solve: 5x3
If you answer the question with "5+5+5=15,” you would be wrong.
The correct answer is "3+3+3+3+3.”
Mathematically, both are correct. But under Common Core, you're supposed to read "5x3" as "five groups of three." So "three groups of five" is wrong.
According to Common Core defenders, this method will be useful when students do more advanced math. This way of reading things, for instance, can be used when students learn matrices in multivariable calculus in high school.
But parents aren't happy about it.
(Excerpt) Read more at businessinsider.com ...
“...There are no lessons on torque....”
What!!??!! Unreal...
Like I said, after hours extra credit, tie it in with a real world example such as lug nuts on a tire or something like that....
Good on you for sneaking it in!
Infidel!
Yeah, the rule of Law.
I pictured the numbers in my head too. Funny. My mom is a CGA and CPA, yet I never got her gift on fast math skills that accountants have and I still made OK in school..
“I wonder how the Core Crowd expects kids to answer the problem:
397.293 X 29.987 = ?”
They will leave the hard stuff for the H1-B immigrant workers. American kids have enough to worry about keeping up with the Kardashians.
"Multivariable calculus" is college level.
Just wait until they get to functions of a COMPLEX variable.
Since it involves "imaginary" numbers, maybe Common Core IS preparing kids for advanced math.
I can't believe what a fustercluck this is.
WHO thought it was a good idea, when kids don't even grasp normal 3rd grade math?
You've got to crawl before you can walk.
You don't go from crawl to number theory.
I know! You almost want to slap them! AAAAAAGH!
Yep. I usually slip torque in when discussing forces. After discussing force and acceleration, I'll pose a question about a force that is not acting through an object's center of mass. That's something you can easily demonstrate in class, and the kids kind of "discover" torque on their own. It's a fun thing to teach.
If a supervisor had observed me doing that 15 years ago, I would have been praised for my creativity. Now, since torque is no longer in the curriculum, I have to sneak it in. Fortunately, most supervisor observations are announced ahead of time, so I'm not very worried.
Sorry if that's too much detail. I was on a roll.
But that’s the point. They are not memorizing their tables. Memorization is now racist, since so many inner- city children cannot memorize. Of course, the reason is supposed to be brain damage due to all the lead they ingested from chewing on painted window sills.
So now no students memorize, and academic standards are lowered to accommodate all the window sill chewers.
I teach high school science. A group of my sophomores struggled with a calculation in their lab exercise last week. They couldn’t decipher a simple word problem dealing with the field of view on a microscope. I explained to them that it was 4 divided by 10. A lab team of four students still didn’t know what to do. They debated amongst themselves whether the 4 was ‘in the house’ or whether the 10 was ‘in the house’. I assume that’s some kind of gimmick they learned in math class. Unfortunately they learned the gimmick without having a clue about division. They couldn’t even help themselves with a calculator. When they turned in the group lab report 2 days later, they left out the calculation. It appears that in the space of 2 days none of them could figure out how to divide 4 by 10. Very disturbing.
This is completely stupid.
Elementary calculus involves the study of functions of a single variable, e.g., f(x), hence single variable. Calculus on functions of multiple variables, e.g., f(x,y) is more advanced and is studied only after single variable calculus is covered.
I can sure relate to that. I once asked a group of my physics students to show me how they were taught to do a simple division problem on paper. It looked like some kind of half-finished Sudoku puzzle. All sorts of numbers were scattered everywhere.
I couldn't follow it. Heck, I couldn't even figure out what questions to ask about it.
True; because there are some things (like multiplication tables) you are (or should be) just expected to know.
Were they able to find a correct answer?
Not to worry, I like how you are teaching!
I’m an engineer, and I shudder to think what the kids would do if they didn’t have teachers such as you to tech the essentials.
‘Tech’ s/b ‘teach’.
Although tech is what’s being taught :D
Using logic and reasoning most people have figured out there’s more than one way to solve a problem. They’re using that part of the brain where critical thinking lies. Common Core teaches its my way or the highway. They don’t want critical thinkers. I think its reasonable to assume the government involvement and the key players being among the elite who want a NWO to exist have ulterior motives in the administration of this program - young minds formed to follow orders and obey without question who will be living drones committed to the hive minded society producing revenue for the state to be siphoned by the upper hierarchy. Yes it sounds a little dystopian but look around; it’s what’s happening right now.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.