https://pbs.twimg.com/media/BjupcIdIQAAs9a2.jpg:large
This example is a very misleading, innocuous and simple to understand example of the convoluted math lesson plan of common core that is being used to put parents at ease with the scam.
Try taking a look at a more complex problem and you can easily see how the wheels come off the concept.
Even trying to add 66 to 26 shows the cumbersome limitations to this debacle.
If you want to have even more fun, try transferring the skills developed using these Rube Goldberg arithmetic math problem solving concepts to more abstract symbolic math disciplines such as algebra or calculus.
It simply does not work because the foundational skills do not transfer.
What common core math really is a radical egalitarian tool to make all students of all intelligence and skill levels equally unable to use math as a tool to easily solve practical math problems at all but the most rudimentary of levels
I agree it is a debacle, but the linked example is just a cumbersome version of columnar addition, so here we would have 60+20 + 6+6 = 80 + 6+6, but gee, what to do with 6+6, it seems we might happen to remember that 6+6 = 12, but presumably we are being told to justify this with 6+6 = 6 + 4+2 = 10 +2 = 12, then again, as obvious as it might seem that 80 + 12 = 92, I guess we are supposed to make this into 80 + 10 + 2, which corresponds to "two carry the one."
I think the thing is worse than cumbersome. There is no determinate procedure being offered, only a wilderness of identities through which one is invited to discern a path from A to B.
I'm no slouch when it comes to math, but I really can't grasp what the hell they are doing when they show examples of "friendly numbers".
I'd lay good money that any math teacher worth their salt doesn't support this type of "thinking".
Or can understand it themselves.
OTOH, I bet that social studies teachers just LOVE the revisionist and inaccurate lessons on the Constitution.
And a liberal history teacher must be in HEAVEN when he tells the class that Silent Spring is a VERY IMPORTANT piece of American history.
SO much more important than the Cold War and why Communism was a bad idea that should never be repeated.
It simply does not work because the foundational skills do not transfer.
The idea is that these arithmetic methods embody direct application of algebraic rules, rather than rote methods such as "carrying". It does make sense on the face of it, in theory.
I think the problem may be that the algebraic nature of these rules is not perceived by the students, and I guess this is what you are saying. I always said that mathematical difficulty lies not in complication, but abstraction, and it does seem to me that the traditional rote methods are more pedagogically sound, and in fact this program is very likely shaping up as the disaster that its reactionary critics are proclaiming it to be.
... remind you of anything?
