Looks like one of my chemistry problems from high school.
Posted on 03/07/2014 4:05:39 AM PST by ilovesarah2012
Yet another painfully awful Common Core math worksheet has bubbled up courtesy of Twitter.
This time, the math is for fourth graders, according to Twitchy.
The incomprehensible directions tell the poor nine-year-old souls forced to endure the worksheet to “use number bonds to help you skip-count by seven by making ten or adding to the ones.”
At the top left corner of the worksheet are the all-capitalized words “NYS COMMON CORE MATHEMATICS CURRICULUM.”
(Excerpt) Read more at dailycaller.com ...
Number bonds?
I’m not sure I agree...this is about the age where I figured out that 9 * x = (10 * x) - 9. So I skipped 9 when I memorized the multplication table. I’m not sure that was a good thing, but it hasn’t done me any real harm.
Now...I admit I couldn’t have written it as (10 * x) - 9 in the fourth grade...and I sure couldn’t have provided a rigorous proof (not sure I could do that even now.) But I could understand the general idea.
As an educator having to teach this garbage, I agree with you.
For example, if a student can see how "make a new ten", then they can already see how to solve the problem the easier, "old fashioned" way!
Teachers at our school don't like CC at all!
9 * x = (10 * x) - x
I do that sort of thing when multiplying two or three digit numbers in my head but never for addition and asking a ten year old to do anything like that is insane.
Thanks :-) No wonder my paychecks have never added up over the years ;-)
I think you mean 9 * x = (10 * x) - x
I wonder what it is that libs have against rote memorization.
Every child should as a basis for learning math, have the addition and multiplication tables memorized for all the single digit numbers.
Not drilling this memorization into them early is simply handicapping them.
Now, the “skip counting” IS useful, to a certain point.
And, I’ve used it when my kids get rowdy in the back seat and need something to occupy their minds besides pestering each other.
“Skip count to 200 by 17’s - GO!”
For the students who have difficulty in math, it would be better to have them quickly count it out on their fingers....the original math manipulatives.
“What in the world is wrong, or so difficult, as learning the multiplication tables....”
I have nothing against any of these, but what is wrong with learning that there is more than one way to skin a cat? I think it makes cat skinning more interesting.
Bullshit.
Funny, I always thought the 9s were some of the easiest. The digits in each answer added up to 9. The starting digit was one less than the multiplier.
CC is kaka. One of the public schools in our area - with very strong students, academics (so the results will look stellar) - is ‘testing’ CC. The English homework for 5th graders is STUPID. The writing is banal, with informal language and grammar, and just stupid ‘plots.’
The math is what I call ‘oomy-goomy,’ with algebraic concepts introduced before kids are thinking conceptually to kids who have no clue what they are learning. I always suggest to my parents - ‘Make sure your kid knows math the way you were taught. The problem here is the books, which are written by Math Phd bachelors.’ This is math across the board, not just CC.
Are those number bonds covalent or ionic?
You're shooting at the wrong target here. The huge majority of teachers hate this stuff. It's not they way they were taught, and it's not an efficient way to learn in the first place.
Quick story. A friend of mine is an elementary school teacher. You would not believe the way she must teach the kids how to multiply. It's a twisted and convoluted method.
Like most of us, my friend believes that there are certain facts that you just must know. Like 4x6=24. So she passed out a multiplication table to the class.
The next day the principal told her to take back every last multiplication table. And she was told that if she did that again, she would be fired.
Looks like one of my chemistry problems from high school.
I agree totally but I suspect that the real explanation is that math is not as easy to corrupt as many other subjects. In history, for example, you just hide the truth and teach lies disguised as history. In math the truth is demonstrable so you must muddy the water by teaching methods for which the student is not ready and apparently some may never be ready. Modern “educators” have been able to produce university graduates who would stand zero chance of passing an eighth grade history test from 1950 even though they may have MAJORED in history. Now they take on the daunting task of producing university graduates who are uncertain about adding single digit numbers. I know it is like trying to herd cats but give them time, they will find a way. Give them time and they will make the characters in “IDIOCRACY” look like a world of geniuses.
E = 1/2 mv^2 /7000 * 32.163
“I wonder what it is that libs have against rote memorization.
Every child should as a basis for learning math, have the addition and multiplication tables memorized for all the single digit numbers.
Not drilling this memorization into them early is simply handicapping them.”
Your mistake is in thinking the goal is to actually TEACH them anything. It isn’t.
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