Posted on 09/04/2014 2:09:32 PM PDT by walford
A simple addition problem seems to become a little more complicated under Common Core. That is made very clear in a new “Homework Helper” segment that recently aired on WGRZ-TV in Buffalo, New York.
In the new educational segments, local teachers attempt to help confused parents better understand their children’s Common Core homework. In the introductory segment, a math teacher takes nearly an entire minute explaining why 9 plus 6 equals 15.
“Our young learners might not be all together comfortable thinking about what 9 plus 6 is. They are quite comfortable thinking about their friend 10,” the teacher says in the video. “10 is emphasized in our young grades as we are working in a base-10 system. So if we can partner 9 to a number and anchor 10, we can help our students see what 9 plus 6 is.”
She continues: “So, we are going to decompose our 6 and we know 6 is made up of parts. One of its parts is a 1 and the other part is a 5. We are now going to anchor our 9 to a 1, allowing our students to anchor to that 10. Now our students are seeing that we have 10 plus 5. Having them now more comfort seeing that 10 plus 5 is 15. That is much more comfortable than looking at 9 plus 6, an isolated math fact.”
Got all that?
Essentially, the Common Core way of solving the simple math problems has students decipher that 5 plus 1 equals 6 and 10 minus 1 equals 9 before they even solve the actual problem. One has to wonder why kids can’t simply be taught that 9 plus 6 equals 15.
You need this many fingers and toes.
Problem solved...
== = = = = = = = = = = = = = =
Couple of dice can get you to ‘nail down’ 12.
Knew a guy and his sister that were so stupid he had to drop trou to be able to count to 21.
Guess she is stuck on 20.
My children have flash cards given to them by their teachers. They do have stupid lessons in their math books, but memorization of facts is also a part of their math lessons. They do the same math drills that I did when I was a second and third grader. Timed tests of math facts are administered regularly. My third grader’s class seemed to take forever to learn multiplication facts. But I am seeing now that the teacher was having to deal with students who were so far behind that she slowed the smarter students down. I hate that. This year, daughter is in a more accelerated class. My son is flying through multiplication and should have it mastered in a week. He could have done it in second grade, but he was slowed down by his class. He, too, is in a more accelerated class this year.
My problem with Common Core is that teachers teach to the lowest common denominator because they must have all students meet minimal standards. And then there is the content of social studies, literature, and even science lessons. Ugh. And spelling tests in which spelling is not required. Students multiple guess the answer to which word is spelled correctly.
Standardized crap is standardized crap. Common has always been looked down upon by the elite. Does Sidwell Friends teach to Common Core standards?
So how did you subtract large numbers before the base-ten system?
That being said, there exist public schools in this country that DON'T actually embrace common crap standards and teach math the TRADITIONAL way!
Please remember that there are Conservative educators out there fighting the good fight and trying to offset, if only to a small degree, the rot that liberalism has imposed upon the education system in this country.
Oh, and for those of you who truly swallow the line that teaching is a profession that just anyone can perform proficiently, understand that myriad businesspeople have attempted to take up teaching in the school at which I teach, only to crawl out on their hands and knees early in the 3rd grading period due to their inability to deal with the job that anyone can supposedly do...
Whatever works for you. It’s good to know multiple techniques.
I taught my kids by rote memorization, then the long way for larger numbers, then the ‘cheats’. They picked it up all very fast and had a great grasp on the concepts. (They actually took their Saxon math books and left me in the dust.)
I’m glad I have no children.
With great difficulty.
We will never produce an accountant, engineer or chemist of any type again. Good luck with financiers or bankers.
My problem is teachers who teach to the tests instead of holding the students who have difficulty to a higher standard. If the slower kids pick up 50% of the more difficult material, it's more than they'd learn if it's dumbed down for them.
I'm a retired math teacher. My last few years I was very frustrated by the number of teachers who blindly taught the curriculum even when they knew the methods were bad news.
re: Please remember that there are Conservative educators out there fighting the good fight and trying to offset, if only to a small degree, the rot that liberalism has imposed upon the education system in this country.
I totally agree.
Intuitive thinking and abstraction, as you know, does not appear in children’s thinking capabilities until puberty. As a pattern of thought, objective absolutes must be taught piecemeal and repeated, until children are comfortable enough to move to a higher level/deeper understanding of any information—from math to English to history and to science.
This teaching is extremely bad juju.
But Michelle did say, “We’re going to have to change our history.” History profs were called to the WH for a conference, which then resulted in a nationwide, collegiate freeze on what history teaches. You can take that last bit to the bank.
does not appear
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Those who are politically reliable and not prone to departing from the propaganda they're fed can then go on to "college level" studies that amount to nothing more than what was taught in High School in the fifties along with revisionist history and indoctrination disguised as sociology or management courses.
One thing for sure, every time they make an "advance" like Common Core another wave of leftist scum move their children out of government schools into private schools.
A government job to some extent, and any elected office no matter how minor for sure, have both become exactly the sort of being legally and economically set apart for life that Titles of Nobility once were. So we now have a nobility created by and fed by our tax money, something that could have never happened had the Federal Government not usurped States Rights.
Naturally the Nobility aren't going to have their children exposed to the same sort of inadequate education the rabble is forced to make do with in government schools. Just as naturally, the Nobility is going to hate and attack any alternative to the indoctrination and dulling down they mandate for government schools.
JMHO
9886+318 I do in my head by adding 300 and then 18. Don’t know if that’s normal or not. Works for me on larger numbers.
My dad taught me that in ordering inventory/pricing.
“We are now going to anchor our 9 to a 1, allowing our students to anchor to that 10.”
If you can anchor a 9 to a 1, how is that any better than anchoring the 9 to a 6 and be done with it?
catholic school, lots of memorization including times tables of course.
Don’t remember the addition method I mentioned until sometime in my 30s.
I went to school in the 60;s...we learned that 9+6 was 15.
Pretty damn basic...the evil 7’s gave me fits but sheesh...one of the parts of 6 is 5 and a 1??? really??? so are 3’s...and a pair of 3’s along with 3 of a kind 3’s or 9, beats the heck out of 10 and 5 waitin for a straight.
It’s sure going to slow down cribbage games.
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