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.
Not a teacher at all. My career has been corporate finance and computers.
I did score however in the top 1% of the nation in math on both the ACT and SAT tests. And in the top 3% on math of people taking the GMAT which is for Management Graduate Schools.
If CC gets it backwards than that is indeed a problem.
Mother of God.
Get your children out of the public schools (government indoctrination centers) - NOW!
How do they know that 6 = 5 + 1??? They taught them how to decompose all numbers into prime numbers.
She”s a fxxxing idiot!
We had one child and now three grandchildren. Both the wife and I have recently floated off into some God-forsaken Second Reality. Frankly we have discovered, much to our amazement having avoided doing so all of those years, we like being here.
Going up the down escalator and vice versa is on our bucket list.
A child memorizes wonderfully well. He does not think yet but while his is memorizing so easily then the best tactic is to fill up that memory bank with facts with which the child can think and reason when his brain matures to the point that it thinks and reasons. It gives him something to reason about. Trying to teach small children as if they had already mature brains creates dullards who will accept anything because they have not the fact base with which to think quickly and completely.
Yes.
Public school is societal child abuse. Sending one’s children to public school is parental child abuse. There is no more any excuse. The character of public school is common knowledge. People who actually care for their children will not allow them to go to public school. No adult who has actual concern for the welfare of his children sends them to public school.
Its recognized by having a basic understanding of the relationships between numbers, decimal places and sets, etc. The problem is not what CC is trying to teach, but the teaching approach. There is no magic bullet shortcut. Learn the basics and this stuff is simple. Unfortunately, CC skips the basics and over-complicates the rest.
I saw that. What a useless waste of time and energy. I do not have a brain wired for math or for the long, drawn out explanation given by the teacher.
Students who learned math and other subjects the old ways grew up to send men to the moon and back using their intellect and slide rules.
I have worked with recent college graduates who cannot make change for a simple retail purchase without the aid of a computerized POS cash register.
My kids NEVER had a chance to be destroyed by public schools. I feel sorry for those kids that aren’t so lucky.
re: I do not have a brain wired for math or for the long, drawn out explanation given by the teacher.
Neither do most first or second grade children.
One of the most annoying things about Common core advocates is that they will go on and on with how superior Common core is because it promotes “critical thinking”. The teachers are expected to give these long drawn out explanations using new edu-speak terms, which more often than not, confuse most students. Some kids will understand the process when it is taught, but a lot won’t. They will have simply memorized the process that is required by their teacher and the curriculum. So much for “critical thinking”. Meanwhile what the students have learned to do is to turn a 10 second math problem into a 3 minute math problem. And this is considered progress.
No I can't. I can either do it in long hand on a piece of paper which might take 3 or 4 seconds or use a calculator..the same goes for subtraction, multiplication and long division.
But I cannot solve it in my head. All of the extra numbers clutter my brain. By the time I get to the first 10,000, all of the other numbers you posted might as well be hieroglyphics. I am not exaggerating. Each time I go through the numbers you posted, I end up scratching my head & saying "Huh?
When my youngest son was in high school, he needed help with Algebra. My brain is not wired for numbers, but I had an excellent Algebra teacher in high school. At 60, I can still do equations because I was taught how to solve and why each step was necessary. I was of no use to my son. They were using something called the Diamond Method which made absolutely no sense.
That is, aren't children still taught "factor trees" for multiplication:
The teacher used it for addition:
That alone might confuse the younger children.
Every school, teacher, and student already has all the tools they need to understand what CC is trying to achieve at that level without the added and unnecessary complications. I see nothing wrong with using fingers and toes to teach these concepts. Peanuts and small stones work just as well.
Thank you for your insights, dearest sister in Christ!
Nonsense. You “recognize” that 114 = 10000-9886 by doing a subtraction, no matter what you call it. Now you subtract that from 314 to get the 204; two subtractions replacing one addition, which is always the easier operation anyway.
This case didn’t even have any “borrows” in the subtractions, there’s a second level of inevitable and avoidable complexity.
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