Common Core

[Exterminator]

Wrong!  I read several websites to get my story RIGHT, before I posted.

And you just happened to word your response exactly the same as those websites (leaving out a passage fools no one)?  Isn't lying against one of the primary tenets of the religion in which you profess to believe?

[Henry Hawk]

And you just happened to word your response exactly the same as those websites (leaving out a passage fools no one)?  Isn't lying against one of the primary tenets of the religion in which you profess to believe?

Whatever skippy!  I made my point.  Regardless of how I posted it.  You always divert from the point and then find something else argue about.....

[Purplelady1040]

Okay, as someone with kids I can tell you that Common Core is not all its cracked up to be. Kids are not learning the basics to succeed and teachers are just having to teach the test so to speak. I believe in kids learning and all for kids learning old methods new ways because not all kids learn the same way but Common Core is very despised by a lot of teachers!

[Exterminator]

Whatever skippy!  I made my point.

The only point you proved is that you're a liar...the Ted Cruz thing?  Not so much so.

It's always easy to tell when you've plagiarized something.  If you post a grammatically correct sentence with multi-syllable words, you didn't write it.

[me]

Okay, as someone with kids I can tell you that Common Core is not all its cracked up to be. Kids are not learning the basics to succeed and teachers are just having to teach the test so to speak. I believe in kids learning and all for kids learning old methods new ways because not all kids learn the same way but Common Core is very despised by a lot of teachers!

Nothing is going to work as long as they keep lowering test standards and use tools to get the answers rather than make the kids think for themselves. Open book tests and using calculators and such only require the skills to learn how to use those tools not the skill to learn the actual subject at hand. It's sad when you go through a drive-thru at a fast food place and the cashier has to call the manager over because she doesn't know how to count out the change even though she knows how much to give you. I don't imagine she stayed on the register too long after that though. Which brings up another thing. That is worth $15 pr hr???? I think not.

[Bo D]

Nothing is going to work as long as they keep lowering test standards and use tools to get the answers rather than make the kids think for themselves. Open book tests and using calculators and such only require the skills to learn how to use those tools not the skill to learn the actual subject at hand. It's sad when you go through a drive-thru at a fast food place and the cashier has to call the manager over because she doesn't know how to count out the change even though she knows how much to give you. I don't imagine she stayed on the register too long after that though. Which brings up another thing. That is worth $15 pr hr???? I think not.

Read this http://www.corestandards.org/read-the-standards/ and try again.

[Purplelady1040]

Actually, there is nothing wrong with using some tests as open book tests because open book tests are harder than close books. Calculators are more complicated today than when I first used them in school but I do believe that kids need to know the basics. A lot of them don't but some kids have to learn the basics different ways. What worked as the tried and trued method for some of us does not for some kids. Teachers are doing the best they can with what they have to work with. Not all kids test well! I was one that didn't in Math but on given day, I could either blow the top off of a score or bomb it!

[Purplelady1040]

I don't know how it is done in other states and don't profess to know the answers but here kids are tested and hope to make distinguished or proficient. Novice means the kids aren't really grasping the subject!

[me]

Read this http://www.corestandards.org/read-the-standards/ and try again.

No where does it define what the "standard" really is in case you didn't notice. It explains how the "standard" works, yes, but it did not say, or give an example of, how much a child should know at what grade or what the "standard" knowledge should be on a given subjece at any grade level and how it compared with the standard of years ago.  Lowering the test standards so more students could pass is not the same thing either. Yes, PL the calculators are more compliciate but the math is still the same as it was so why should they need them to help solve a problem?

[Bo D]

No where does it define what the "standard" really is in case you didn't notice. It explains how the "standard" works, yes, but it did not say, or give an example of, how much a child should know at what grade or what the "standard" knowledge should be on a given subjece at any grade level and how it compared with the standard of years ago.  Lowering the test standards so more students could pass is not the same thing either. Yes, PL the calculators are more compliciate but the math is still the same as it was so why should they need them to help solve a problem?

Holy cow! Do you know how to navigate a web site?

Right at the top of the page there are two orange boxes to the right - one starts with "English" and the other with "Math." If you dig a little (I know- that's asking too much of you) you will see a concise explanation of all the standards, i.e. one very small sample - http://www.corestandards.org/ELA-Literacy/RI/5/1/ "Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text."

[me]

Holy cow! Do you know how to navigate a web site?

Right at the top of the page there are two orange boxes to the right - one starts with "English" and the other with "Math." If you dig a little (I know- that's asking too much of you) you will see a concise explanation of all the standards, i.e. one very small sample - http://www.corestandards.org/ELA-Literacy/RI/5/1/ "Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text."

That's about the dumbest thing I've seen. To take a simple problem and stretch it into a complicated jumble is a waste IMO. To have to go all around Robin Hoods barn to solve a simple problem doesn't even make sense. I had a 6th grade teacher who taught math similar to that but in a much more simple way. He made math interesting and made us want to learn because we had fun with it. We learned the basics plus and had fun while doing it. Now for students like a couple of my grandsons and a nephew something like that would be great because they were totally bored with school until they went to advanced classes because they needed the challenge but that isn't always the case. If you need to figure something quickly you need to know the basics and short cuts not all that gobbel de gook to get there. If you're a diabetic and your sugar shoots up and you go out do you want the person who's going to be injecting to go through all that crap to figure out what doseage of insulin you need according to your count or do you want someone who knows the basics and a short cut to figure out the doseage or someone who has to go through all that crap to figure it? 2 seconds could make a difference between coma and coming to. Build the foundation first then move on to the rest of the building.

[Purplelady1040]

That's about the dumbest thing I've seen. To take a simple problem and stretch it into a complicated jumble is a waste IMO. To have to go all around Robin Hoods barn to solve a simple problem doesn't even make sense. I had a 6th grade teacher who taught math similar to that but in a much more simple way. He made math interesting and made us want to learn because we had fun with it. We learned the basics plus and had fun while doing it. Now for students like a couple of my grandsons and a nephew something like that would be great because they were totally bored with school until they went to advanced classes because they needed the challenge but that isn't always the case. If you need to figure something quickly you need to know the basics and short cuts not all that gobbel de gook to get there. If you're a diabetic and your sugar shoots up and you go out do you want the person who's going to be injecting to go through all that crap to figure out what doseage of insulin you need according to your count or do you want someone who knows the basics and a short cut to figure out the doseage or someone who has to go through all that crap to figure it? 2 seconds could make a difference between coma and coming to. Build the foundation first then move on to the rest of the building.

Just because you learned it that bway doesn't mean that all kid can learn it that way. I see kids every day who struggle to learn the basics and cannot. They have to learn it different ways. Special needs kids cannot learn like regular kids. Some kids have to learn the basics different ways.

[Bo D]

That's about the dumbest thing I've seen. To take a simple problem and stretch it into a complicated jumble is a waste IMO. To have to go all around Robin Hoods barn to solve a simple problem doesn't even make sense. I had a 6th grade teacher who taught math similar to that but in a much more simple way. He made math interesting and made us want to learn because we had fun with it. We learned the basics plus and had fun while doing it. Now for students like a couple of my grandsons and a nephew something like that would be great because they were totally bored with school until they went to advanced classes because they needed the challenge but that isn't always the case. If you need to figure something quickly you need to know the basics and short cuts not all that gobbel de gook to get there. If you're a diabetic and your sugar shoots up and you go out do you want the person who's going to be injecting to go through all that crap to figure out what doseage of insulin you need according to your count or do you want someone who knows the basics and a short cut to figure out the doseage or someone who has to go through all that crap to figure it? 2 seconds could make a difference between coma and coming to. Build the foundation first then move on to the rest of the building.

I chose that example - "Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text." - because I knew you would prove that you're not competent at the 5th grade level.

[me]

Just because you learned it that bway doesn't mean that all kid can learn it that way. I see kids every day who struggle to learn the basics and cannot. They have to learn it different ways. Special needs kids cannot learn like regular kids. Some kids have to learn the basics different ways.

I was taught the basics plus short cuts not that crap they're laying on the kids now from what I seen on the example given in BoD's posted link. It was more simple and easy to understand plus, like I mentioned, he made it fun and also took time with the ones who didn't understand. Oh, and there were 32 in my class and he had no teachers helper.

[me]

I chose that example - "Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text." - because I knew you would prove that you're not competent at the 5th grade level.

Grade 1 » Operations & Algebraic Thinking
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Standards in this domain:
CCSS.Math.Content.1.OA.A.1
CCSS.Math.Content.1.OA.A.2
CCSS.Math.Content.1.OA.B.3
CCSS.Math.Content.1.OA.B.4
CCSS.Math.Content.1.OA.C.5
CCSS.Math.Content.1.OA.C.6
CCSS.Math.Content.1.OA.D.7
CCSS.Math.Content.1.OA.D.8
Represent and solve problems involving addition and subtraction.
CCSS.Math.Content.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
CCSS.Math.Content.1.OA.A.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction.
CCSS.Math.Content.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
CCSS.Math.Content.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20.
CCSS.Math.Content.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS.Math.Content.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations.
CCSS.Math.Content.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
CCSS.Math.Content.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

That's about the dumbest thing I've seen. To take a simple problem and stretch it into a complicated jumble is a waste IMO. To have to go all around Robin Hoods barn to solve a simple problem doesn't even make sense. I had a 6th grade teacher who taught math similar to that but in a much more simple way. He made math interesting and made us want to learn because we had fun with it. We learned the basics plus and had fun while doing it. Now for students like a couple of my grandsons and a nephew something like that would be great because they were totally bored with school until they went to advanced classes because they needed the challenge but that isn't always the case. If you need to figure something quickly you need to know the basics and short cuts not all that gobbel de gook to get there. If you're a diabetic and your sugar shoots up and you go out do you want the person who's going to be injecting to go through all that crap to figure out what doseage of insulin you need according to your count or do you want someone who knows the basics and a short cut to figure out the doseage or someone who has to go through all that crap to figure it? 2 seconds could make a difference between coma and coming to. Build the foundation first then move on to the rest of the building.