Common Core: one goal is by the end of kindergarten, kids can count to 100 by 1s and 10s. ???

[Anonymous]

My son did not go to preschool and did not know how to count to 100 when he started K this fall. But he had it mastered by the end of September (by 1s and 10s). And so did most of his class (which is predominantly poor and AA.) So I would say that this specific example makes the Common Core look weak, but it might just be case of cherry-picking to make a point.

[Anonymous]

OP, since you're obviously the expert, seeing as how you're challenging the CC goals and all, what do you think is a more optimal ambition?

[Anonymous]

You can also see the Common Core kindergarten standards listed here:

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

on pp. 11-12.

[Anonymous]

Anonymous wrote:OP, since you're obviously the expert, seeing as how you're challenging the CC goals and all, what do you think is a more optimal ambition?

I'm not cherry-picking, since this was the one example I was given by the teacher. I know little about Core Curriculum -- hence my post. It surprised me and alarmed me. PP, I'm sorry if I touched some kind of nerve with you. Please point out where I put myself forward as an expert and I will gladly retract that statement.

[Anonymous]

Thanks, 14:46. I will go take a look at that right now!

[Anonymous]

I swear every post I see about the CC gets dumber and dumber. Why don't you do some research before freaking out? The standard you listed is the very first kindergarten standard - they get continually more complex.

And as someone who has taught K grade in DC, I can tell you that not all kids come in to K knowing this standard anyway, not by a long shot. Sorry if that "alarms" you.

[Anonymous]

It isn't rocket science, people. The Common Core standards are supposed to be the basic skills the average child in a given age can achieve in a given school year. By definition, this means these standards will be a bit hard for some and a bit easy for others.

Why so hard to comprehend?

[Anonymous]

18:14 here - sorry for the typo. Should read "the average child in a given grade"

[Anonymous]

Kindergarten Math goals by the end of the year:


CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.

CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Count to tell the number of objects.

CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

CCSS.Math.Content.K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

CCSS.Math.Content.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.

CCSS.Math.Content.K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

CCSS.Math.Content.K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

CCSS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

CCSS.Math.Content.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5.

CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.


CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1

CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.

CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

CCSS.Math.Content.K.G.B.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

[Anonymous]

Ok, my 4.5 year old can't count to twenty. Am i supposed to freak out now? Gets mixed up in the teens. And DH and i have 5 ivy degrees between us. She can read, though!

[Anonymous]

Anonymous wrote:Remember that common core encompasses more than just the children of two college/advanced degree families. There are tons of kids from less privileged backgrounds who absolutely have not had exposure enough to be able to do this.

Yes, exactly.

It is Common Core. Not "this is the highest level of achievement we expect out of anyone." Common= everyone. Core=basic or minimum standard.

OP, if you are concerned, the question you should ask at open houses is, "I understand that you are using Common Core as your standard. How do you assess and differentiate in the classroom, considering that students come to kindergarten with different levels of school readiness?"

[Anonymous]

Anonymous wrote:Ok, my 4.5 year old can't count to twenty. Am i supposed to freak out now? Gets mixed up in the teens. And DH and i have 5 ivy degrees between us. She can read, though!

Nope. No need to freak out now, unless it's something you like to do for fun. If she hasn't learned by the start of kindergarten, then she'll learn in kindergarten.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:No. This is why so many parents are dissatisfied.

Really, because there is a zillion long thread about how it is too hard and forcing first graders and kindergarteners to hate school and to drop out and become meth heads.
My god, people.
I cannot keep things straight. There are post bitching that common core is too hard and now a post about how it's too simple.

This all leads me to believe that if you are against it, you are against it and are going to find something to bitch about without really looking at it.

Yes, I also can't keep up. To go by what I read on DCUM, the Common Core standards are

1. too hard
2. too easy

I'm so confused.

DCUM is not a single person or a point of view. Some posters think CC standards are too hard, others that they are too easy. Still others that they are fine. I am not sure why is this getting you confused.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Ok, my 4.5 year old can't count to twenty. Am i supposed to freak out now? Gets mixed up in the teens. And DH and i have 5 ivy degrees between us. She can read, though!

Nope. No need to freak out now, unless it's something you like to do for fun. If she hasn't learned by the start of kindergarten, then she'll learn in kindergarten.

Thanks. . I was really just reacting to the "egads! Surely all intelligent children can count to 100 by 3!" attitude. I am not really worried.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:No. This is why so many parents are dissatisfied.

Really, because there is a zillion long thread about how it is too hard and forcing first graders and kindergarteners to hate school and to drop out and become meth heads.
My god, people.
I cannot keep things straight. There are post bitching that common core is too hard and now a post about how it's too simple.

This all leads me to believe that if you are against it, you are against it and are going to find something to bitch about without really looking at it.

Yes, I also can't keep up. To go by what I read on DCUM, the Common Core standards are

1. too hard
2. too easy

I'm so confused.

DCUM is not a single person or a point of view. Some posters think CC standards are too hard, others that they are too easy. Still others that they are fine. I am not sure why is this getting you confused.

Because the people who think they're too easy and the people who think they're too hard can't both be right. And because the posts on DCUM on the Common Core always go something like this:

PP#1: Man, I sure do hate the Common Core.
PP#2: No kidding. Can you believe how dumbed-down those standards are? Six-month-olds in [insert non-US country here] can do the things the Common Core has 8th graders doing!
PP#3 Yes, I agree. Those standards are way too hard! Children are vomiting in the aisles!

They're not actually agreeing with each other...