No doing well with Common Core, but we'll with Singapore math

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Umm...I don't understand why you posted the above example as bad? 2 of those problems show a way to add to 7 (which is not the same as taking 7 apart), and one shows how to take apart 8, the one the teacher circled is an example of taking apart 7 (which is when you start with the number 7 and subtract a smaller number).

Are you kidding? How is 7=6+1 not taking apart 7?

"To take apart" means to separate into two or more parts. It doesn't say anything about "+" or "-".

+1

The language is confusing, as it has been on just about all the examples shown of worksheets purported to implement the CC curriculum. We could split hairs and say that 7-1=6 is taking apart 7, while 6+1=7 is 7 taken apart, but the differences in these language nuances would be difficult for a first grader to discern.

Seeing examples of these worksheets ha been very disheartening. The children deserve better.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Umm...I don't understand why you posted the above example as bad? 2 of those problems show a way to add to 7 (which is not the same as taking 7 apart), and one shows how to take apart 8, the one the teacher circled is an example of taking apart 7 (which is when you start with the number 7 and subtract a smaller number).

Are you kidding? How is 7=6+1 not taking apart 7?

"To take apart" means to separate into two or more parts. It doesn't say anything about "+" or "-".

+1

The language is confusing, as it has been on just about all the examples shown of worksheets purported to implement the CC curriculum. We could split hairs and say that 7-1=6 is taking apart 7, while 6+1=7 is 7 taken apart, but the differences in these language nuances would be difficult for a first grader to discern.

Seeing examples of these worksheets ha been very disheartening. The children deserve better.

Have you spoken to the teacher about it? Nicely?

Complaining on here isn't going to help your kid understand the math, and it isn't going to change her scores on the homework.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Umm...I don't understand why you posted the above example as bad? 2 of those problems show a way to add to 7 (which is not the same as taking 7 apart), and one shows how to take apart 8, the one the teacher circled is an example of taking apart 7 (which is when you start with the number 7 and subtract a smaller number).

Are you kidding? How is 7=6+1 not taking apart 7?

"To take apart" means to separate into two or more parts. It doesn't say anything about "+" or "-".

+1

The language is confusing, as it has been on just about all the examples shown of worksheets purported to implement the CC curriculum. We could split hairs and say that 7-1=6 is taking apart 7, while 6+1=7 is 7 taken apart, but the differences in these language nuances would be difficult for a first grader to discern.

Seeing examples of these worksheets ha been very disheartening. The children deserve better.

7=6+1 is putting together 7, just as 6+1=7 is putting together 7. 7-1=6 is taking apart 7. You're right that this is a language issue and that you are confused by the language, and I think it would help if you asked the teacher to explain the language they are using in math class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Umm...I don't understand why you posted the above example as bad? 2 of those problems show a way to add to 7 (which is not the same as taking 7 apart), and one shows how to take apart 8, the one the teacher circled is an example of taking apart 7 (which is when you start with the number 7 and subtract a smaller number).

Are you kidding? How is 7=6+1 not taking apart 7?

"To take apart" means to separate into two or more parts. It doesn't say anything about "+" or "-".

+1

The language is confusing, as it has been on just about all the examples shown of worksheets purported to implement the CC curriculum. We could split hairs and say that 7-1=6 is taking apart 7, while 6+1=7 is 7 taken apart, but the differences in these language nuances would be difficult for a first grader to discern.

Seeing examples of these worksheets ha been very disheartening. The children deserve better.

Have you spoken to the teacher about it? Nicely?

Complaining on here isn't going to help your kid understand the math, and it isn't going to change her scores on the homework.

Kids are in high school. Just take an interest in the teaching of math and have a loathing of poorly written school materials. Like the CC standards, but not the poor materials.

[Anonymous]

Anonymous wrote:Why are people going on about memorizing doubles? Would you complain if they were memorizing the times tables? Well, what do you think the "2" times table is ... doubles! So, your 1/2nd grader is already memorizing the 2 times tables. Sheesh.

This.

My son got the 2 times table from the double fact. 5 times table from reading analog clocks. 4 times table from double the doubles. He is half there to memorize the whole times table at first grade.

The OP showed a strange rigidity in her thinking. Simply remembering 7+8 is not that hard. Exceeding grade level at this age is not hard to do. But being really comfortable with number is a good thing and probably harder for a child to achieve. I see no difference in making 10 or double even though making 10 is definitely more important. I still think if one is really comfortable with the Singapore Math, these wook sheets should be a piece of cake.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Umm...I don't understand why you posted the above example as bad? 2 of those problems show a way to add to 7 (which is not the same as taking 7 apart), and one shows how to take apart 8, the one the teacher circled is an example of taking apart 7 (which is when you start with the number 7 and subtract a smaller number).

Are you kidding? How is 7=6+1 not taking apart 7?

"To take apart" means to separate into two or more parts. It doesn't say anything about "+" or "-".

+1

The language is confusing, as it has been on just about all the examples shown of worksheets purported to implement the CC curriculum. We could split hairs and say that 7-1=6 is taking apart 7, while 6+1=7 is 7 taken apart, but the differences in these language nuances would be difficult for a first grader to discern.

Seeing examples of these worksheets ha been very disheartening. The children deserve better.

7=6+1 is putting together 7, just as 6+1=7 is putting together 7. 7-1=6 is taking apart 7. You're right that this is a language issue and that you are confused by the language, and I think it would help if you asked the teacher to explain the language they are using in math class.

What is the point in talking to the teacher if the language the curriculum is using is flat out wrong? There is no way the creators of Common Core would have agreed with the answer of this question, since many of the standards are clearly taken from Singapore Math. I think the CC math standards are fantastic. The implementation at many schools is awful. If you look at Singapore Math when they talk of composing/decomposing numbers - in other words - taking apart numbers they use number bonds. 6, 1, and 7 are number bonds - so three of the answers are correct. I think the publisher should have written which of these is NOT an example of taking apart 7 since there is only one incorrect answer. Many teachers are really weak in math so asking questions doesn't matter.

[Anonymous]

Anonymous wrote:

What is the point in talking to the teacher if the language the curriculum is using is flat out wrong? There is no way the creators of Common Core would have agreed with the answer of this question, since many of the standards are clearly taken from Singapore Math. I think the CC math standards are fantastic. The implementation at many schools is awful. If you look at Singapore Math when they talk of composing/decomposing numbers - in other words - taking apart numbers they use number bonds. 6, 1, and 7 are number bonds - so three of the answers are correct. I think the publisher should have written which of these is NOT an example of taking apart 7 since there is only one incorrect answer. Many teachers are really weak in math so asking questions doesn't matter.

Which language was flat-out wrong? Are you upset because the worksheet uses taking apart/putting together instead of composing/decomposing? It is true that 6, 1, and 7 are number bonds -- but the worksheet wasn't asking about number bonds.