Show us some examples of 3rd Grade Math homework

[Anonymous]

I've been reading all the threads about C2.0, how it's hurting all these bright children, blah blah blah. So many people are saying their 3rd graders (the class that seems to be most affected) are doing things they previously did in 3rd grade.

I even see some posts from parents of 1st graders saying their kids are also bored because they are doing stuff they did in preschool.

Can those parents give us some examples of their children's math homework then? Can the other grades show us some examples of their math homework?

All I see is my 1st grade DD's math homework and it was definitely not taught in preschool. Curious to see the difference between schools in what they are giving for math homework.

[Anonymous]

Anonymous wrote:I've been reading all the threads about C2.0, how it's hurting all these bright children, blah blah blah. So many people are saying their 3rd graders (the class that seems to be most affected) are doing things they previously did in 3rd grade.

I even see some posts from parents of 1st graders saying their kids are also bored because they are doing stuff they did in preschool.

Can those parents give us some examples of their children's math homework then? Can the other grades show us some examples of their math homework?

All I see is my 1st grade DD's math homework and it was definitely not taught in preschool. Curious to see the difference between schools in what they are giving for math homework.

The problem is that all the examples on DCUM regarding 2.0 arel ancedotal. I really want to understand the issue (as my child will be attending MCPS) but I don't feel like I can get a grasp on the extent or depth of the problem. I think that 2.0 allows for differentiation but it doesn't allow for acceleration. If (and that is a big if) differentiation works - I think that would be acceptable to me.

[Anonymous]

___ x 3= 24

8 x ___ = 24

a train leaves denver the same time a train leaves chicago, what time is it in NY

[Anonymous]

Here is an example of a problem my second grader received:
There are 21 kids on the playground. Some more kids joined them. Now there are 40 kids on the playground. How many kids joined the group? Write an equation using ? to show the number who joined. Solve the equation.
She receive 1 point for getting the equation correct, and 1 point for solving it correctly.

another example:
*
* *
* * *
* * *
Amy Billy Sam


Look at the above chart to see how many lollipos each child received. Each * equals 5 lollipops.

[Anonymous]

Anonymous wrote:Here is an example of a problem my second grader received:
There are 21 kids on the playground. Some more kids joined them. Now there are 40 kids on the playground. How many kids joined the group? Write an equation using ? to show the number who joined. Solve the equation.
.

My 1st grader was doing those problems with smaller numbers about 2 wks ago.

Now they are into decomposing numbers into tens and ones. For example: 12-2-4=6+3+5 yes or no

[Anonymous]

Anonymous wrote:

Anonymous wrote:Here is an example of a problem my second grader received:
There are 21 kids on the playground. Some more kids joined them. Now there are 40 kids on the playground. How many kids joined the group? Write an equation using ? to show the number who joined. Solve the equation.
.

My 1st grader was doing those problems with smaller numbers about 2 wks ago.

Now they are into decomposing numbers into tens and ones. For example: 12-2-4=6+3+5 yes or no

So was my first grader. But I don't see what is wrong with having a second grader doing that problem with bigger numbers. That word problem teaches kids critical thinking skills and is pre-algebraic. I will have no problem if next year my first grader has problems like that since I don't think she or the majority of first graders have mastered per-algebra and could use more practice.

As for the 8 x _ = 24 problem, at some point the kids need to have their facts memorized cold so if it helps with their memorization...

[Anonymous]

In the number 5,437:

What number does the 4 represent?

What number is in the tens place?

What number does the 5 represent?

Write the number out in words.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here is an example of a problem my second grader received:
There are 21 kids on the playground. Some more kids joined them. Now there are 40 kids on the playground. How many kids joined the group? Write an equation using ? to show the number who joined. Solve the equation.
.

My 1st grader was doing those problems with smaller numbers about 2 wks ago.

Now they are into decomposing numbers into tens and ones. For example: 12-2-4=6+3+5 yes or no

So was my first grader. But I don't see what is wrong with having a second grader doing that problem with bigger numbers. That word problem teaches kids critical thinking skills and is pre-algebraic. I will have no problem if next year my first grader has problems like that since I don't think she or the majority of first graders have mastered per-algebra and could use more practice.

As for the 8 x _ = 24 problem, at some point the kids need to have their facts memorized cold so if it helps with their memorization...

My first graders do the same, but I do see problem if they will do it with bigger numbers next year.
There are no new concept to be learned, just application of the skills that was mastered in first grade.
Unless they'll go further, add 2-3 steps word problems, start actually solving equasions, not just filling the blank by counting circles as they do now.

[Anonymous]

My 3rd grader is currently working on two-step word problems. So they have to solve multiple questions and use that to actually answer the question. Its a whole new thought process beyond just using the two numbers given and get the answer. Now they actually have read the question and analyze what they're asking.

[Anonymous]

Anonymous wrote:
My first graders do the same, but I do see problem if they will do it with bigger numbers next year.
There are no new concept to be learned, just application of the skills that was mastered in first grade.
Unless they'll go further, add 2-3 steps word problems, start actually solving equasions, not just filling the blank by counting circles as they do now.

It's probably not helpful to worry ahead of time about the hypothetical insufficiency of your child's future curriculum.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
My first graders do the same, but I do see problem if they will do it with bigger numbers next year.
There are no new concept to be learned, just application of the skills that was mastered in first grade.
Unless they'll go further, add 2-3 steps word problems, start actually solving equasions, not just filling the blank by counting circles as they do now.

It's probably not helpful to worry ahead of time about the hypothetical insufficiency of your child's future curriculum.

Yeah, right...
My children are already bored now, in 1st grade...
I see how they can be challenged within the curriculum now, but unfortunately, they don't any enhancement in school.

"I think about it later" is not the right approach when we talking about child’s education, so I do worry about it now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here is an example of a problem my second grader received:
There are 21 kids on the playground. Some more kids joined them. Now there are 40 kids on the playground. How many kids joined the group? Write an equation using ? to show the number who joined. Solve the equation.
.

My 1st grader was doing those problems with smaller numbers about 2 wks ago.

Now they are into decomposing numbers into tens and ones. For example: 12-2-4=6+3+5 yes or no

So was my first grader. But I don't see what is wrong with having a second grader doing that problem with bigger numbers. That word problem teaches kids critical thinking skills and is pre-algebraic. I will have no problem if next year my first grader has problems like that since I don't think she or the majority of first graders have mastered per-algebra and could use more practice.

As for the 8 x _ = 24 problem, at some point the kids need to have their facts memorized cold so if it helps with their memorization...

My first graders do the same, but I do see problem if they will do it with bigger numbers next year.
There are no new concept to be learned, just application of the skills that was mastered in first grade.
Unless they'll go further, add 2-3 steps word problems, start actually solving equasions, not just filling the blank by counting circles as they do now.

Are you sure there are no new concepts to be learned in 2nd grade? Based on this thread? I would talk to the school/teacher to try to find out more.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here is an example of a problem my second grader received:
There are 21 kids on the playground. Some more kids joined them. Now there are 40 kids on the playground. How many kids joined the group? Write an equation using ? to show the number who joined. Solve the equation.
.

My 1st grader was doing those problems with smaller numbers about 2 wks ago.

Now they are into decomposing numbers into tens and ones. For example: 12-2-4=6+3+5 yes or no

So was my first grader. But I don't see what is wrong with having a second grader doing that problem with bigger numbers. That word problem teaches kids critical thinking skills and is pre-algebraic. I will have no problem if next year my first grader has problems like that since I don't think she or the majority of first graders have mastered per-algebra and could use more practice.

As for the 8 x _ = 24 problem, at some point the kids need to have their facts memorized cold so if it helps with their memorization...

My first graders do the same, but I do see problem if they will do it with bigger numbers next year.
There are no new concept to be learned, just application of the skills that was mastered in first grade.
Unless they'll go further, add 2-3 steps word problems, start actually solving equasions, not just filling the blank by counting circles as they do now.

Are you sure there are no new concepts to be learned in 2nd grade? Based on this thread? I would talk to the school/teacher to try to find out more.

Based on the work of my friends children in 2nd grade - I doubt it... We'll see...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
My first graders do the same, but I do see problem if they will do it with bigger numbers next year.
There are no new concept to be learned, just application of the skills that was mastered in first grade.
Unless they'll go further, add 2-3 steps word problems, start actually solving equasions, not just filling the blank by counting circles as they do now.

It's probably not helpful to worry ahead of time about the hypothetical insufficiency of your child's future curriculum.

Yeah, right...
My children are already bored now, in 1st grade...
I see how they can be challenged within the curriculum now, but unfortunately, they don't any enhancement in school.

"I think about it later" is not the right approach when we talking about child’s education, so I do worry about it now.

You sound quite negative, or maybe resigned. From your syntax it sounds as if you are not a native English speaker, so is this one of those cases where you believe all American math education is insufficient?