how slowly is math in your child's ES moving now under 2.0 for K-2nd graders?

[Anonymous]

Yes, for some it is mind-numbingly easy. And for some it is too hard. That's why we need differentiation which I understand we used to have but now do not.

For the PP assuming that at some point it will get harder, don't hold your breath! And don't be assuming that if your child scores well on assessments that anything will chnage. Compacted math is MUCH better but even that is a little slow.

[Anonymous]

My 1st grader has brought home problems such as:

12-3=5+z

I actually thought that was pretty sophisticated for 1st grade, but I don't have any memories of the types of problems I worked on when I was 6/7.

[Anonymous]

I think my dc has made good progress in 1st grade math. I don't think she's a natural in math, and I was a little concerned at the end of kindergarten, but I've seen big gains in mental calculation since then. I like the way she is learning explicitly to group numbers to 10 to make addition easier. I also thought the word problems in the first half of the year were challenging. I agree that there is a fair amount of repetition, and I can see that that would be boring for strong math students, but it is working for her. Frankly, I will be very satisfied if she completes ap calculus in 12th grade. Not sure if I'll be able to make this budding artist take it though!

[Anonymous]

2nd Grader is complaining about measurement topic that began at beginning of q3. DC gets it, is bored of measuring and is not amused by measurement oriented word problems like, "what is the difference between the length of the square and the length of the rectangle?" DC said "Ugh, why can't we just do regular math?!"

[Anonymous]

Your kid sounds like a real treat, 22:28. Sheesh.

[Anonymous]

K and 1st grade were a little slow, but I expected that because DC went to a montesorri school for three years prior and is strong in math. He is in accelerated math in 2nd grade and he is being challenged. K and 1st were a good time for him to improve his writing and social skills which weren't as strong.

[Anonymous]

Anonymous wrote:2nd Grader is complaining about measurement topic that began at beginning of q3. DC gets it, is bored of measuring and is not amused by measurement oriented word problems like, "what is the difference between the length of the square and the length of the rectangle?" DC said "Ugh, why can't we just do regular math?!"

The word problems are not there to amuse your child.

And it's a good question. Does your child know the answer?

[Anonymous]

Anonymous wrote:My 1st grader has brought home problems such as:

12-3=5+z

I actually thought that was pretty sophisticated for 1st grade, but I don't have any memories of the types of problems I worked on when I was 6/7.

Agreed. And DD really struggled with it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My 1st grader has brought home problems such as:

12-3=5+z

I actually thought that was pretty sophisticated for 1st grade, but I don't have any memories of the types of problems I worked on when I was 6/7.

Agreed. And DD really struggled with it.

There a blips of that, but no worries. Next year they will be back to 12+5 for a few more weeks. There are actually 4 more ways to show that it equals 17! Like on a 100s chart 12 >>>>> = 17.

[Anonymous]

Anonymous wrote:

There a blips of that, but no worries. Next year they will be back to 12+5 for a few more weeks. There are actually 4 more ways to show that it equals 17! Like on a 100s chart 12 >>>>> = 17.

There actually are multiple ways to show that 12 + 5 = 17, of which counting on is one. Kids need to develop number sense -- maybe not your math prodigy who was born with number sense, but most other kids. This helps them do that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 1st grader has brought home problems such as:

12-3=5+z

I actually thought that was pretty sophisticated for 1st grade, but I don't have any memories of the types of problems I worked on when I was 6/7.

Agreed. And DD really struggled with it.

There a blips of that, but no worries. Next year they will be back to 12+5 for a few more weeks. There are actually 4 more ways to show that it equals 17! Like on a 100s chart 12 >>>>> = 17.

I actually hope so.

[Anonymous]

Anonymous wrote:Yes, for some it is mind-numbingly easy. And for some it is too hard. That's why we need differentiation which I understand we used to have but now do not.

For the PP assuming that at some point it will get harder, don't hold your breath! And don't be assuming that if your child scores well on assessments that anything will chnage. Compacted math is MUCH better but even that is a little slow.

I'm that PP. It does get harder. My DC is in 4th grade compacted math. I don't how much more advanced you want your child to be, and I'm very dubious when I read posts like these because the majority of kids are not that scary good at math to jump 2 grades. Being able to do advanced math is not the same as understanding the concepts. I remember doing integrals, and I could do them easily enough, but I couldn't tell you how it's applied or why it's done the way it is because we didn't cover that concept deeply enough.

Our compacted math teacher told us that if a kid is obviously that good at math, they will make accommodations. But, they rarely see kids that are truly that good at math to skip even compacted math.

I think some parents don't really care if the kids understand the concepts very deeply; they just want their kids to be in a higher math because then it proves to them that their kids are really smart.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What math? My child is learning to count to a 100 in K. Something she learned 2 years ago in preschool. Very very boring!

There are some Kers who don't know how to count to 100 when entering K. There are some kids that didn't go to preschool. Isn't it great that your's and mine did?

Yes, realize what public school is. Teaching the poor and illegal to catch up and giving the caught-up kids busy work. Once you understand that and can challenge at home, the less stressed you will be. If you want preschool-type teaching/learning, you need to go to private or Montessori school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What math? My child is learning to count to a 100 in K. Something she learned 2 years ago in preschool. Very very boring!

There are some Kers who don't know how to count to 100 when entering K. There are some kids that didn't go to preschool. Isn't it great that your's and mine did?

Yes, realize what public school is. Teaching the poor and illegal to catch up and giving the caught-up kids busy work. Once you understand that and can challenge at home, the less stressed you will be. If you want preschool-type teaching/learning, you need to go to private or Montessori school.

LOL. So you think the only kids that don't know how to count to 100 when entering K are illegals?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What math? My child is learning to count to a 100 in K. Something she learned 2 years ago in preschool. Very very boring!

There are some Kers who don't know how to count to 100 when entering K. There are some kids that didn't go to preschool. Isn't it great that your's and mine did?

Yes, realize what public school is. Teaching the poor and illegal to catch up and giving the caught-up kids busy work. Once you understand that and can challenge at home, the less stressed you will be. If you want preschool-type teaching/learning, you need to go to private or Montessori school.

LOL. So you think the only kids that don't know how to count to 100 when entering K are illegals?

And the poor.