Common Core's epic fail: Special Education
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Anonymous
Actually, it is a pretty significant difference. It's been taught for many, many years, and it is surprising to me that the so-called "experts" didn't catch it. Sloppy work. |
Anonymous
You can't write a "number". You can only write a "numeral" which I guess is the poster's concern with this standard. If we are going to criticize at this level, sure, there are minor problems with the Common Core State Standards. It's not something that worries me, but whatever. |
Anonymous
If the "experts" cannot get this right, why should we trust them on other things. Numeral/number is a pretty significant difference in the math world. |
Anonymous
I'm new to MCPS. I only know 2.0. So, educate me. Were the MCPS standards before 2.0 written with no ambiguity, no grammatical errors? Do you have a link to those standards? |
Anonymous
What source would you like me to use? Of course you can write numbers. When you represent a number using a symbol, you're writing the number. You can write a number using a numeral like this: 90. You can also write numbers using words like this: ninety. Both are ways of using symbols to represent a number, or in laymen's terms, to write a number. |
Anonymous
So, how would you rewrite this to be less vague, expert? |
Anonymous
I'm sneering at "with" and "and", myself. |
Anonymous
I write numbers. I've done so for decades. I'm tickled by the idea of a form asking me to fill in my phone numerals, though. |
Anonymous
Wrong. Look it up. Sure, that is common usage, but mathematicians and teachers know the difference. My first graders knew the difference. Part of education. |
Anonymous
Your first-graders know the difference because you taught it to them. Words mean what people generally use them to mean, even if mathematicians and (some) first-grade teachers say it's wrong. |
Anonymous
And what exactly is meant by "question"? What does it mean to truly "answer" a "question"? And really, do we expect students to be able to truly answer any question? In Kindergarten? |
Anonymous
It's hard to find the old Maryland Voluntary Curriculum Standards. I found a link to the old language arts curriculum. Here are the former Kindergarten standards in the state of MD : http://www1.pgcps.org/uploadedFiles/Offices/Academics/Reading_English_Language_Arts/Kindergarten_RELA_VSC_(Regular_CFPG).pdf Listening: • Follow a set of two-or-three step directions. • Listen to, read, and discuss nursery rhymes. • Comprehend and analyze what is heard. • Speaks clearly enough to be heard and understood in a variety of setting. • Listen to and discuss variety of texts representing diverse cultures, authorship, perspective, and ethnicities. • Name picture of common concepts. • Acquire new vocabulary through listening to and reading a variety of text on a daily basis. • Read a minimum of 25 books per quarter, both literary and informational. Speaking: • Understand that speech can be written or read • Respond to questions and verify answers using illustration/text. • Speaks clearly enough to be heard and understood in a variety of setting. • Read and recognize sight words. • Use knowledge of end punctuation to signal expression in reading. • Recite nursery rhyme, poemsn and finger plays with expression. • Read orally from familiar texts at an appropriate rate. • Retell story using text as support. • Respond to text by drawing, speaking, dramatizing, or writing. • Name picture of common concepts. Concepts About Print: • Track print from left to right and top to bottom. • Make a return sweep to the next line of the text. • Match oral words to printed words. • Differentiate numerals, letters, and words |
Anonymous
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Here I found the old MD K math standards:
http://mdk12.org/assessments/vsc/mathematics/bygrade/gradeK.html Standard 1.0 Knowledge of Algebra, Patterns, and Functions TOPIC A. INDICATOR 1. Identify and copy numeric patterns OBJECTIVES Use manipulatives with numeric qualities to build patterns INDICATOR 2. Identify, copy, describe, create, and extend non-numeric patterns OBJECTIVES Represent patterns kinesthetically such as: clap/snap/clap Represent and analyze repeating patterns using no more than 3 objects in the core of the pattern Sort a collection of objects according to a rule Identify patterns in real life situations Recognize the difference between patterns and non-patterns Continue patterns TOPIC B. INDICATOR 1. Write and identify expressions OBJECTIVES Represent numeric quantities using concrete and pictorial representations to model addition expressions with a value of no more than 10 INDICATOR 2. Identify equations and inequalities OBJECTIVES Represent relationships by comparing groups of no more than 10 objects to determine more or less Model and name the value of the missing part in a part-part-whole situation using no more than 10 manipulatives Describe addition using terms such as: and, add, plus, join, equal TOPIC C. INDICATOR 1. Locate points on a number line OBJECTIVES Identify and represent whole numbers up to 10 on a number line using manipulatives, symbols, and one-to-one correspondence Standard 2.0 Knowledge of Geometry TOPIC A. INDICATOR 1. Recognize and describe the attributes of plane geometric figures OBJECTIVES Sort and regroup everyday objects and geometric figures according to attributes such as: shape, color, size Describe plane figures and their attributes such as: shape, color, size Identify triangles, circles, squares, and rectangles Compare, trace, and reproduce triangles, circles, squares, and rectangles TOPIC B. INDICATOR 1. Recognize, describe, and use the attributes of solid geometric figures OBJECTIVES Match, sort, and regroup objects according to attributes Describe solid figures Identify solid geometric figures in the environment TOPIC D. INDICATOR 1. Recognize congruent objects OBJECTIVES Identify everyday objects which have the same size and shape TOPIC E. INDICATOR 1. Begin to recognize a transformation OBJECTIVES Use position words such as: over, under, above, on, next to, below, beside, behind Use spatial reasoning to solve simple puzzles Demonstrate slides using simple objects INDICATOR 2. Analyze geometric figures and pictures OBJECTIVES Recognize the concept of symmetry using pictures Standard 3.0 Knowledge of Measurement TOPIC A. INDICATOR 1. Explore measurement units OBJECTIVES Order, compare, and describe objects by attributes such as: length/height, weight, capacity Recognize time by identifying days of the week and by using terms such as: yesterday, today, tomorrow, morning, afternoon, night, before, after Compare and describe temperature such as: temperature in January as compared to temperature in July TOPIC B. INDICATOR 1. Measure in non-standard units OBJECTIVES Measure length of objects and pictures of objects Explore and compare the capacity of containers Explore and compare weight of objects Standard 4.0 Knowledge of Statistics TOPIC A. INDICATOR 1. Collect, organize, and display data OBJECTIVES Collect data by answering a question Organize and display data to make real graphs Organize and display data to make picture graphs TOPIC B. INDICATOR 1. Analyze data OBJECTIVES Compare and describe data from real graphs to answer a question Compare and describe data from a picture graph to answer a question Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic TOPIC A. INDICATOR 1. Apply knowledge of whole numbers and place value OBJECTIVES Extend concept of number Construct relationships between and among quantities using language such as: more than, less than, fewer than, as many as, one more, one less Demonstrate cardinality by answer of how many Build meaningful relationships by using 5 and 10 frames Use concrete materials to build sets 0 to 10 Use concrete materials to compose and decompose quantities up to 10 Match a numeral to a set Count to 31 Count backward from 10 Use ordinal numbers to indicate position such as: first, second, third, fourth, fifth INDICATOR 2. Recognize fractions OBJECTIVES Show initial awareness of fractional parts (halves) using concrete materials INDICATOR 3. Recognize and use money OBJECTIVES Identify and name the value of pennies, nickels, and dimes Choose the coin named from a given set of mixed coins Use money in real-world situations such as a classroom store TOPIC C. INDICATOR 1. Analyze number relations and compute OBJECTIVES Model addition by combining sets of concrete objects and describe the results using words and pictures Model subtraction by separating sets of concrete objects and describe the results using words and pictures Solve a given story problem cooperatively that is based on the combining and separating of models Standard 7.0 Processes of Mathematics TOPIC A. INDICATOR 1. Apply a variety of concepts, processes, and skills to solve problems OBJECTIVES Identify the question in the problem Decide if enough information is present to solve the problem Make a plan to solve a problem Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation Identify alternative ways to solve a problem Show that a problem might have multiple solutions or no solution Extend the solution of a problem to a new problem situation TOPIC B. INDICATOR 1. Justify ideas or solutions with mathematical concepts or proofs OBJECTIVES Use inductive or deductive reasoning Make or test generalizations Support or refute mathematical statements or solutions Use methods of proof, i.e., direct, indirect, paragraph, or contradiction TOPIC C. INDICATOR 1. Present mathematical ideas using words, symbols, visual displays, or technology OBJECTIVES Use multiple representations to express concepts or solutions Express mathematical ideas orally Explain mathematically ideas in written form Express solutions using concrete materials Express solutions using pictorial, tabular, graphical, or algebraic methods Explain solutions in written form Ask questions about mathematical ideas or problems Give or use feedback to revise mathematical thinking TOPIC D. INDICATOR 1. Relate or apply mathematics within the discipline, to other disciplines, and to life OBJECTIVES Identify mathematical concepts in relationship to other mathematical concepts Identify mathematical concepts in relationship to other disciplines Identify mathematical concepts in relationship to life Use the relationship among mathematical concepts to learn other mathematical concepts Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA. June 2004 |
Anonymous
| The Common Core State Standards for Math in grade K are MUCH MUCH MUCH MUCH MUCH better than the old MD standards. |
Anonymous
These aren't even standards! "Identify math concepts in relationship to life?" How can you even measure that? |