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

[Anonymous]

Anonymous wrote:

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?"

I actuually think the k math standard reasonable and my son at 4 does know how to count to 100.

My problem with the implementation of common core is that some schools think the common core is so rigorous, no one needs to learn more than that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP - that may be one of their goals for K math - but it likely isn't the only goal. I know they are working on other things in our DD's K class that are math related.

+1

Right now, DC's class just finished learning about patterns (A/B/A/B vs A/B/B/A/B/B) and are now working on representing a number in various ways (drawing 5 fingers, drawing 5 boxes).

I just saw my child's pre-K teaching AB Patterns yesterday, when I picked up DC. She is 4.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP - that may be one of their goals for K math - but it likely isn't the only goal. I know they are working on other things in our DD's K class that are math related.

+1

Right now, DC's class just finished learning about patterns (A/B/A/B vs A/B/B/A/B/B) and are now working on representing a number in various ways (drawing 5 fingers, drawing 5 boxes).

I just saw my child's pre-K teaching AB Patterns yesterday, when I picked up DC. She is 4.

They might start patterns at 4, but it will need to be gone over again in K. And then built upon.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP - that may be one of their goals for K math - but it likely isn't the only goal. I know they are working on other things in our DD's K class that are math related.

+1

Right now, DC's class just finished learning about patterns (A/B/A/B vs A/B/B/A/B/B) and are now working on representing a number in various ways (drawing 5 fingers, drawing 5 boxes).

I just saw my child's pre-K teaching AB Patterns yesterday, when I picked up DC. She is 4.

Yes, and children also do addition in kindergarten, and again in first grade, and again in second grade. That is because there are many things to learn about addition.

[Anonymous]

bingo!

It's called number sense.

Anonymous wrote:Counting by rote and then actually being able to singularly recognize 2 digit numbers is another thing.

I think the common core is looking to get kids the later skill.

My friend was always going on and on about her brilliant K child and how ridiculous it was that her special snowflake had to waste time learning to count. We got in an elevataor together and her DD asked which floor. I told her "21" and her kid couldn't recognize the number. She could say and count out 21 items but she actually understand the concept of the number 21 with out "20, 21, 22, 23" and she didn't realize that it's made up of 2 tens and 1 one.

[Anonymous]

What about those kids who already recognize numbers up to 1000 at three? I have one.

[Anonymous]

Anonymous wrote:What about those kids who already recognize numbers up to 1000 at three? I have one.

Then they can work on all the math standards that deal with number sense and mathematical thinking and problem solving.

[Anonymous]

Anonymous wrote:What about those kids who already recognize numbers up to 1000 at three? I have one.

They sit there while the other children catch up. If you have a good teacher, she gives some differentiation.

[Anonymous]

Counting by rote to 100 is a memory skill--not a math skill. Counting items to 100 is a different thing altogether. Former K teacher.

[Anonymous]

Cont. There's nothing wrong with counting to 100 with the whole class. There are tons of ways to do that--if you make it fun and interesting. For example, count pumpkin seeds, etc.

[Anonymous]

What about those kids who already recognize numbers up to 1000 at three? I have one.

Does the child have a true sense of what "1000" is? Recognizing the numeral is not the same as understanding the number.

[Anonymous]

Kindergarten is where my child became good friends with many of the students he still has in 4th grade. Not sure why there's so much focus on the academics unless you're at a really bad school.

[Anonymous]

Anonymous wrote:Kindergarten is where my child became good friends with many of the students he still has in 4th grade. Not sure why there's so much focus on the academics unless you're at a really bad school.

Thank you!

[Anonymous]

Anonymous wrote:

What about those kids who already recognize numbers up to 1000 at three? I have one.

Does the child have a true sense of what "1000" is? Recognizing the numeral is not the same as understanding the number.

Why cannot you accept the fact some kids do get it?

[Anonymous]

My Kindergartener already counts to 100, by ones and tens. But she's not bored. So, clearly the teacher is differentiating. This in a classroom with 26 kids, one teacher. I don't know how the teacher does it, but she does. I'm perfectly satisfied with Common Core so far. She's also fortunate to have a good teacher.