No doing well with Common Core, but we'll with Singapore math
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Anonymous
Singapore math does indeed have this terminology. From the teacher manual: https://www.singaporemath.com/v/sf_pmcctg1a.pdf counting on "This chapter also introduces students to a “count on” strategy for addition. This strategy will help them work out some addition facts before they can memorize them. They can use this strategy for + 2 and + 3 addition facts. It will become particularly useful later in Grade 3 when examining what happens when the tens digit changes, or adding and subtracting numbers close to a multiple of ten, for example, 25 + 28 = 25 + 30 ? 2." doubles facts and doubles plus one facts: "Dot cards can also help students initially with visualizing the addition facts for adding on to 5, the facts that make 10, doubles (e.g., 4 + 4), and doubles + 1 (e.g., 4 + 5 is the same as double 4 + one more). Students should by now be able to recognize numbers from dot patterns without having to count." |
Anonymous
I keep coming back to Sergio, David and fries! 
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Anonymous
| There are two types of Singapore math--Common Core and Standard. But both are similar. |
Anonymous
You are selectively quoting from the beginning first semester teachers guide. Counting on and doubles are only used to help kids memorize facts up to 10. By the middle of first grade kids are supposed to have memorized these facts because they are NOT used when adding over 10. Here is the next sentence in the teachers manual that you didn't include. Students will probably be able to count on 1, 2, or 3 quickly without using fingers. Fingers can be used if needed to begin with. Note that counting on as a strategy is used only for adding 1, 2, or 3 in this curriculum. The goal is quick computation, and with adding on greater numbers, it becomes harder to keep track of how many are added on and to know where to stop without fingers or number lines. Also, adding numbers where the sum is greater than 10 will be taught in the context of the base-10 concept. So 6 +7 is never taught as a double +/- 1 in Singapore Math. |
Anonymous
| Holy crap. What happened to memorisation? |
Anonymous
Not that PP. Doubles are not the last way to add, they are one of the first ways. One strategy, to use at the beginning of learning about addition. They are not the end goal, although bad math programs/teachers might teach them as if they are. Just one way to use numbers. PP was showing that even Singapore math describes them as a first method, before students memorize addition facts. There's no need to get angry about doubles, counting on, etc. These are very junior-level strategies that students will soon move on from. |
Anonymous
? Horrible way to learn math. Yea, yea, I know, that's how you learned it, and you're doing fine.. blah blah blah. Read up on some of the articles about how American adults suck at math. Just because you memorized 8+8 doesn't make you good at math. |
Anonymous
As pointed out, common core are standards not the curriculum. As far as the worksheets go... it seems like the issue is with identifying the strategies and vocabulary, or with reading and understanding the directions. That may be an area to practice at home to help her be more successful at school. Doubles facts: 1+1, 2+2, etc Doubles plus 1: 1=2, 2+3, etc Count on - counting on by 1, 2, or 3: 5+2, 6+3, etc Rote memorization is a horrible way to learn math, because there is no true understanding to it. Developing number sense and mental math strategies is not just a "common core" idea. The second one it's asking if you see a problem like 3+3+6= how can you group the numbers to help you add. You can group 3+3 into 6, so then the problem becomes 6+6=12, so it's right. Say you had the problem 2+2+3+3 you could group it into 4+6. |
Anonymous
What a crock of SHIT! You repeating this over and over doesn't make it true. At younger ages CONCRETE LEARNING IS BEST! |
Anonymous
The most amusing thing about your post...there is nothing concrete about rote memorization. Also, the parents lamenting the language used in the math, it is undoubtedly the language used in the classroom when the math is taught. |
Anonymous
Language that is confusing and that the kids aren't comprehending. But it jacks off the academics and the testing folks, so that's apparently all that's important. You have zero proof that children will come out understanding math better with these cumbersome, wordy methods. |
Anonymous
No one is complaining about the language of math per se. Fine to teach and use terms like number sentence, addend, difference and so on. It is the English used for the directions that is the problem. In the examples OP has given the wording in the directions lacks precision and clarity. |
Anonymous
It still is a part of the curriculum (however you spell it). |
Anonymous
I don't know; I think the language in the directions is plenty clear. In the first (top) example, the students are being asked to complete the equation; recall the meanings of "doubles," "count on," "doubles plus one," and "doubles minus one;" and code them with different colors. In the second (bottom) example, the students are asked to listen to the problem--which, of course, we can't hear--and write two different ways to show how the numbers interact mathematically. I don't see a problem with this. |
Anonymous
And yet, the massive failure of our children persist. So clearly, there is a problem with it. |