Reply to Math 4/5 criteria and range

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]OP here- at our school, there are 2 classes of math 4/5 and 1 class for regular math 4. It does seem that our school has chosen to accelerate most kids. 
Some kids do get outside enrichment (RSM, mathnasium, Aops etc) and therefore their scores are so high. But I am sure you don’t need to be 3 years ahead in math from doing outside enrichment to be in math 4/5. So everyone should be fine, even the kids scoring in 75th percentile. [/quote]

Seriously I’m not understanding why it’s called acceleration here. Compact math is super slow for my DD and she didn’t get outside enrichment. I let her do some Singapore math book exercises at home since she’s so [b]bored[/b] at school.[/quote]

I don’t understand it. My kids also say its boring but just because it’s boring doesn’t mean they want to do extra. But what about the kids who are receiving outside enrichment? How bored are they? And if they are bored wont they be bored always? Because they will always be ahead of the class. But in reality there is no point in being so far ahead to begin with. Not sure why it matters in dcum land. 
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The regular pace of math is so slow it’s like watching paint dry. Students have to be sufficiently challenged. My child was so bored in regular he developed some awful habits of spacing out for long periods of the day. So thank goodness MCPS finally offers something more interesting starting in 4th grade. They need to extend these opportunities into middle school as well, specifically for ELA. It makes no sense for every student to take the same remedial-type of ELA class.[/quote]

omg I was guiding my kid doing a lesson from school. After skimming 4 nearly identical sets of problems I thought, wow, I expected it to be tedious, but I didn't expect it to be this long!  Then I realized we had done 4 lessons! It was half a "topic", and the topic had 8 "lessons". Each lesson is 1 day (plus a couple of review/test days for each topic), so [b]we had covered a week of curriculum in one sitting. [/b]

And remember, in ES a lot.of the content reviews and extends math they already did the previous.

I understand that some kids are slower to pick up the idea, but this ain't it, chief. Doing the same problem 20 times doesn't build understanding. They need to see the idea in different contexts to build the intuition. And the word problems are totally inane:  15 variations of "There are 12 boys and 15 girls, so the ratio is 12:15".

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