Reply to Common Core's epic fail: Special Education

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[quote=Anonymous][quote=Anonymous]
NP.  That's not at all how Common Core math works.  [b]The concept is to learn many different ways of adding before a student selects a preferred way of doing it.[/b]  And then they need to explain all of it, while they're being exposed to all sorts of different ways of adding.
[/quote]

I disagree with your assessment.  In the early years, Common Core standards for math state students should be able to use a few different strategies to add and subtract, the most efficient ones, not just any and all strategies willy nilly, and then use the one that is most appropriate to the task. Children should get a lot of chances for drill in using these strategies so that they becomes absolutely automatic by the end of 2nd grade.

The strategies are:  Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13) and those involving knowledge of place value (i.e. based on base ten).

These aren't a whole bunch of strategies for adding and subtracting just pulled from thin air.   They make use of the fact that our number system is based on the number 10.       And counting on or counting down (essentially, couning on your finger) is really only to be used if you are adding or subtracting a very small number or if there is juse a small distance between two numbers.

Children who count on to add 6 + 4 or 13 + 7 should be encouraged to  use the more efficient strategy of "making a 10" for example.

And the strategy of "Figure out how many multiples of 6 each number is, then add those two numbers together and multiply the sum by 6" really isn't a useful strategy.[/quote]

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