Reply to 23 Baltimore City Schools Have Zero Students Proficient in Math

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Here's another example of a third grade math problem kids are bombing:

https://nj.digitalitemlibrary.com/home?subject=Math&grades=Grade%203&view=CCSS&itemUIN=0190-M01039P

Part A

Ms. Williams asked Carlos and Sara to show different ways to find the value of this expression:

4×2×3

Carlos decided to multiply 2×3 first.

Which expression shows what Carlos should multiply next to find the correct value of 4×2×3?

A.	4×2
B.	4×3
C.	4×5	
D.	4×6

Part B
Sara explained the way she found the value of 4×2×3 as follows:

Multiply 4×2. 
Multiply 4×3.
Add the two products.

Sara made a mistake. Describe Sara’s mistake.

What is the correct value of 4×2×3?

Enter your answer and your description in the space provided.[/quote]

That last sentence is all that should be in there. Why the F do I need to explain someone else’s mistake?[/quote]
Yes, this. Common Core's emphasis on conceptual understanding went too far.  Kids have limited working memory and these types of convoluted problems overtax it. Solving a math problem is showing understanding if they can do it without a calculator. Kids build conceptual understanding as they repeatedly do the procedure.[/quote]

I would want to know how many of these "difficult conceptual" questions are on the test. I actually think it's fine that there are some tough questions in there. A well-designed test has to have some way to distinguish the kids who are just getting by, vs kids who are meeting grade-level expectations vs kids who are far ahead of the curve.[/quote]

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