Reply to Fact fluency levels for 1st and 2nd grade

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Reply to "Fact fluency levels for 1st and 2nd grade"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]

My DC was very bored in second grade math because all they did was two digit addition with concrete models.  This stuff is tedious, a couple story problems to a page and no algorithms.  [b]There is absolutely nothing wrong with introducing the standard algorithm to a child who has already spent some time modeling yet that was strictly forbidden in second grade.[/b]  Time exploring the algorithm has value and can be much more open ended and engaging than drawing pictures of rocks.

The goal of 2.0 is Calculus A/B for all by senior year but that is IF this experiment works out.  These kids who are spinning their wheels year after year and hating math may never get there, no matter how carefully the standards have it all mapped out.  [/quote]

I don't understand. My child certainly was taught the standard algorithm in second grade. And the Common Core standards explicitly call for fluency in the standard algorithm. In what school was your child in second-grade math?[/quote]

My child was in the pilot year of 2.0 in 2nd grade is now in 6th.  We spoke to the teacher at the time, were told, she was not allowed to teach an algorithm.  If things have mellowed since then, that's encouraging, but my DC is still at the bleeding edge of the rollout and we've only seen worse in the time since then.  Nonetheless, the standard algorithm is not actually mentioned in the second grade standards:
[quote]
Use place value understanding and properties of operations to add and subtract.
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of operations.
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
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