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[quote=Anonymous][quote=Anonymous][quote=Anonymous]This is getting ridiculous.  I get the sense that no one actually knows what these standards are.  So here is one.

It's an excerpt from the 4th grade mathematics standard:

[quote]Mathematics » Grade 4 » Operations & Algebraic Thinking

Standards in this domain:

CCSS.Math.Content.4.OA.A.1CCSS.Math.Content.4.OA.A.2CCSS.Math.Content.4.OA.A.3CCSS.Math.Content.4.OA.B.4CCSS.Math.Content.4.OA.C.5
Use the four operations with whole numbers to solve problems.

CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
CCSS.Math.Content.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
CCSS.Math.Content.4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Gain familiarity with factors and multiples.

CCSS.Math.Content.4.OA.B.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Generate and analyze patterns.

CCSS.Math.Content.4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.[/quote]

Any objections???

[/quote]

Yes. Show me how these children are being taught to think rather than perform.

When my daughter was choosing private high schools, she sat in on a geometry class at my son's private (we had to move him to private after being told he could not use a computer in the public despite a learning disability). In her public high school, she was doing 50 problems a night for homework. The teacher would solve the problem in class, and she had to regurgitate it that night.  At my son's private, the teacher actually showed them the hows and whys of the problems. Much less nightly regurgitation, much more learning.

At my daughter's private (different from my son's), there's no regurgitation. They watch a video at home on the hows and whys and the teacher uses the class time to work with the students, together and individually, to ensure they understand. She's not wasting time doing 50 problems, most of which are the same anyway.

Rote memorization is not the same as learning.[/quote]

There is not a single thing in this standard which recommends memorization. In fact the point of common core is to focus in critical thinking skills. And of course nothing in it says a word about your SN sons computer.

Anyone else?  [/quote]

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