Reply to math curriculum 2.0 -- explaining math strategies

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]If the original question was that 3/4 was 6/8 then a good explanation would be a picture that showed that equal amounts were shaded.

I agree with PP that the original explanation was not good.  [/quote]

The problem I am having is that I got this question from a sample 3rd grade PARCC assessment question called "THe field"

http://www.parcconline.org/samples/mathematics/grade-3-mathematics-field

The FIRST part of the question has the child using a picture to demonstrate 3/4 of a field cut into 8ths.

The SECOND part of the question asks the child to write in numbers a fraction that is the same as 3/4.

The THIRD part of the question then asks the child to explain IN WORDS how she knows that 3/4 = 6/8 (or whatever equivalent fraction the child wrote for part 2).
[b]
So please tell me, using words, what a good answer to part three would be.[/b][/quote]

Anyone?  This is a genuine question -- I'd love to know how to answer the question.  [/quote]

Ex-math teacher here (but I didn't teach in this country - only in other English-speaking countries).  This is a perfect example of the ridiculous questions I'm seeing in my 3rd grader's text book.  There is no real context here.  Just an arbitrary 'soybean' thrown in.  Really drives me nuts.  Who is writing this awful material?!  Anyway, I'd ignore this question (the writing part).  It's going to do nothing more than confuse the kid.

What gets me is that, while we should be encouraging math dialogue, it should be through talking, not so much writing.  I like the use of math vocabulary - I'd love to hear wonderful discussions in the classroom - but let's be realistic about what's really needed to show evidence of understanding, and let's base our expectations on appropriate assumptions of kids' verbal reasoning skills.  The greatest danger here is turning kids off the subject.[/quote]

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