Anonymous wrote:Common core is why this dual working, liberal, absolutely NOT crunchy family is considering homeschool options.

Really? Why? It doesn't sound like you've given this any critical thought or actually done any research. CC is a good thing. This is an area where parents push, push, push for more academic challenge earlier. That's exactly what CC does. Do you think it's too academic or something? I guess if you worry your kids can't keep up, I could see you pulling out and slowing them down academically with homeschooling. But on the whole, I think kids can handle the rigor.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hate to admit it but I'm confused by the first question and number 5 which is just like it.

I agree. I had no idea what they were getting at. Poor kids. What a stupid test.

Teacher here. This is the critique I find silly.

The kids are taught using this framework - they should know what it is asking. All question one is doing is presenting a whole and a known part and asking them to find a missing part. It is essentially a specific representation of the math problem 6 - 5 = ?

The idea is to develop algebraic thinking at earlier ages to help students develop a strong base in algebra so once they tackle higher level algebra they will be more experienced in the area.

Yeah, I'm helping dd (3rd grade now) with her homework now and I totally see how they're getting them ready for algebraic problem-solving. I am totally supportive of this and find a lot of the handwringing by parents and common core opponents to be rather specious.

Anonymous wrote:Common core is why this dual working, liberal, absolutely NOT crunchy family is considering homeschool options.

Have you looked at the Common Core standards? You can start here:

http://www.corestandards.org/math
http://www.corestandards.org/ELA-Literacy

The first-grade math standards include:

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Tell and write time in hours and half-hours using analog and digital clocks.

Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Do you think that these are bad things for first-graders to be able to do?

Common core is why this dual working, liberal, absolutely NOT crunchy family is considering homeschool options.

Anonymous wrote:
Why not go to algebra directly? I learned to solve equations in first grade. Our test would be find x, if x+3=11, what is y if 10-y=1 etc. there were about 10 questions like that. I am not speaking from memory, I just looked at the test a few months ago (my parents kept it). It's not easier, yet it's more useful and not at all confusing. I don't understand this dancing around math concepts. This was not in the US, btw.

Because if there's one thing that 5-6-year-olds are not known for, it's their ability to do abstract thinking. Even typical kids in 5th and 6th grade do better with concrete thinking than abstract thinking.

And why is "find x, if x+3=11" more useful and less confusing for first-graders than "Isabella has 8 rubber band bracelets. She wants to have 11 rubber band bracelets. How many more does she need to make? Draw a model to show your answer."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hate to admit it but I'm confused by the first question and number 5 which is just like it.

I agree. I had no idea what they were getting at. Poor kids. What a stupid test.

Teacher here. This is the critique I find silly.

The kids are taught using this framework - they should know what it is asking. All question one is doing is presenting a whole and a known part and asking them to find a missing part. It is essentially a specific representation of the math problem 6 - 5 = ?

The idea is to develop algebraic thinking at earlier ages to help students develop a strong base in algebra so once they tackle higher level algebra they will be more experienced in the area.

I don't think that the test questions are confusing at all (except the one about the subtraction sentence, where none of the answers are subtraction sentences). I think that they make a lot of sense. And I'm certain that my current second-grader could answer them correctly.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hate to admit it but I'm confused by the first question and number 5 which is just like it.

I agree. I had no idea what they were getting at. Poor kids. What a stupid test.

Teacher here. This is the critique I find silly.

The kids are taught using this framework - they should know what it is asking. All question one is doing is presenting a whole and a known part and asking them to find a missing part. It is essentially a specific representation of the math problem 6 - 5 = ?

The idea is to develop algebraic thinking at earlier ages to help students develop a strong base in algebra so once they tackle higher level algebra they will be more experienced in the area.

The wording is ridiculous. Either ask the question directly or if you want to use verbal concepts then go the pie slices route. The pie had 6 slices. Greedy Jimmy ate 5 slices. How many slices are left?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hate to admit it but I'm confused by the first question and number 5 which is just like it.

I agree. I had no idea what they were getting at. Poor kids. What a stupid test.

Teacher here. This is the critique I find silly.

The kids are taught using this framework - they should know what it is asking. All question one is doing is presenting a whole and a known part and asking them to find a missing part. It is essentially a specific representation of the math problem 6 - 5 = ?

The idea is to develop algebraic thinking at earlier ages to help students develop a strong base in algebra so once they tackle higher level algebra they will be more experienced in the area.

Why not go to algebra directly? I learned to solve equations in first grade. Our test would be find x, if x+3=11, what is y if 10-y=1 etc. there were about 10 questions like that. I am not speaking from memory, I just looked at the test a few months ago (my parents kept it). It's not easier, yet it's more useful and not at all confusing. I don't understand this dancing around math concepts. This was not in the US, btw.

Anonymous wrote:

Anonymous wrote:I hate to admit it but I'm confused by the first question and number 5 which is just like it.

I agree. I had no idea what they were getting at. Poor kids. What a stupid test.

Teacher here. This is the critique I find silly.

The kids are taught using this framework - they should know what it is asking. All question one is doing is presenting a whole and a known part and asking them to find a missing part. It is essentially a specific representation of the math problem 6 - 5 = ?

The idea is to develop algebraic thinking at earlier ages to help students develop a strong base in algebra so once they tackle higher level algebra they will be more experienced in the area.

Anonymous wrote:I hate to admit it but I'm confused by the first question and number 5 which is just like it.

I agree. I had no idea what they were getting at. Poor kids. What a stupid test.

Here we to again with yet another experiment... I don't get why are math curricula constantly reinvented since k-12 math and beyond hasn't changed for hundred+ years. This is not biology or physics where things change rapidly.

I hate to admit it but I'm confused by the first question and number 5 which is just like it.

I taught first grade in DC last year with this specific math program and administered this specific test. I think some of the critiques of the test are accurate but some are silly.

Bump

http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/31/a-ridiculous-common-core-test-for-first-graders/?tid=pm_pop

It links to an 1st grade exam that is completely ridiculous. The editorial (by a NY elem. school principal) talks about how the Common Core tests are created by a company named Pearson which seem to have the market cornered to have schools buy prepping material. However, the standards were not carefully thought out and there was no attempt to make sure these skills are age appropriate.

Take a look at this test. The questions seem horribly written to me.
http://roundtheinkwell.files.wordpress.com/2013/10/the-math-test.pdf

Any parents in this area come across tests as bad as this? Is this a problem in MD/VA/DC as well?