Anonymous wrote:

Oh, you're back!

First, these "standards" are not consistent. Read them. Some are measurable, some are not.

Anonymous wrote:


Common Core doesn't outline any route. It is a list of standards. The route that is used to meet the standards, aka implementation, is not dictated by the standards.

I find it hard to believe that so many allegedly intelligent people fail to grasp this simple concept.


Common Core outlines specific "critical thinking" in math. Look at the earlier discussion on this thread. Look at some of the samples in the news.



Yes, specific "critical thinking", like these second-grade math standards:

CCSS.Math.Content.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

CCSS.Math.Content.2.NBT.A.1.a
100 can be thought of as a bundle of ten tens — called a "hundred."

CCSS.Math.Content.2.NBT.A.1.b
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

If you think that these standards are bad, then please explain why. If you think that these standards are ok, but there are other standards that are not ok, then please provide an example of those standards.

Anonymous wrote:

Common Core doesn't outline any route. It is a list of standards. The route that is used to meet the standards, aka implementation, is not dictated by the standards.

I find it hard to believe that so many allegedly intelligent people fail to grasp this simple concept.

Common Core outlines specific "critical thinking" in math. Look at the earlier discussion on this thread. Look at some of the samples in the news.

Common Core doesn't outline any route. It is a list of standards. The route that is used to meet the standards, aka implementation, is not dictated by the standards.

I find it hard to believe that so many allegedly intelligent people fail to grasp this simple concept.

You know, there are two approaches: attack the disability or go with the strengths.

My personal philosophy: use both. Common Core outlines a specific route--not good.

Anonymous wrote:twitchy.com is not at all a reliable source on anything.

Anonymous wrote:Kids with ASDS who are bright often show strong math skills when they are younger, because they have strong computation skills. They struggle when they get to the higher maths, because it requires math reasoning as much as raw computational ability. If your child is struggling with the math reasoning required by Common Core, then he is gifted at computation, but that isn't going to translate as gifted at math as he gets older and the work gets more complicated.

If he is good at math, not just computation, then he needs to work on his math reasoning and his verbal skills related to math to be truly employable. You aren't doing this kid any favors by allowing him to slide by on his weak areas and not challenging him to work harder.

/Mom of an 11 year with an ASD

Anonymous wrote: Yes, I'm being dramatic. The area of academics where my child with autism is gifted is math. While he needed every kind of therapy from toddlerhood, he fell in love with numbers and math before he could hold a conversation and he can handle complex calculations without explaining how. We are working hard to make sure he develops the social skills he needs to hopefully one day contribute to society and live independently. He has an IEP and private services to help him reach benchmark in the areas where he struggles. Sadly, the common core math is sucking the love, confidence and motivation right out of him. Sure we can get accommodations for the endless writing involved, but this one size fits all crap is moronic. I'll be lucky if I can get him through highschool if something doesn't change and this kid is in the top 1 percentile for math abilities and non-verbal reasoning.

How do I protest this? Most of America is furious and it seems complaining to the school board goes nowhere. I think a congressman or senator is suing. Should we all get signs and protest outside the department of education? What will it take?

Anonymous wrote:

That is because the teacher doesn't know how to teach or assess the kind of reasoning involved in such examples. Hardly the books fault.

You will defend CC to the death. Bless your heart for your loyalty.

That is because the teacher doesn't know how to teach or assess the kind of reasoning involved in such examples. Hardly the books fault.

Anonymous wrote:

I'm going to go with those who "get" math who say that the reasoning is the most important.

Agree that reasoning is important. These worksheets do not demonstrate reasoning. They demonstrate parroting back what the publishers consider to be reasoning.

I'm going to go with those who "get" math who say that the reasoning is the most important.