So is everyone on this thread who is complaining a teacher then? I feel like they would be able to better articulate the problem besides holding opinion pieces from Fox News, etc.

And in looking in this standard, a child might not be able to accomplish one of the steps, like bending at the waist. He bends at the knees instead. This of course means he's a TOTAL FAILURE and does not meet the standard.


Common Core standards -- with their lousy combination of vagueness and some areas and over specificity in others -- grind the creativity and uniqueness out of both children and teachers.

Anonymous wrote:

Who is the best judge on whether the standards are "developmentally appropriate?" This term gets thrown out a lot but are these people experts in education and childhood development? It also seems this opinion differs on whether you live in say, Nevada vs. Maryland.

In my opinion, the teachers are the best judge.

You object to the idea that at the end of first grade, a child should be able to add and subtract within 20, demonstrating fluency for addition and subtraction within 10?

And in looking in this standard, a child might not be able to accomplish one of the steps, like bending at the waist. He bends at the knees instead. This of course means he's a TOTAL FAILURE and does not meet the standard.


Common Core standards -- with their lousy combination of vagueness and some areas and over specificity in others -- grind the creativity and uniqueness out of both children and teachers.

Anonymous wrote:

Do you object to the standards themselves? Or do you just object to the educationese language the standards use?

The standards themselves. What is "educationese"?

Anonymous wrote:Here you go. I have a new standard for Common core. :
When prompted, child will
Demonstrate bending over from the waist.
Show that he can open fingers on hand
Demonstrate grasping pencil that is on floor.
Rise from the waist to a standing position.

Or, for a reasonable person:
Child will pick up a pencil that fell on the floor.

Do you object to the standards themselves? Or do you just object to the educationese language the standards use?

Anonymous wrote:Here you go. I have a new standard for Common core. :
When prompted, child will
Demonstrate bending over from the waist.
Show that he can open fingers on hand
Demonstrate grasping pencil that is on floor.
Rise from the waist to a standing position.

Or, for a reasonable person:
Child will pick up a pencil that fell on the floor.

Fine, objects. Nonetheless, four good ways for first-graders to do addition -- yes?

In any case, there is no Common Core standard that says "First-graders must know four different ways to add." The Common Core standard is:

CCSS.Math.Content.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Again, I don't think that any of these strategies is too hard for a first-grader. And if the first-grader's worksheet says, "Find the answer to 6 + 7 by creating an equivalent but easier or known sum", that's a curriculum problem

Anonymous wrote:

1. on your fingers
2. on a number line
3. drawing 2 circles, drawing 2 more circles, counting the circles
4. memorizing 2+2=4

I would never encourage kids to use their fingers. Substitute objects. However, this should not be a standard.

Anonymous wrote:

1. on your fingers
2. on a number line
3. drawing 2 circles, drawing 2 more circles, counting the circles
4. memorizing 2+2=4

I would never encourage kids to use their fingers. Substitute objects. However, this should not be a standard.

1. on your fingers
2. on a number line
3. drawing 2 circles, drawing 2 more circles, counting the circles
4. memorizing 2+2=4

Anonymous wrote:
Stacey Jacobson-Francis, 41, of Berkeley, California, said her daughter's homework requires her to know four different ways to add.