Anonymous wrote:

Anonymous wrote:

I'm not sure what "estimating subtraction" means here, but long subtraction, while a valuable and necessary math skill, is not what adults do in their heads. Long subtraction is good for, say, subtracting two four-digit numbers if you have a pencil and paper handy -- but then you'll also have your smart phone with calculator and will probably just do it that way. When you don't have pencil and paper, you probably can't keep track of all the carrying too well and so you'll resort to making it into a mental calculation of two differences and then adding. It sounds like your son was being taught to do this, and it seems like a valid real-world skill. Hooray, 2.0!

What is this new math invention ushered in with curriculum 2.0? Rounding and estimation is not new it's as old as the Colonies my dear.

Exactly, so not sure what P-PP is complaining about!

Anonymous wrote:

I'm not sure what "estimating subtraction" means here, but long subtraction, while a valuable and necessary math skill, is not what adults do in their heads. Long subtraction is good for, say, subtracting two four-digit numbers if you have a pencil and paper handy -- but then you'll also have your smart phone with calculator and will probably just do it that way. When you don't have pencil and paper, you probably can't keep track of all the carrying too well and so you'll resort to making it into a mental calculation of two differences and then adding. It sounds like your son was being taught to do this, and it seems like a valid real-world skill. Hooray, 2.0!

What is this new math invention ushered in with curriculum 2.0? Rounding and estimation is not new it's as old as the Colonies my dear.

I'm not sure what "estimating subtraction" means here, but long subtraction, while a valuable and necessary math skill, is not what adults do in their heads. Long subtraction is good for, say, subtracting two four-digit numbers if you have a pencil and paper handy -- but then you'll also have your smart phone with calculator and will probably just do it that way. When you don't have pencil and paper, you probably can't keep track of all the carrying too well and so you'll resort to making it into a mental calculation of two differences and then adding. It sounds like your son was being taught to do this, and it seems like a valid real-world skill. Hooray, 2.0!

Anonymous wrote:The math that came home tonight for my 3rd grade student was total craziness. Absolutely was. There was no textbook for me to refer to nor did it connect to anything that came home prior. Obviously it was an extension (hard as crap) but it wasn't relevant for my son because it did not build upon anything he had been taught prior.

Basically, it was a worksheet that showed two additional ways of doing long subtraction. My son learned long subtraction 2 years ago and kept wanting to use that method but it wasn't what was demonstrated on the top of the worksheet. It wanted him to estimate subtraction, add in the difference of what you estimated, then add with estimating and putting in the difference and checking the answers which should be the same. Sheer craziness. This for a 3rd grader.

My son finally, after several tries could do the problems independently but then asked the logical question, why would anyone do math this way? Why not just solve the subtraction problem using long subtraction techniques. I'm thinking yep, my son is right. The old way was good enough for thousands of years. Why is MCPS trying to re-write math?

What the PP maybe doesn't know is that the content is different. The Common Core standards are different than the old standards were, so while there may be some overlap, other things are new. If this year's 3rd graders in her example skipped to 4th grade common core this year, there would be holes between the 2 different sets of standards.

Its not worthy of a response

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What will happen if there are no or few takers for the MCPS new curriculum 2.0 system?

Does MCPS have a contingency plan?

I'm not sure what this means. no takers?

Its not worthy of a response

Anonymous wrote:

Anonymous wrote:Sorry to be such a newb, but why was 2.0 made in the first place? Were they finding that accelerated kids were not doing well further up the chain ie hs and college?

I can see why some children and their parents might be frustrated. I guess they really couldn't figure out any other way, but to have them repeat. It has to happen at some point I guess, but the teachers should make more of an effort to present new worksheets at least and give some side extensions to the advanced kids to keep them excited about math.

2.0 is a new curriculum developed by MCPS to implement and meet the new standards under the Common Core Standards that were adopted by the state of Maryland and 47 other states. The standards for each grade changed, therefore, what is being taught in each grade must change. So, MCPS developed its own curriculum rather than buying one "off the shelf." MCPS plans to sell the curriculum to other schools systems.

Anonymous wrote:What the PP maybe doesn't know is that the content is different. The Common Core standards are different than the old standards were, so while there may be some overlap, other things are new. If this year's 3rd graders in her example skipped to 4th grade common core this year, there would be holes between the 2 different sets of standards.

Anonymous wrote:

Anonymous wrote:What will happen if there are no or few takers for the MCPS new curriculum 2.0 system?

Does MCPS have a contingency plan?

I'm not sure what this means. no takers?

Anonymous wrote:Will this affect current 5th graders who are doing accelerated work? Will they find fewer opportunities for taking advanced classes in middle school?

Anonymous wrote:What will happen if there are no or few takers for the MCPS new curriculum 2.0 system?

Does MCPS have a contingency plan?