Anonymous wrote:

Anonymous wrote:

Anonymous wrote:it is so mechanical. just reading of the correct digit of a number and compare.

So it's not a real word problem because it doesn't have much of a plot?

Certainly not as challenging.

So, the problem is that it is not challenging enough or that it is not real world problems?

I think the questions on those tests were pretty challenging for that age group. I bet a lot of adults would get some of the answers wrong.

As to not being real world, seriously? How is 432 x 52 laid out on a test real world? Like I said, real world challenges don't have the math problem laid out for you in a number sentence. You have to figure out the sentence from the word problem. And not everything on a math test that has word problems have to apply to the "real world". My real world doesn't consist of living on a farm but I'm sure I had math word problems that dealt with a farmer and some farm animals or crops.

Anonymous wrote:

Anonymous wrote:it is so mechanical. just reading of the correct digit of a number and compare.

So it's not a real word problem because it doesn't have much of a plot?

Certainly not as challenging.

Anonymous wrote:it is so mechanical. just reading of the correct digit of a number and compare.

So it's not a real word problem because it doesn't have much of a plot?

it is so mechanical. just reading of the correct digit of a number and compare.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From a NY school 4th grade math test under CC:

“In the number 344,586, how many times greater is the value represented by the 4 in the ten thousands place than the value represented by the 4 in the thousands place?”

I will pose this question to my entering 4th grader to see if he can figure it out. I know I can (not a math major). Can most adults in this country (who learned math pre CC)?

A needless wordy way to test a 4th grader on math, don't think? There are better ways to make sure kids understand place value.

PP here.. this is a way to *test* them on place value, not teach it. I find that most people stumble at math when it is presented as a word problem, not in plain numbers 1+1. So, actually, this test question, while very wordy, would be helpful in testing how they can apply math problems differently. Most math problems in the real world are presented in word problems. They are not handed to you with all the numbers or equations in place. You have to figure out the equation from the problem you have in front of you, and often that problem is presented with words.

I am all for word problems. my issue with this particular one is that it is not a real word problem. it is more like rewording the lecture notes or textbooks.

In what way is it not a real word problem? What is a real word problem?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From a NY school 4th grade math test under CC:

“In the number 344,586, how many times greater is the value represented by the 4 in the ten thousands place than the value represented by the 4 in the thousands place?”

I will pose this question to my entering 4th grader to see if he can figure it out. I know I can (not a math major). Can most adults in this country (who learned math pre CC)?

A needless wordy way to test a 4th grader on math, don't think? There are better ways to make sure kids understand place value.

PP here.. this is a way to *test* them on place value, not teach it. I find that most people stumble at math when it is presented as a word problem, not in plain numbers 1+1. So, actually, this test question, while very wordy, would be helpful in testing how they can apply math problems differently. Most math problems in the real world are presented in word problems. They are not handed to you with all the numbers or equations in place. You have to figure out the equation from the problem you have in front of you, and often that problem is presented with words.

I am all for word problems. my issue with this particular one is that it is not a real word problem. it is more like rewording the lecture notes or textbooks.

Anonymous wrote:From a NY school 4th grade math test under CC:

“In the number 344,586, how many times greater is the value represented by the 4 in the ten thousands place than the value represented by the 4 in the thousands place?”

I will pose this question to my entering 4th grader to see if he can figure it out. I know I can (not a math major). Can most adults in this country (who learned math pre CC)?

PP here who posted the math problem. I had my rising 4th grader answer this question. DS got the answer correct. Not bad.

Here's another sample test from NY, for 3rd, 5th and 8th.

I had my DS, who just finished 3rd grade, take the 3rd grade test sample below. He missed the rounding but got all others correct without the use of a pen/paper. Afterwards, he explained how he got the answers to me. Not bad for a 3rd grader. I just took the 5th grade test myself. On some of these I had to really think about it. I don't think a lot of adults could answer these. Haven't tried the 8th grade one yet. I need pen/paper for that.

I think these CC math tests are much harder than the tests I took as a kid. So, if my DS can answer these questions, I'd say he's got a better grasp of math than I did at his age.


http://www.huffingtonpost.com/2014/08/08/new-york-common-core-test_n_5659604.html?ncid=txtlnkusaolp00000592

Anonymous wrote:

Anonymous wrote:
Common Core? Building blocks math needs to be direct and succint. No funny business, no 10 days to dally about all week on the same topic. Get the building blocks done right and divide students by ability levels. Norway, UK, Korea, CHina, Japan, Russia, Turkey, Brazil, etc. - all have more % enginering students than the US and can effectively teach math in to 4 year olds through 17 year olds.

I am wondering whether you have looked at the actual Common Core math standards? Here is a link:

http://www.corestandards.org/Math/

Common Core says that these standards are internationally benchmarked. I know from my own experience that they are quite comparable to the Singapore Math books for K-6. Common Core opponents say that they are not internationally benchmarked, but if the opponents then go on to explain how they're not benchmarked, I haven't seen it.

Also, I guarantee that no class in MCPS is spending 10 days to dally about all week on the same topic. Not one.

Who cares what's on the list of standards if Maryland and moco can't implement or execute an effective teaching plan!

Dismal execution nets dismal results.

^^^10 times more, not 10 more

Anonymous wrote:

Anonymous wrote:From a NY school 4th grade math test under CC:

“In the number 344,586, how many times greater is the value represented by the 4 in the ten thousands place than the value represented by the 4 in the thousands place?”

I will pose this question to my entering 4th grader to see if he can figure it out. I know I can (not a math major). Can most adults in this country (who learned math pre CC)?

A needless wordy way to test a 4th grader on math, don't think? There are better ways to make sure kids understand place value.

No, actually, I think it's pretty good. To solve the problem, you have to know that

1. the 4 in the ten thousands place stands for 40,000
2. the 4 in the thousands place stands for 4,000
3. 40,000 is 10 more than 4,000

Anonymous wrote:

Anonymous wrote:From a NY school 4th grade math test under CC:

“In the number 344,586, how many times greater is the value represented by the 4 in the ten thousands place than the value represented by the 4 in the thousands place?”

I will pose this question to my entering 4th grader to see if he can figure it out. I know I can (not a math major). Can most adults in this country (who learned math pre CC)?

A needless wordy way to test a 4th grader on math, don't think? There are better ways to make sure kids understand place value.

PP here.. this is a way to *test* them on place value, not teach it. I find that most people stumble at math when it is presented as a word problem, not in plain numbers 1+1. So, actually, this test question, while very wordy, would be helpful in testing how they can apply math problems differently. Most math problems in the real world are presented in word problems. They are not handed to you with all the numbers or equations in place. You have to figure out the equation from the problem you have in front of you, and often that problem is presented with words.

Anonymous wrote:From a NY school 4th grade math test under CC:

“In the number 344,586, how many times greater is the value represented by the 4 in the ten thousands place than the value represented by the 4 in the thousands place?”

I will pose this question to my entering 4th grader to see if he can figure it out. I know I can (not a math major). Can most adults in this country (who learned math pre CC)?

A needless wordy way to test a 4th grader on math, don't think? There are better ways to make sure kids understand place value.

From a NY school 4th grade math test under CC:

“In the number 344,586, how many times greater is the value represented by the 4 in the ten thousands place than the value represented by the 4 in the thousands place?”

I will pose this question to my entering 4th grader to see if he can figure it out. I know I can (not a math major). Can most adults in this country (who learned math pre CC)?

Anonymous wrote:In 2.0 they absolutely are doing fake math problems. Its stupid. Incredibly stupid.

You really think the reason that US students score so low compared to other nations despite what we spend on education is because parents think the teachers are not smart? Really? So if we all start kissing the asses of fools like you, close our eyes and pretend real hard that our school aren't failing then "Wow, Dorothy, the schools aren't failing! Gee MCPS is just dandy, Just dandy I say lets give Idiot Starr a big gold medal. Oh I love MCPS."

We have absolute idiots running our school system. This is why the system is declining.

MCPS is an embarrassment. Plain and simple.

From what I understand, the US has been steadily scoring lower over several years. It didn't just happen with the implementation of 2.0 a few years ago. Even adults in the US perform lower in math than adults in several countries. In the past 20 years or so, the US has just done a poor job teaching math, way before common core.

I think there are several reasons why as a whole this country doesn't perform as well as other countries, one of which is that, as a whole, we don't value education as much as some of the other countries do.

And I don't understand what fake math is, either. My DCs, under 2.0, do real math.. like 1+1, memorize multiplication tables, that type of math. Yes, they are learning basic maths in different ways, composing, decomposing, etc... but at the end of the day, they are expected to do simple math problems in their heads.