Anonymous wrote:

Anonymous wrote:

But the explaining in words part is a bit overkill, especially for kids that are not verbal.

For those who do understand, it is boring. For those that don't, it is frustrating. It is a terrible way to test math. Use it verbally as a teaching technique--but not as a standard which must be tested.

The Common Core standards do not require paragraph-length explanations. To the extent that it's required in MCPS, this is an MCPS thing, not a Common Core thing.

Anonymous wrote:

But the explaining in words part is a bit overkill, especially for kids that are not verbal.

For those who do understand, it is boring. For those that don't, it is frustrating. It is a terrible way to test math. Use it verbally as a teaching technique--but not as a standard which must be tested.

Anonymous wrote:

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

This is an extremely difficult standard for first graders. While they can easily do this with objects, translating this to paper tests is very difficult for many immature first graders.

But the explaining in words part is a bit overkill, especially for kids that are not verbal.

Anonymous wrote:

Anonymous wrote:I have 2 bachelors degree's, one in elementary education with a minor in math, the second in technology, and I needed someone to explain to me the thought process of common core addition. I think for children who have issues learning how to add larger numbers, it's not a bad option, however I don't think it should be the primary focus.

I teach my kids math afterschool with a variety of math materials/curriculums including Singapore Math and from a Japanese Textbook translated into English. If you look at how addition and subtraction is taught there it is what Common Core lists as the standards. The whole idea is to get kids to understand that numbers can be broken apart and put back together again so you can easily add or subtract in our base 10 system (which is what composing/decomposing numbers is all about). I love that my kids can solve a problem like 18 + 19= ? several different ways.
They can solve it using the traditional algorithm (add 8+9, put down 7 under the line in the ones place and carry the one; 1 +1+1 equals 3, write down the 3 under the line so the answer is 37). However, doing it that way doesn't get kids to understand you aren't carrying "one" you really are adding 10.
So my kids can also add it right to left, so 10 + 10 = 20; 8+9+ 17; then 20 +17 =37.
They also can use compensation so they can add one to the 19 and take away one from the 18 so the problem becomes 20 +17 = 37
They also can make both numbers into 20 by adding 2 to the 18 and 1 to the 19, then subtracting 3 from the final answer so 20+20 = 40; 40-3 =37.

What my kids hate in school is having to explain in writing what they have done. UGH! No where in Singapore or Japanese Math do they make you write down your explanation in a paragraph. So my kids can easily do the math different ways which meet Common Core Standards yet whoever is interpreting the standards has made up that you have to write a paragraph explaining your answer or draw 37 circles.

Anonymous wrote:

Anonymous wrote:I have 2 bachelors degree's, one in elementary education with a minor in math, the second in technology, and I needed someone to explain to me the thought process of common core addition. I think for children who have issues learning how to add larger numbers, it's not a bad option, however I don't think it should be the primary focus.

I teach my kids math afterschool with a variety of math materials/curriculums including Singapore Math and from a Japanese Textbook translated into English. If you look at how addition and subtraction is taught there it is what Common Core lists as the standards. The whole idea is to get kids to understand that numbers can be broken apart and put back together again so you can easily add or subtract in our base 10 system (which is what composing/decomposing numbers is all about). I love that my kids can solve a problem like 18 + 19= ? several different ways.
They can solve it using the traditional algorithm (add 8+9, put down 7 under the line in the ones place and carry the one; 1 +1+1 equals 3, write down the 3 under the line so the answer is 37). However, doing it that way doesn't get kids to understand you aren't carrying "one" you really are adding 10.
So my kids can also add it right to left, so 10 + 10 = 20; 8+9+ 17; then 20 +17 =37.
They also can use compensation so they can add one to the 19 and take away one from the 18 so the problem becomes 20 +17 = 37
They also can make both numbers into 20 by adding 2 to the 18 and 1 to the 19, then subtracting 3 from the final answer so 20+20 = 40; 40-3 =37.

What my kids hate in school is having to explain in writing what they have done. UGH! No where in Singapore or Japanese Math do they make you write down your explanation in a paragraph. So my kids can easily do the math different ways which meet Common Core Standards yet whoever is interpreting the standards has made up that you have to write a paragraph explaining your answer or draw 37 circles.

Anonymous wrote:I have 2 bachelors degree's, one in elementary education with a minor in math, the second in technology, and I needed someone to explain to me the thought process of common core addition. I think for children who have issues learning how to add larger numbers, it's not a bad option, however I don't think it should be the primary focus.

Anonymous wrote:I have 2 bachelors degree's, one in elementary education with a minor in math, the second in technology, and I needed someone to explain to me the thought process of common core addition. I think for children who have issues learning how to add larger numbers, it's not a bad option, however I don't think it should be the primary focus.

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Anonymous wrote:Didn't realize I had copied the extraneous information. Please note, though, that the standard requires a measurement.

Anonymous wrote:

?? A standard is an articulation of what you think students should know/know how to do. You don't need to test it for students to achieve the standard. It's hard to *know* if they've achieved it without some sort of measure, but it's not integral to learning it.

The standards are worth nothing if they are not used. A 12 inch ruler is a standard used to measure. If it sits in the drawer, what good is it?

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

?? A standard is an articulation of what you think students should know/know how to do. You don't need to test it for students to achieve the standard. It's hard to *know* if they've achieved it without some sort of measure, but it's not integral to learning it.