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I was posting as s-t posted the actual homework example. Yup. It's not enough to know the answer, but you have to "Explain why?" At least this example is multiple choice. But if it's free form, you have to explain things the way they think you should. Not every kid is wired to think the same way.
I was a whiz at math. I look at the stuff they're teaching my son, and I can tell you that I didn't learn it that way. In some ways, I think they're making it harder than it should be.
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N-OS X-tasy! wrote:
Word problems were one method used to teach math back when I learned the subject; rote repetition was another. Both methods have their merits.
"Word problems" have a different meaning under Common Core.
An example of an old-school word-problem: "Divide 16 by 4 and identify the quotient." Or, long-form: "Jenny has 16 apples and four friends. If she gives each friend an equal number of apples, how many apples would she give to each friend?"
An example of a Common Core word-problem: "Jimmy wants to save money for a new bicycle seat that costs $16 dollars. Jimmy plans to get a job bussing tables at a local restaurant. He plans carefully and decides that after taxes and expenses he can save the money to pay for a new bike seat with four months' work. Write an equation that shows how Jimmy would determine the amount of money he must save each month to meet his savings goal."
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The goal of common core is to teach number sense. Most kids have only known how to use a calculator. If they punch in the wrong numbers they get the wrong answer. Or, if they don't understand orders of operation the answer could be completely wrong. If they understand how to estimate in their head they'll know if the answer they get makes sense. The trick of breaking down the problem into smaller components is meant to help teach number sense.
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space-time wrote:
just so you don't think I made this Jennie up. We put him to erase the sentence he wrote earlier (he is already in trouble with that teacher) and write down the explanation. I should have scanned this before he erased it 
Ah. That question is designed to teach the distributive property of multiplication, not multiplication itself.
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rz wrote:
I look at the stuff they're teaching my son, and I can tell you that I didn't learn it that way. In some ways, I think they're making it harder than it should be.
Oh, hell yeah they are.
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Onamuji wrote:
[quote=N-OS X-tasy!]
Word problems were one method used to teach math back when I learned the subject; rote repetition was another. Both methods have their merits.
"Word problems" have a different meaning under Common Core.
An example of an old-school word-problem: "Divide 16 by 4 and identify the quotient." Or, long-form: "Jenny has 16 apples and four friends. If she gives each friend an equal number of apples, how many apples would she give to each friend?"
An example of a Common Core word-problem: "Jimmy wants to save money for a new bicycle seat that costs $16 dollars. Jimmy plans to get a job bussing tables at a local restaurant. He plans carefully and decides that after taxes and expenses he can save the money to pay for a new bike seat with four months' work. Write an equation that shows how Jimmy would determine the amount of money he must save each month to meet his savings goal."
Teaching math
and reading comprehension skills in the same lesson? I'd say you are more than getting your money's worth at that school!
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space-time wrote:
[quote=N-OS X-tasy!]
...
Ah. That question is designed to teach the distributive property of multiplication, not multiplication itself.
yes, but in 3rd grade they are just now doing multiplications (I learned this in second grade) and they should tech them how to use parenthesis and the order of operations and then explain this is called "distributive property of multiplication", but that after they master multiplication tables. right now it's still too early IMHO. They are still teaching them multiplication.
I don't disagree with your opinion. You hadn't indicated until now what grade your daughter is in.
