Parents everywhere are stumped by another Common Core math problem. This time, the third-grade assignment in question fueled a viral Reddit debate on what 5 x 3 equals.
The student wrote 15, because "5 + 5 + 5" equals 15. The teacher marked it wrong because of how the student arrived at the answer; the correct answer, according to the repeated addition problem is: 3 + 3 + 3 + 3 + 3 equals 15.
Say what?
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Under Common Core, which was launched in 2009 and currently in use in 42 states, you have to read 5 x 3 as "five groups of three" instead of "three groups of five."
Common Core defenders say this way of critical thinking instead of memorization will be useful when students do advanced math (for example, in a high school multivariable calculus class). Meanwhile, parents are still panicked and frustrated at not being able to help their kids with their homework, arguing for "common sense" instead of Common Core.
A flock of flirting flamingos is pure, passionate, pink pandemonium-a frenetic flamingle-mangle-a discordant discotheque of delirious dancing, flamboyant feathers, and flamingo lingo.
I've been doing some tonight. In the morning, I have to figure out how to explain simple ratio equations as difficult graphs. What on earth is wrong with dividing the larger ratio and multiplying the other factor by that number to get the missing number? Ratios are supposed to be EASY math. And they are making them graph the ratios to determine if they are equivalent rather than just dividing and multiplying. I'm about to go insane.
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LawyerLady
I can explain it to you, but I can't understand it for you.
There were some things that I told the kids to just answer the ones they knew and let the rest of it go.
Had a teacher send home a note on one telling me the work sheet needed to be finished.
I called the next day, asked if they could explain it to me.
I was told they couldnt.
I said I guess it wasn't important then and hung up.
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A flock of flirting flamingos is pure, passionate, pink pandemonium-a frenetic flamingle-mangle-a discordant discotheque of delirious dancing, flamboyant feathers, and flamingo lingo.
I've been doing some tonight. In the morning, I have to figure out how to explain simple ratio equations as difficult graphs. What on earth is wrong with dividing the larger ratio and multiplying the other factor by that number to get the missing number? Ratios are supposed to be EASY math. And they are making them graph the ratios to determine if they are equivalent rather than just dividing and multiplying. I'm about to go insane.
Sounds like they're moving ahead, making progress, and eventually they'll be as advanced as a slide rule (remember them?) or an abacus.
Maybe in high school they'll teach the kids to count on their fingers and toes.
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The Principle of Least Interest: He who cares least about a relationship, controls it.
The only "common" element of Common Core is how utterly stupid the process is, across the board, in all aspects of Common Core. I guess that's where they get "Common" and "Core" from in the title of the curriculum.
They teach CC math here, but they don't call it CC. They say they are teaching the kids the relationship among numbers not just how to add/subtract, etc. So I saw #1's math homework and it was story problem. The answer was obviously 3, but he had to come up with other ways to reach 3. And it wasn't 5 - 2 = 3. My son wrote it out 22 - 19 = 3. His techer told me yesterday that #1 is excelling in math. So apparently he "gets" it. As does #2, because he was discussing the story problem with #1.
I'm just glad my boys get it, because I sure don't.