Common Core Or Rather Common Sore (III) - Good morning everybody! - Today let me show you a 1st and an 8th Grade Mathematics Common Core Standard test. Both pieces consist of 10 tasks each. A First Grader would right off the bat have to focus on a text example which tests his or her logical understanding. The next step is to choose between Addition and Subtraction as the correct equation. Nothing wrong so far, even though I do seriously wonder about the degree of difficulty. Does a six- year old honestly understand this high degree of logics to the fullest already? Anyway, this is covered by sections 1, 2 and 6. Tasks 4 and 5 are clearly calculations based on Addition and Subtraction. Task 7 asks the student to count by 3s and pinpoint the correct answer. Task 8 I found rather confusing, but again, math was clearly not my forte in school. So, it says here: Pick the correct answer that shows 17-5 by counting. Huh? - Okay, the correct solution suggests the following steps: 17:17=1=16/ 16-1=15/ 15-1=14/ 14-1=13/ 13-1=12 . What the heck is that supposed to be??
I can't remember ever doing any calculation like that in such a manner! May I ask a serious question here? What is THIS, perhaps nothing but a simple Subtraction? Why get the poor student to twist his brains and think around corners like that? Task 9 is clearly an Addition example which, too, engages steps that may actually confuse way more than help. 10+2=? The right solution reads: Break 12 into 10 and 2 to add. Thus, it goes like 12+6=10+2+6=10+8=18 . Really??? The final task requires the Subtraction 17-9 Check out the steps here: Break 9 into parts of 7 and 2. Then subtract 7 and 2 from 17. 17-9=17-7=10-2=8 . No doubt, the degree of confusion has just been added on tremendously! - Now to the Eight Grade exam. Task 1: Convert 0.2 into a fraction. This was quite easy still (1/5).
Task 2: The decimal expansion of 5/6 is what? (0.83). Task 3: Which number is the closest approximation to π/4 ? You can approximate ?=3.14 and then write 3.14x4=0.785. Okay, Task 4: Which point of the number line would be √3 ? ---|-.---|----|--.--|--.--|---.-|--- | are -2/ -1/ 0/ 1/ 2/ 3 and . are A/ B/ C/ D. The correct answer is Point C. (Sorry for illustrating this calculation that poorly!) Task 5: Simplify 5 2x 5 4x 5 -4x 5 -2. (The 2, 4, -4, and -2 are supposed to be positioned high in the right hand corner of the number 5.) 1 is the correct solution. Task 6: Simplify (2/3)-3= ? (27/8).
Task 7: Solve the equation for x:x 3= -27. The correct answer is x=-3. Task 9: What's the decimal notation of 7x10 -4? (0.0007). Task 10: What is 0.0143 written in scientific notation? The solution is 1.43x10 -2 . - Boy, oh boy! As you can tell, there's not much at all for me to comment on either the nature or the content of examples displayed here, simply because I've basically forgotten most of that throughout the many years. However, it strikes me as rather peculiar to intentionally complicate the simplest calculations (Addition and Subtraction) for First Graders. On the other hand though, it appears to me that with higher grades mathematics gradually becomes too abstract. If a student attending first grade can't from the top of his head do simple additions and subtractions like 17-9
and 10+2, how on earth is he or she supposed to get the abstract and scientific approach right later on? Just a thought! - Concluding, I'd like to suggest that currently employed and motivated teachers instead of dusted desk jockeys should be asked to sit down and think this out again. Yes, why not look towards other countries to get a couple of ideas here and there? After all, there are quite a few that are doing much better than the USA. Stay current on all topics as well as on English used on an every- day base! As far as Mathematics, well, would it not make more sense to concentrate a little more on practical approaches rather than on abstract and scientific ones? What I would definitely want to see is not just English and Mathematics but other subjects as well. Keep in mind, not everybody is the same, and not everyone is good at languages and/ or science. Last but not least, we should stop trying to always be so competitive with leading countries in terms of technology, science, research, etc. Don't forget, we are still dealing with living beings and not primarily computers.
I can't remember ever doing any calculation like that in such a manner! May I ask a serious question here? What is THIS, perhaps nothing but a simple Subtraction? Why get the poor student to twist his brains and think around corners like that? Task 9 is clearly an Addition example which, too, engages steps that may actually confuse way more than help. 10+2=? The right solution reads: Break 12 into 10 and 2 to add. Thus, it goes like 12+6=10+2+6=10+8=18 . Really??? The final task requires the Subtraction 17-9 Check out the steps here: Break 9 into parts of 7 and 2. Then subtract 7 and 2 from 17. 17-9=17-7=10-2=8 . No doubt, the degree of confusion has just been added on tremendously! - Now to the Eight Grade exam. Task 1: Convert 0.2 into a fraction. This was quite easy still (1/5).
Task 2: The decimal expansion of 5/6 is what? (0.83). Task 3: Which number is the closest approximation to π/4 ? You can approximate ?=3.14 and then write 3.14x4=0.785. Okay, Task 4: Which point of the number line would be √3 ? ---|-.---|----|--.--|--.--|---.-|--- | are -2/ -1/ 0/ 1/ 2/ 3 and . are A/ B/ C/ D. The correct answer is Point C. (Sorry for illustrating this calculation that poorly!) Task 5: Simplify 5 2x 5 4x 5 -4x 5 -2. (The 2, 4, -4, and -2 are supposed to be positioned high in the right hand corner of the number 5.) 1 is the correct solution. Task 6: Simplify (2/3)-3= ? (27/8).
Task 7: Solve the equation for x:x 3= -27. The correct answer is x=-3. Task 9: What's the decimal notation of 7x10 -4? (0.0007). Task 10: What is 0.0143 written in scientific notation? The solution is 1.43x10 -2 . - Boy, oh boy! As you can tell, there's not much at all for me to comment on either the nature or the content of examples displayed here, simply because I've basically forgotten most of that throughout the many years. However, it strikes me as rather peculiar to intentionally complicate the simplest calculations (Addition and Subtraction) for First Graders. On the other hand though, it appears to me that with higher grades mathematics gradually becomes too abstract. If a student attending first grade can't from the top of his head do simple additions and subtractions like 17-9
and 10+2, how on earth is he or she supposed to get the abstract and scientific approach right later on? Just a thought! - Concluding, I'd like to suggest that currently employed and motivated teachers instead of dusted desk jockeys should be asked to sit down and think this out again. Yes, why not look towards other countries to get a couple of ideas here and there? After all, there are quite a few that are doing much better than the USA. Stay current on all topics as well as on English used on an every- day base! As far as Mathematics, well, would it not make more sense to concentrate a little more on practical approaches rather than on abstract and scientific ones? What I would definitely want to see is not just English and Mathematics but other subjects as well. Keep in mind, not everybody is the same, and not everyone is good at languages and/ or science. Last but not least, we should stop trying to always be so competitive with leading countries in terms of technology, science, research, etc. Don't forget, we are still dealing with living beings and not primarily computers.
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