My mom works at a high school in the math department. She said all across the county the scores have plummeted due to this common core crap. The new consumable text books are fill in the blank rather than actual textbooks. Very little material for reference. It's a mess.


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what the hell is the grid style? I was helping my 12 year old cousin and she was making a grid to solve a multiplication problem.... it looked confusing as hell, what are they teaching kids these days? it took her 5 minuets to solve a problem that would have taken less than 30 seconds to solve the "old fashioned" way
this looks like it takes more work and more space to do 

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Common Core math is basically how I learned how to do math anyway from what I've heard, so I don't see the problem with it. Managed a BS in math (as well as computer science) in 3 years, so I guess that way of doing it isn't all bad.



I too was taught the new math in 1964.My parents were bewildered and so was I.I was lucky enough to marry a math major so getting through college math was no problem, except working closely together we kept on having children..




tf2pyros wrote: I'm out of High School, but what the hell is the point of this. It's slightly old news, but I never got to the nittygritty of it. Please tell me why 2 + 2 = 4 is now wrong. How come thats wrong? Im not from the US so im a bit ignorant of the US education system. What is common core? 

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ScootyBby wrote: Im not from the US so im a bit ignorant of the US education system. What is common core? Some newish standards that some US states adopted. The math stuff seems to have a lot of folks up in a fuss, but they're not really new techniques. http://en.wikipedia.org/wiki/Common_Core_State_Standards_Initiative There's also a lot of confusion over if it covers history or not (it doesn't, except as part of the language/literacy studies). 


I tried helping my 7 year old nephew with his homework, I had no idea what to do.


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I guess this is useful for some kids, but this breaks the math down a bit too much for my impatient brain. In real life, they're gonna use calculators anyway...


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Shwuishu wrote: I guess this is useful for some kids, but this breaks the math down a bit too much for my impatient brain. In real life, they're gonna use calculators anyway... I'm from Italy and last year I attended a school in the US, if there's one thing I really hated about the American school system was the frequent use of calculators even to do the simplest operations. In my native country nobody ever uses calculators for anything (in math classes) and although it is undeniable that students are going to use calculators in real life it is also true that getting to rely on them for everything makes you unable to reason through a problem thoroughly with your own little brain 



tf2pyros wrote: I'm out of High School, but what the hell is the point of this. It's slightly old news, but I never got to the nittygritty of it. Please tell me why 2 + 2 = 4 is now wrong. My sister is in 3rd grade and to teach them division they are drawing pictures and if they say 21/3 = 7 they get it wrong because they didn't do it the common core way... it's so dumb. Basically, now you have to draw 2 images and then draw 2 more images and now you have 4 images yey! 



I don't know what common core is.
I'm of the opinion that a mathematician with a doctorate should be developing the standards in math. Or at least somebody close to that. None of the examples given in this thread seem too out of place to me. The estimation example seems odd, but they called it frontend estimation, so I'm guessing backend estimation would be 300 + 400 = 700 which gives them an upper bound on their solution. So if they do both front end estimation and backend estimation, they'd know their answer is between 700 and 500, and then if you use the tens digits as well, the estimation would get more precise, and so on. These look like simple things to aid comprehension. Then again, what do I know about what the schools are doing. Also It's a good idea to have people with mathrelated degrees teach math, because they know the material inside and out. I'd actually like to see statistics on how student comprehension relates to their teacher's degree. 

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Let's break the two methods for solving that subtraction problem down into steps and things to remember:
Stacked Method: 1. Arrange your two figures so that their ones places, tens places, and so on are aligned. 568 293 2. Starting at the rightmost digit, perform an individual subtraction. Continue to do this moving leftward. 568 293  ??5 3. If you should find that the result of any individual subtraction is a negative value you must instead borrow. Add ten to the top digit and subtract one from the digit immediately to its left. 4 16 8 293  275 Common Core Method 1. Arrange your digits so that they're in alignment as in the stacked method. 568 293 2. Starting at the leftmost digit in the figure to be subtracted, perform an individual subtraction of the number that digit represents from the figure being subtracted from. Continue to do this moving rightward in the amount to be subtracted, substituting the result of the previous subtraction for the amount to be subtracted from. 568 200  368 368 90  278 278 3  275 The disadvantage of the common core method which makes it so abhorrent isn't popping out at me. It delivers an accurate result and avoids confusion for having forgotten to borrow. Its primary weakness is that it is slightly more demanding on one's short term memory. 



That's why everyone thinks 9+10=21


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Deal with it


Common core seems so stupid. I'm glad I don't have to go through that. I really don't get the point of it. How does it make anything easier?


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