And how exactly does that counter his post? It does not mention if the bee population is bouncing back in Europe, or not. I mean if you are going to call someone a moron atleast try to counter his arguments.
However again CC does not specify the curriculum, the state/local/school does.
That summary does not support your argument. It does not mention anything about ways of performing addition, it talks about using addition in different ways, exactly what I stated, and the complete opposite of what the AC was arguing. In fact the summary was just a scaled down version of exactly what I said.
That does not tell you to teach addition in different ways, here is a breakdown of the rules
CCSS.MATH.CONTENT.1.OA.A.1
You are asked to solve word problems using addition and subtraciton under 20.
CCSS.MATH.CONTENT.1.OA.B.3
You are asked to learn the commutative and associative properties of addition
CCSS.MATH.CONTENT.1.OA.C.5
You compare adding to counting
CCSS.MATH.CONTENT.1.OA.C.6
You are taught to start using grouping
CCSS.MATH.CONTENT.1.OA.D.7
You are taught to use equalities
CCSS.MATH.CONTENT.1.OA.D.8
You are taught to use equalities to solve unknown variables
You can also test multiples of these with one question.
Actually, as outlined in your link, creation of the assessment is done by 3rd parties, not the common core initiative:
Will common assessments be developed?
Two state-led consortia, Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced), are currently working to develop assessments that aim to provide meaningful feedback to ensure that students are progressing toward attaining the necessary skills to succeed in college, career, and life. These assessments are expected to be available in the 2014-2015 school year. Most states have chosen to participate in one of the two consortia. For more information, visit the website of your state’s assessment consortium. Two additional consortia, working through the National Center and State Collaborative Partnership and the Dynamic Learning Maps Alternative Assessment System Consortium, are developing a new generation of assessments for students with the most significant cognitive disabilities.
Again CC does not push a technique, at best it gives examples. You do not have to use copyrighted materials, you can make your own, and the standards themselves follow this license:
The NGA Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) hereby grant a limited, non-exclusive, royalty-free license to copy, publish, distribute, and display the Common Core State Standards for purposes that support the Common Core State Standards Initiative. These uses may involve the Common Core State Standards as a whole or selected excerpts or portions.
I HAVE read it and you are 100% incorrect. That does not dictate how to lean addition.
CCSS.MATH.CONTENT.1.OA.A.1
You are asked to solve word problems using addition and subtraciton under 20.
CCSS.MATH.CONTENT.1.OA.B.3
You are asked to learn the commutative and associative properties of addition
CCSS.MATH.CONTENT.1.OA.C.5
You compare adding to counting
CCSS.MATH.CONTENT.1.OA.C.6
You are taught to start using grouping
CCSS.MATH.CONTENT.1.OA.D.7
You are taught to use equalities
CCSS.MATH.CONTENT.1.OA.D.8
You are taught to use equalities to solve unknown variables.
None of these standards talk about a way to teach addition, they are all how to use addition, or comparing it to something else. It is a step by step approach to what is needed to learn addition, and covers what most 1st graders learn.
No, these are parents with a tentative, at best grasp on the subjects themselves and lashing out. The biggest one I have seen
http://www.ijreview.com/2014/0...
Of course this dad, who apparently has an EE degree, and the vast majority of the readers fail to actually READ the assignment. The math does not work, and that was the point of the assignment, to find the error in how the student did the work, not try and solve it in the incorrect way the student used. BTW, the student did not separate the 1s and the 10s, and had to many 1.
. Or even worse... to put the responsibility for defining the actual content of lessons, and the criteria by which students get lablelled for the rest of their lives, into the hands of a businessman who's priorty is continually proven to be corporate profit and social engineering to that end (regardless of how well he hides it behind a facade of charity)
Common core does not do that.
I typically do, but tried grammarly, and it failed to connect so everything seemed ok.
that makes no sense, especially since the standards to not tell you how to teach things, although it may give examples.
Where do you get this from? Can you point a link to said standard?
So kids are only awake for 11 hours out of the day? They sleep for 13? Schools also have very limited ability to discipline students. How do you make a group responsible when they have little or no control over what they are responsible for?
I am 39, way too old for common core, however I have always been poor at spelling. Math and logic great, spelling poor. However you were able to read it just fine I am sure, and this is the best argument you could come up with.
Common core does not teach to the test, no child left behind does. Common core does not meantion in any way testing, or how a student must learn. Schools in my area do not buy any books, they make the common core lessons themselves.
"Here's something to think about: How come you never see a headline like `Psychic Wins Lottery.'" -- Comedian Jay Leno
