
Re: Common Core Textbook and Workbook
Posted:
Nov 21, 2013 7:24 PM



"The teacher asked Sally to count from 176 to 214, as part of the standard where we are learning to mix counting by ones, tens, and hundreds, getting us ready to subtract down the road...."
There is something not right about the question. It's about a transitional process that we do not expect children to retain for long.
One of the most powerful things about teaching children mathematics is that we do not have them unlearn things later on. I believe this question, by focusing on process at an inappropriate moment, manages to fall outside of that.
Jonathan Halabi the Bronx
On Thu, Nov 21, 2013 at 2:52 PM, <TKENYON@crcs.wnyric.org> wrote:
> I think there are a couple of acceptable answers, but not all are > necessarily acceptable for a 2nd grader. > > I *think* the purpose is for students to develop a deeper understanding of > numbers. I.e., if Sally were trying to figure out how far it is from 176 > to 214, there were 4 ones, then 3 tens, then 4 more ones. So, that > correct response for a 2nd grader might be that Sally was trying to count > from 176 to 214 and see how far apart they were, keeping track, perhaps, on > her fingers. > > An alternate response, though I wouldn't expect this from a 2nd grader. > Sally was pulled over by a State Trooper for suspected DWI. Sally was > asked to count from 177 to 214. > > > Tom Kenyon > CRCS Mathematics/Physics > tkenyon@crcs.wnyric.org > > ownernyshsmath@mathforum.org wrote:  > To: AMTNYS HS listserv <nyshsmath@mathforum.org> > From: "Roberta M. Eisenberg" > Sent by: ownernyshsmath@mathforum.org > Date: 11/21/2013 11:31AM > Cc: AMTNYS Elem listserv <nyselmath@mathforum.org> > Subject: Re: Common Core Textbook and Workbook > > My first thought was about why the authors of the question used the word > ?between?, which would exclude 100 and 220 ? unless that was the intention. > I wonder if that is a distinction that a 2nd grader makes given that most > adults can?t either. > > My next thought was about what ?counting up and down? entails. It doesn?t > seem to me to be very specific. Must the counting be with the set of > counting numbers (whole numbers) used consecutively starting at some point? > In fact, the only problem I see is that Sally counted only up in her > fashion. She did use ?ones and tens?. > > Bobbi > > On Nov 21, 2013, at 10:57 AM, Chung, Donald < dchung@RVCSchools.org> > wrote: > > I was recently given a problem from a worksheet from engage NY ? on > ?counting up and down between 100 and 220 using ones and tens?. > > A question on the worksheet was as follows: > > Sally did some counting. Look at her work. Explain why you think Sally > counted this way. 177,178,179,180,190,200,210,211,212,213,214 > > Given that this was for a second grader, can someone share with me what > the objective(s) was for this question? what is an ?acceptable? response? > > Thanks > > Don > 5162558950 > > >  > > Spam<http://milton1.wnyric.org/canit/b.php?i=01KQgvyxa&m=ea4c87b64df2&t=20131121&c=s> > Not spam<http://milton1.wnyric.org/canit/b.php?i=01KQgvyxa&m=ea4c87b64df2&t=20131121&c=n> > Forget previous vote<http://milton1.wnyric.org/canit/b.php?i=01KQgvyxa&m=ea4c87b64df2&t=20131121&c=f> > ******************************************************************* * To > unsubscribe from this mailing list, email the message * "unsubscribe > nyshsmath" to majordomo@mathforum.org * * Read prior posts and download > attachments from the web archives at * > http://mathforum.org/kb/forum.jspa?forumIDg1*******************************************************************

