Posts
Applies Understanding of Number Concepts and Basic Operations
Uses one to one correspondence to count objects
Identifies numerals 0-20
Writes numeral 0-20
Counts 0-70
Counts backward 10-0
Applies Mathematical Thinking and Reasoning
Sorts and classifies objects
Recognizes, reproduces and extends patterns
Understands estimation
Performs data collection and creates simple graphs
This is NOT the expectation for January:
- Counts 0-115
- Counts backward 20-0
- Understands the meaning of addition
- Understand the meaning of subtraction
- Recognizes penny, nickel, dime and quarter
- Tells time to the hour
Students aren't expected to know that until June.
This is life in the world of Everyday Math. It's like another plane of reality where it's more important for a five year old to learn how to estimate, collect data, and create graphs than it is to learn how to add, subtract, count coins, tell time or count backward. Actually, the expectation isn't even that these kindergarteners will enter first grade actually adding and subtracting, it's enough that they "understand the meaning" of adding and subtracting.
Yes folks, the problem with Everyday Math begins as early as kindergarten and will haunt your children each step of the way.
Then they wonder why parents get upset.
Cross posted at Mindless Math Mutterings.
11 comments:
Moreover, most people won't have any idea that anything is wrong until 7th or 8th grade, when everything can be blamed on the parents/kids.
Did I mention that they practice skip counting using a calculator? It brings into question if any of the skills graded are even closely related to what a parent's expectation actually is. It's great that my child can count backwards, for example, but is that with or without some type of manipulative?
I know, for example, that she can count backwards from 100, add, and subtract without manipulatives or charts, but has the school figured it out yet or are they too busy estimating, collecting data and creating graphs?
IG - ditto that.
Middle school kids make good targets. No one loves a middle school kid.
Or a middle school parent, for that matter.
estimate, collect data, and create graphs
My friend A. said her 7th grade son was just taught mean, median, and mode AGAIN.
[My friend A. said her 7th grade son was just taught mean, median, and mode AGAIN.]
Yes, mean, median, and mode and stem and leaf, mean, median, and mode and stem and leaf, mean, median, and mode and stem and leaf,mean, median, and mode and stem and leaf,.. from now until doomsday.
It's the educationist pretext to be able to claim pretentiously that they are teaching "statistics". Why bother with lowly arithmetic if you are teaching high-falutin'-sounding "statistics"?
This is our situation with Earth Science. It's CONCEPTUAL. It requires INFERENTIAL THINKING. Only a child performing in the top 20% OF THE ENTIRE COUNTRY can handle it.
If your child is having a problem that is proof positive he's not intellectually up to the challenge.
What *is* it with those stem and leaf plots, anyway? I was a declared math major in college, took plenty of statistics, studied economics, geography and physical science...and never met a stem and leaf plot along the way.
Has anyone ever seen these goofy things in use beyond the confines of a middle school math program??
I finaly found a good blog dealing with math.
I'm a kindergarten teacher in Dallas and have been printing off all kinds of worksheets from this Kindergarten Math site. It's fantastic:
Kindergarten Math
Just thought I would share.
THANK YOU!
I'VE GOT THE LINK - !
Post a Comment