Good, then you shouldn't have any trouble with common core having a requirement that students learn how to round and estimate.
How?
Again, you're assuming that if they're teaching students to round, then they're not teaching them to come up with exact answers. If you honestly think that's the case, you need to look more closely. I mean, how else are you supposed to learn to round and estimate if not with exact numbers? What did you think, that they'd teach them to round by giving them numbers like 500 and 10?
From what I've seen of it, no. The criticisms I've seen are from ideology (all federal actions are bad) rather than actual content.
Yeah, that's probably over the line.
The courts are pretty clear that such displays (including the 10 Commandments) are acceptable if they're part of a general world religions/historical documents context.
Given the political land mines of the subject, I kind of agree with you. But I think it's a shame, because I believe it's important to include religion in lessons about history.
That's the ideological argument I was talking about. But like I noted before, the countries that are scoring better than us all have standard, federal curricula.
Sorry, I'm just not following you at all. What you posted was an example of a pretty standard rounding/estimation problem. I didn't see anything nefarious in that.
In my experience, if schools merely mention that gays exist, but don't teach the anti-gay rhetoric of conservative Christianity, some folks equate that with "teaching the acceptance of homosexuality". Given that in most schools there are going to be gay students, students with gay parents, and students with gay friends and relatives, a school recognizing that gays exist doesn't seem to be a problem to me. In fact, I'd say it's self-evident.
At what? If you're going to argue that common core is so terrible in its content, then it falls on you to support that. If all you can show is rounding problems, then you'll understand if I.....
At what? If you're going to argue that common core is so terrible in its content, then it falls on you to support that. If all you can show is rounding problems, then you'll understand if I.....
??????? It specifically stated, "Some typical estimation strategies for this problem". The first sentence in the example is "Round 368 to 400".
When it comes to estimation, there are degrees of right and wrong. The examples you posted were two students got 500 and a third got 530. They're all good estimations, arrived at by different means. But if a student answered 20, that would be wrong.
I think you're against it for ideological reasons (feds r bad), and are interpreting perfectly benign material through that lens. Kinda like an atheist reading the Bible.
That's not in what you posted at all.
Unsupported anecdotes are hardly compelling. What you posted as an example of how terrible common core is, is not at all compelling.
Again, anecdotes. And the actual problem they cited, "One bridge is 412 feet long and the other bridge is 206 feet long. Which bridge is longer? How do you know?" is perfectly appropriate for an 8 year old.
Dang! You blew my cover!!
Well, it's not a matter of my say so. If a rounding problem example is the worst thing you can post directly from common core, my say so isn't needed.
