re: (Not Common Core)-- Why are they teaching math this way?

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Directions: use a doubles fact or a doubles plus one fact to help you solve the answer.

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This is a pretty poor method of thinking, in my opinion. It's impractical and doesn't serve much real-world value.

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Find the addends and subtrahend.

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Ok, there are some goofy words that most aren't familiar with. They could put "missing number," or, heck, "x," but I don't see a problem with teaching proper terminology. And algebra is useful even down at that age. I remember when I first started algebra, the teacher wrote a common example and said "it's just like these problems that you've always done, except the blank is replaced by 'x'," so I don't believe the concept of teaching algebra that early is particularly new, either. It's probably the most abstract and toughest, but peppering if in lightly and early I agree with.

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Draw a number line to help you find the answer

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Contrary to the Algebra above that some kids will struggle with, the number line questions are a "gimme." They're so easy that they're annoying. For the kids struggling, it's a good way to teach that math is just counting. I think it's age-appropriate. As much as I want to believe that math is intuitive, sometimes intuition must be taught. This isn't a bad way of doing that. But if I were a smart kid, I would hate it.

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Directions: Use grouping to solve. Show your work.

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I have no idea what this means and am not familiar with the concept. I would need to read more into it to see what it means and whether or not it's useful.




At worst, I think 2/4 methods are useful.