re: Another math problem for the OT to attack

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Nailed it. Most of these problems aren't even challenging, but I keep seeing complaints (sadly from relatives) along the lines of "that's not how I learned it." Well, if you can't figure something this simple out, maybe that's evidence that the "way you learned it" wasn't all that effective

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Sure, but I bet they also aren't given full description of the method. I bet most of the time they get nothing more than that problem and are like wtf? I had no clue the "doubles + 1" technique was an official thing. Common core rolled out and just automatically expected parents to know how to help their kids with it.

Common Core may end up being fantastic and I agree with a lot of its principles, but I would have rolled it out very differently.

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It is really because the work sheets sent home don't explain the concepts and mom and dad aren't informed what is happening in the class room. Thus, mom and dad don't get it because they have never been shown it and mom and dad get frustrated because they can't help Sue with first grade math.

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Yeah I basically said the same in a later post, and I completely agree.

Common core math is great. The roll out and implementation of common core math is horrific, at least in my experience.

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17-1 oh lawd look out

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17-1=
(9+8) -1
1+8+8-1
1+4+4+4+4-1
1+2+2+2+2+2+2+2+2-1
1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1-1 = 16

Nailed it

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I do sympathize with parents in this predicament.

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So do I, but the parents not knowing it shouldn't make any decisions. If first graders are learning it, the parents shouldn't have much difficulty.

My SIL was sent the materials so she knew the methods being taught prior to needing to help out. She's just one of the ones that thinks the way she learned is just fine.

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My SIL was sent the materials so she knew the methods being taught prior to needing to help out. She's just one of the ones that thinks the way she learned is just fine.

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I helped my niece with homework on estimating answers. As simple as it was once I saw the lesson, before then I was having hell because I could instantly calculate the actual answer and rounding it from jump street seemed asinine.

But this is not a problem to teach 4=5=9.

It is a problem to teach the concept of breaking down numbers into other numbers, so kids can see how numbers are made of other numbers ( as mentioned by another poster).

The 4+5 is just a tool. Most of the objection to this teaching technique is because parents don't get told what the lesson is about.

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FIFY. It isn't outside of the box for little kids when they've never established a box in the first place.

I don't know how the results will turn out, but the backlash is mainly because mom and dad don't understand the concepts, not because they're bad concepts.

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Agreed. I had no idea what CC really was all about, and then someone explained it to me. And my first reaction was that I understand the reasoning that "it makes it more complicated than it is," but at the same time it's developing a base for kids that's just different than what we had. And it actually helps them understand things better.

We used simple memorization. We know that 5+4=9. But kids these days are understanding WHY 5+4=9, and that's not a bad thing at all. It's just different than what we learned, so everybody freaks the frick out about it.

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Meh, I've use many common core principles on my own before they were ever taught, so I'm actually for most of it. However, 5+4 doesn't need to be any more complicated than the fact that it equals 9. 

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You're out of your element...I suggest you start with researching what "Common Core" is.

What if a kid would rather think of it as 5+5 is 10 and 5+4 is 1 less than that so its 9. Math is subjective to each person. Just because you think kids will do better at math one way so you shove it down their throat that way isn't teaching. Teaching is helping kids get to the answers in their own way, whether it's more work for them or not. I'm going to hate when my kids start going to school...

That is exactly what this lesson appears to be about. Breaking it down in your head.

That is why the 4+5 is not the important part. It is that numbers are made up of other numbers. That 4+5 IS equal to 4+4+1, or 5+5-1.

You get it entirely!