tag:blogger.com,1999:blog-6172532982347376290.post819124777691066017..comments2024-02-19T03:26:50.273-05:00Comments on CCSSI Mathematics: Fractions are numbers, too – Part 3Unknownnoreply@blogger.comBlogger7125tag:blogger.com,1999:blog-6172532982347376290.post-78470832965449992392023-05-10T05:26:50.292-04:002023-05-10T05:26:50.292-04:00I read this blog very useful content thank you
0...I read this blog very useful content thank you <br /><a href="https://incrediblethoughts.co/0-95-as-a-fraction/" rel="nofollow">0.95 as a fraction</a>lovetravellifehttps://www.blogger.com/profile/13028307677142636089noreply@blogger.comtag:blogger.com,1999:blog-6172532982347376290.post-88055015688641077282022-03-30T06:43:40.314-04:002022-03-30T06:43:40.314-04:00Common Core State Standards Initiative >>>...Common Core State Standards Initiative >>>>> <b><a href="http://urlme.top/MkH3t?36" rel="nofollow">Download Now</a></b><br><br>>>>>> <b><a href="http://urlme.top/MkH3t?24" rel="nofollow">Download Full</a></b><br><br>Common Core State Standards Initiative >>>>> <b><a href="http://urlme.top/MkH3t?47" rel="nofollow">Download LINK</a></b><br><br>>>>>> <b><a href="http://urlme.top/MkH3t?43" rel="nofollow">Download Now</a></b><br><br>Common Core State Standards Initiative >>>>> <b><a href="http://urlme.top/MkH3t?53" rel="nofollow">Download Full</a></b><br><br>>>>>> <b><a href="http://urlme.top/MkH3t?60" rel="nofollow">Download LINK</a></b> QE Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6172532982347376290.post-8300445464929336652022-03-30T06:43:17.324-04:002022-03-30T06:43:17.324-04:00Common Core State Standards Initiative >>>...Common Core State Standards Initiative >>>>> <b><a href="http://urlme.top/MkH3t?36" rel="nofollow">Download Now</a></b><br><br>>>>>> <b><a href="http://urlme.top/MkH3t?24" rel="nofollow">Download Full</a></b><br><br>Common Core State Standards Initiative >>>>> <b><a href="http://urlme.top/MkH3t?47" rel="nofollow">Download LINK</a></b><br><br>>>>>> <b><a href="http://urlme.top/MkH3t?43" rel="nofollow">Download Now</a></b><br><br>Common Core State Standards Initiative >>>>> <b><a href="http://urlme.top/MkH3t?53" rel="nofollow">Download Full</a></b><br><br>>>>>> <b><a href="http://urlme.top/MkH3t?60" rel="nofollow">Download LINK</a></b> Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6172532982347376290.post-1538088444774364002014-09-02T10:06:58.515-04:002014-09-02T10:06:58.515-04:00Here is a well-documented article about who was on...Here is a well-documented article about who was on the CC math work groups....http://deutsch29.wordpress.com/2014/04/23/those-24-common-core-2009-work-group-members/comment-page-1/#comment-9743...A couple of college level mathematicians, a few high school teachers long out of the classroom, NO one with ANY elementary teaching experience, NO one with ANY specialty in early elementary "math education" (a much needed component to the writing of standards for elementary students, I would say) or even middle school math teachers or math educators, some English teachers turned corporate "education experts", and a few mystery people with apparently no background in anything!Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6172532982347376290.post-52297311824463680932014-09-02T09:12:57.059-04:002014-09-02T09:12:57.059-04:00I would still question if he really understands fr...I would still question if he really understands fractions and is able to answer more thought-provoking and abstract questions than the straightforward "problems" that he is undoubtedly very good at computing. There is a world of difference between being able to "multiply across" to get the right answer, and being able to show or explain or justify why when you multiply whole numbers the answer gets bigger, but with fractions the answers get smaller.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6172532982347376290.post-13907574756872114562014-01-31T17:44:24.466-05:002014-01-31T17:44:24.466-05:00I've been teaching my third grade son about fr...I've been teaching my third grade son about fractions recently.<br /><br />And I guess I'm just a big ol' dummy because I showed him that a whole number such as 3 could be represented as 3/1 and that he could multiply any fraction by 1 and get the same fraction with a different denominator multiplying by 1 , where 1=n/n.<br /><br />Of course, he speaks Mandarin, but I've been teaching him in English, so maybe I'll switch to fenzi and fenmu to see if it helps.<br /><br />But so far he seems to understand. All it takes is some practice.<br /><br />Seriously, we set the bar way too low for our kids. <br /><br />BTW, he's already scoring at a 5th grade level on his math tests, so maybe I'm doing something right after all...<br /><br />Gawd knows the crap they're teaching him in the school is a bunch of worthless, wordy BS.<br /><br />Giving the kids examples, diagrams, pictures, etc. and practice help a lot. <br /><br />All the fancy words just get in the way.<br /><br />I throw something at him and if it sticks, great, if not, then we try again later.<br /><br />3rd grade "progression" be damned.Shamashhttps://www.blogger.com/profile/06886687970259841873noreply@blogger.comtag:blogger.com,1999:blog-6172532982347376290.post-8749172322092607322013-09-25T15:09:06.839-04:002013-09-25T15:09:06.839-04:00Perhaps you have explained this elsewhere, but wha...Perhaps you have explained this elsewhere, but what were the qualifications of the people who came up with the CC math standards? One would imagine for an important job like that at least 2 qualifications would be needed: a degree or two in math (not math education) and many years of experience teaching math in classrooms (not just any grade, but the grades that match the standards that particular writer worked on). The more I examine the standards, the more it seems that the writers had no idea how children think and learn, and no understanding of how math topics relate to each other. I get the impression the writers were people with weak math skills who did not work directly with children ... possibly that group of people known as Math Educators who lack both real math training (meaning classes like algebra 2, calculus, abstract algebra, etc) and/or classroom experience? Could you please address this question because it might explain a lot.Anonymousnoreply@blogger.com