# Multiplication Number String: Third Grade

Parents are venting their outrage at the Common Core school standards over a math quiz that was posted online, showing how teachers are marking students down even for correct answers. The quiz, posted to Reddit, shows how a teacher marked two questions as incorrect on a third-grader’s math quiz, despite the student finding the solution to the problem. Apparently, the reason for the deduction had to do with the petty fact of exactly how the student found the answer. The multiplication Number String: Third Grade two questions were marked wrong because children are taught to read multiplication questions as the first number, grouped in the amount of the second number.

The first question asks the student to use repeated addition to solve the question 5×3. The second question is marked incorrect in much the same way. In the second question, students are asked draw an array to solve 4×6. The student draws six rows of four and is again marked wrong, with the teacher drawing four rows of six as the correct answer. These questions were marked wrong because children today are taught to read a question like 4×6 as four groups of six – not six groups of four.

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However, when it comes to single multiplication problems, it doesn’t matter which way the problem is read. Since the picture was posted on Reddit, many have been using the quiz as a means to criticize the Common Core teaching standards. However, AOL points out that the incorrect answer is not a Common Core issue. While Common Core sets goals for knowledge in each grade, it is up to individual states, districts and teachers to come up with their own lesson plans to meet those standards.

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Still, this isn’t the first time that the Common Core has been criticized for its new-age approaches to learning. Even comedian Louis CK complained about the bizarre questions on his daughter’s homework last year. Common Core learning standards, parents trying to help their kids with math homework say that adding, subtracting, multiplying and dividing has become as complicated as calculus. They’re stumped by unfamiliar terms like ‘rectangular array’ and ‘area model. They wrestle with division that requires the use of squares, slashes and dots. They rage over impenetrable word problems.

Adopted by 44 states, the Common Core is a set of English and math standards that spell out what students should know and when. The standards for elementary math emphasize that kids should not only be able to solve arithmetic problems using the tried-and-true methods their parents learned, but understand how numbers relate to each other. Stacey Jacobson-Francis, 41, of Berkeley, California, said her daughter’s homework requires her to know four different ways to add. That is way too much to ask of a first grader,’ she said.

She can’t remember them all, and I don’t know them all, so we just do the best that we can. Part of what we are trying to teach children is to become problem solvers and thinkers,’ said Diane Briars, president of the National Council of Teachers of Mathematics. We want students to understand what they’re doing, not just get the right answer. Whether Common Core itself is responsible for the homework headaches is a contentious issue. Some experts say Common Core promotes reform math, a teaching method that gained currency in the 1990s.

Derided as ‘fuzzy’ math by critics, reform math says kids should explore and understand concepts like place value before they become fluent in the standard way of doing arithmetic. Critics say it fails to stress basic computational skills, leaving students unprepared for higher math. Stephen Lawrence was murdered by a five-strong gang in south London in 1993. The comments below have not been moderated. We are no longer accepting comments on this article. Intimidated by the thought of taming your garden for summer?

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Will Meghan’s ‘something borrowed’ be from Diana? First Grade Math: What Does Your Child Need to Know? What first grade math skills are children expected to learn? Here is an overview of what kids need to know.

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By the end of first grade, they should be counting to 100 by ones. They can say what number comes right after another, or right before it. They can identify odd and even numbers. They can use a number line or counters to solve problems. They estimate amounts of objects and use words like “about”, “close to”, and “a little less than.

They compare numbers as greater than, less than, or equal to each other. They will also begin to understand place value, the idea that numbers can represent “tens” or “ones” depending on where they are in the number, so that 3 can stand for “thirty” in 32, or for “three” in 23. Many kids need math help in this area. Counting on: Start with a large number, and add on to it by counting. Counting down: Start at the larger number and count backwards to the smaller one. Time, Money, and Measurement Six year olds are still developing a sense of time, and some will still be working on the days of the week. They will learn to tell time to the hour and half hour, and will get a better sense of how long a minute is.

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First graders will learn to count coins and use money to buy objects under a dollar. They will measure objects informally with things like string or paper clips, and learn to use a ruler and measuring cups. Many of us needed math help when we were learning fractions, and your kids probably will, too. First graders should be able to identify the fractions one-half, one-third, one-fourth, and one-fifth, either in pieces of a whole, or parts of a group.

They count sides and corners, and can put shapes together or break them apart to make new shapes. They also learn to recognize and name 3D figures like cube, sphere, prism, pyramid, and cylinder. Find out more about the area of first grade math your child is working on by visiting one of the math pages below. Enter your name and email for your free ebook. In a classroom there is a special problem: the students vary so much in knowledge and abilities that it is impractical to expect all students to master all of the material taught.

Since, as students grow older, the gap in knowledge and abilities among them widens, getting all students in sixth grade to learn the basic materials for the grade becomes even more difficult than it was in the early grades. Should teachers throw up their hands and give up on the slower learners? This is a mistake that some teachers make. Slower learners respond to conscientious instruction. There are several strategies that teachers employ:The teacher teaches a single student or a small group during class time or after school. A faster student is assigned to help a slower student. The teacher finds special instructional materials for slower students to work on independently either during school time or at home.

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The teacher enlists the parents to teach the child at home using instructional materials supplied by the teacher. When mastery is sought, as it should be, the importance of testing is readily apparent. With test results in hand, both teacher and student can see how well the student has learned, and plans for next steps can be made. There is a proper use of tests and an improper use. Properly used, tests are used to identify the next steps needed in a child’s education. Improperly used, tests are used to reward the good students and stigmatize the poor students. When it comes to report cards, the teacher is, of course, constrained by the school system.

However, the most commonly used reporting system – the A-B-C-D-F grading system – is a brutal invention. To knock poorly achieving students down further with a poor report card has serious lasting consequences – poor self-esteem, troublemaking, and worse. These students are eager to succeed – at something! First, limit the amount of student work that you have to correct. Student compositions should be no more than a half a page long. Forget about homework – it’s not all that valuable, the teacher doesn’t have the time for it, and it just causes friction at home. Second, take responsibility just for the basic curriculum, not all the extras that ambitious parents might want you to add.

It is a wonderful thing to see students themselves take charge of an enterprise. They amaze you with their industry. A capable student can produce an entire play. Students can be put in charge of setting up and demonstrating science experiments. Note: if you have already visited the “Students Can Learn On Their Own” Web site, you should skip to “Textbooks, the Framework of Classroom Life” – skip.

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Two Kinds of Assignments Assigned School Work: Part of a Continuum? School Work: Do Students See It as Purposeful? Asking Students Questions Whole Class Instruction: Is It Out of Date? It is impractical for school systems to produce them on their own. School systems make a mistake in being led down the garden path of “behavioral objectives. The textbook publishers have already done that work.

Best practice: read to the students from the textbook. Student readers usually cannot hold the attention of the class, so it is up to the teacher to read to the students from the textbook, asking questions as you go along and writing vocabulary words on the whiteboard. End your reading with an informal test “on the fly,” open-ended or true-false, only a few questions, enough to emphasize important learnings and to fix those learnings in the students’ minds. Learning from reading textbooks requires close leadership by the teacher.

### World Book

You turn the students’ attention to only one paragraph at a time. You start with word study of words in the paragraph – new or interesting or difficult words. After sufficient preparation, the students read the paragraph or the sentence silently. The teacher then checks student understanding by asking questions about the paragraph. Students can be introduced to cartooning by, initially, copying and modifying cartoonists’ line drawings and then creating their own cartoons. They are a basic teaching tool. They can be created generically and reproduced in quantity.

What Certificates of Accomplishment Can Be Awarded For “Extra work” assignments for the year can be organized into loose-leaf binders and kept on a special bookshelf. A binder sheet is created for each item. Here are sample binder sheets that can be used. To print, in “page setup” set left margin to 1 inch and right margin to minimum. Here are some examples:Initial Cartooning Skills Binder.

One binder sheet for each of the thirty cartoons. See link to Cartoon Index above. A Certificate of Accomplishment is awarded for completing twenty cartoon assignments. There is a danger of getting too much material from wordy students. Have a set of punctuation and capitalization rules in a sheet protector available. More extensive is The Blue Book of Grammar and Punctuation.

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If I could do anything for one day, it would be . If I won a million dollars, I would . The best time I ever had was . What I like most in a friend is . A Certificate of Accomplishment is awarded for one booklet or three presentations. Give a report to the class on five breeds of dogs – their characteristics, history, special needs, etc.

Give a report on five kinds of African animals. Make a booklet on leaves from five types of trees. Copy a picture of each leaf for the booklet. The classroom should be supplied with one or two books of science experiments for elementary grades. The following books, found at Amazon.

Thomas Edison Book of Easy and Incredible Experiments by James G. Science Experiments for Elementary Schools by Robert E. Activities for Young Learners by Jean R. Science Activities for Children by Willard J. The selection is made easy by the use of the Activity Index. A Certificate of Accomplishment is awarded for each of the following or for several as a group.