I am surprised he included the fourth item: "Having at least one effective method to add and subtract two two- or three-digit numbers or dollar amounts to $100.00 and to multiply and divide two- and three-digit numbers by one-digit factors or divisors." Given his emphasis on knowing the basics ("zero to 10 addition, subtraction, multiplication, and division") and using estimation, I would have thought he would not have included these basic skills, or at least the multiplication and division portions of these skills.
An area I think he does not have enough emphasis on is algebraic representations. He included "evaluating and using formulas, " along with "creating and solving equations and inequalities for variable situations," but I am not sure those two alone are enough. I know he is going after basic skills, but are these two the only basics needed to be ready for algebraic thinking and symbolic reasoning? Perhaps, perhaps not...
Mary Belisle wrote:One of the big bugaboos that we have is understanding fractions and decimals. He mentions some basic computation of them and equivalent fractions. I find that fractions cause a lot of trouble for students because they can't quite get their head around them in number sense and later in algebra. I think Leinwand alludes to this but does not seem to see it the problem that I have seen it to be.
After reading the previous posts, I must admit that I would agree with much of what has been said already. Therefor, no sense in repeating any of what was written. As a middle school (7-9th grade math levels) teacher, I am not as aware of the specific concerns voiced by some of the other teachers at the different grade levels, but acknowledge their concerns.
Although I agree with Steve's non-negotiable's in their purest sense, I believe that we must be a little bit more broad-minded when looking at what is necessary. I believe that algebraic reasoning, estimation, percents, and other areas as listed by the previous respondents need to be addressed as well. Sorry, I did repeat some of what was mentiond before. But, having said all this, I believe that he is on the right track. We must prepare our students for their future and not our past. This implies that they need to have a working knowledge of mathematics, and be able to apply it the most practical real-world situations. I believe the common core standards will help us move forward towards this goal.
I am in great hopes that the new CMP3 materials will be more like the alternatives that were suggested in the reading rather than the traditional approach to problem-solving we have now. Right Shawn? :-)
In conclusion (cause I'm sick and at home), I believe that the nonnegotiable's need to be addressed in a real sense, that the practices of common core be emphasized on a daily basis, and computation fluency be reinforced. My simplistic, but practical, response. Back to bed!
ATOMIM is an affiliate of the National Council of Teachers of Mathematics, National Council of Supervisors of Mathematics and of the Association of Teachers of Mathematics in New England.