Is this math problem 3rd grade appropriate?

[castleview]

I thought you were concerned about the vocabulary in the problem. That's what you originally said.

Now, it's estimation and not being able to line up numbers, but the problem you posted says nothing about either. And, it's a subtraction problem, not addition, so 90-50 the answer would be 40, not 140.

That was a different problem and a different concept. I'm just adding up (no pun intended) the many "whacky" concepts my son is dealing with.

 

[luvmy3]

The word problem we are talking about…he knows how to subtract. But having the kids subtract double digits (with possible borrowing) and not allowing them to line up the problem isn't right.

I'm not sure I agree. If its estimating they wouldn't be borrowing in this problem. I don't see why a 3rd grader couldn't come up with 90 - 50 = 40 in their head.

 

[castleview]

I'm not sure I agree. If its estimating they wouldn't be borrowing in this problem. I don't see why a 3rd grader couldn't come up with 90 - 50 = 40 in their head.

Sorry, I confused you - that was a different problem. In previous homework he was given problems like 72-58 =

 

[JennaDeeDooDah]

I thought you were concerned about the vocabulary in the problem. That's what you originally said.

Now, it's estimation and not being able to line up numbers, but the problem you posted says nothing about either. And, it's a subtraction problem, not addition, so 90-50 the answer would be 40, not 140.

I'm confused, as well. If it is a problem with the vocabulary, "domestically" is the only word I would think that they might possibly not know, but I would think they would be able to use context clues to figure it out. If not, I would think that they would be able to look it up. If we toss the vocab aside, a third grader should be able to figure out to subtract. Now, you are saying that they aren't allowed to line up the numbers for whatever reason. I can see how that might be a problem if borrowing was involved. However, since there is no borrowing, I think a third grader should know to subtract the numbers in the ones place and then the numbers in the tens place. At least, my students did.

 

[Surfinpiratee]

The concept is fine, but would a third grader get the vocab?:

"The U.S. Postal Service sends out 89 letters, 54 of which are to foreign countries. How many are sent domestically?"

Please let me know if this would be typical or if it confirms my theory that any author of the Common Core should be put to sleep.

Domestically would definitely confuse me, lol!

 

[luvmy3]

Sorry, I confused you - that was a different problem. In previous homework he was given problems like 72-58 =

Oh, Okay I was definitely confused.

 

[joviroxx]

Still not getting what the problem is exactly. The vocabulary? Doesn't seem like such an issue to get kids to learn more vocabulary in ANY class. If he doesn't he can ask or look it up. Great skills to learn. Wish they would do more of that. Personally I think this latest generation is really lagging in problem solving abilities.

The estimating? Not sure why that is an issue. Subtraction? Don't get the problem there either.

 

[Schmeck]

I'm thinking the OP is struggling with the math, and is feeling stressed when trying to explain it to the son? Perhaps an after school program could help?

Knowing multiple ways of doing a math problem shows expert skills and knowledge of math functions. Adding/subtracting, multiplying/dividing, square/root; students should be able to see the relationship between them.

 

[declansdad]

The word problem we are talking about…he knows how to subtract. But having the kids subtract double digits (with possible borrowing) and not allowing them to line up the problem isn't right.

Mental math is done in your head; there is no lining up the problem.


This is an easy question for 3rd grade.

 

[Colleen27]

I don't think it is appropriate, but that tends to be where I stand on a lot of math these days with the growing overlap between math and English. Story problems are just as effective, if not moreso, when they call upon at/below grade level reading skills so that students can focus on the math/reasoning aspects of the problem but these days poor/slow readers and writers aren't even allowed to excel in math.

 

[msjprincess]

I just asked my 3rd grader. She didn't know what "domestically" meant. But she guessed that she should subtract 54 from 89 because of the way it was worded.

 

[Mickey'snewestfan]

No…this is estimation. They want him to round 89 off to 90 and 54 off to 50 and then get to 140.

They want him to add?

Where does this problem say "estimate the number" or "approximately how many . . . "?

I am completely befuddled.

 

[dismom301930]

I asked my DD9 (4th grade). She understood that it was a subtraction problem and got the correct answer. She did not know the word "domestically" but I asked her to read the question again and try to figure it out. She did. But the bottom line is she was able to figure out the correct answer to the problem without knowing the definition, so I think it is okay for a third grader.

 

[Mickey'snewestfan]

The concept is fine, but would a third grader get the vocab?:

"The U.S. Postal Service sends out 89 letters, 54 of which are to foreign countries. How many are sent domestically?"

Please let me know if this would be typical or if it confirms my theory that any author of the Common Core should be put to sleep.

I've written both learning standards and curricula as part of my job, although I didn't work on creating the Common Core.

I can think of very few situations where it's acceptable to write that you think someone should be killed. Your post is in spectacularly bad taste.

 

[Schmeck]

I don't think it is appropriate, but that tends to be where I stand on a lot of math these days with the growing overlap between math and English. Story problems are just as effective, if not moreso, when they call upon at/below grade level reading skills so that students can focus on the math/reasoning aspects of the problem but these days poor/slow readers and writers aren't even allowed to excel in math.

There really aren't many math problems in real life that don't involve words, are there? Most math is done to problem solve, which involves a problem, which involves a description of said problem.

 

[msjprincess]

No…this is estimation. They want him to round 89 off to 90 and 54 off to 50 and then get to 140.

Okay I'm confused. Is there more to the problem? What you posted didn't mention rounding or estimating. And why would they want him to add instead of subtract.

 

[castleview]

I've written both learning standards and curricula as part of my job, although I didn't work on creating the Common Core.

I can think of very few situations where it's acceptable to write that you think someone should be killed. Your post is in spectacularly bad taste.

Do you have a teaching background?

 

[Mickey'snewestfan]

Do you have a teaching background?

Yes, I taught for about 15 years.

 

[marlynnp]

No&this is estimation. They want him to round 89 off to 90 and 54 off to 50 and then get to 140.

NO, you are doing the problem wrong. It's a subtraction problem, not addition.

89 - 54 = 35

round
89 (+1) - 54(+1)
90-55 = 35

 

[castleview]

OP here everyone. Typing from my I-phone so forgive me any mistakes. As some have eluded to, yes I am stressed. I apologize for confusing everyone by throwing out every example that popped into my head after i mentioned the original - didnt mean to jumble them together. My son has been struggling with math this year and while he does well on the chapter tests, getting to that point is sheer torture and he is starting to hate math. His school has had three curriculums since he was in kindergarten and I don't think he was ever given a good foundation. I can't tell you how many methods I've seen that made me ask "why are they doing it that way?". Instead of teaching the "classic" way, they were taught the latest round-about way thàt did not strengthen the original concept. Plus, it's very "jumpy", if you will. Even one of his teachers said that "the theory was to introduce kids to future concepts, but without the background we are just making them feel like they that aren't too smart". It's very frustrating when I'm trying to do my part at hone when there doesn't seem to be a particular ladder they are working up.