This is an example from Common Core’s first grade educational curriculum as reported by a John Stossel’s Special 9\/4\/2014 on the Fox Business Network Thursday Nights.<\/p>\n
Example: 32 – 12 = ?
\nHow to work out the problem. Four equations are created. No explanation as to why or how structurally to create them.
\n12 + \u00a0 \u00a03 = 15
\n15 + \u00a0 \u00a05 = 20
\n20 + 10 = 30
\n30 + \u00a0 \u00a02 = 32
\nSo then you add up the second column.
\n3 + 5 + 10 + 2 = 20, Twenty is the correct answer subtracting 12 from 32.<\/p>\n
A teacher who teaches Common Core Math explaining how it works responding to a question about the math using addition to do subtraction, “I don’t know why they did that?”<\/p>\n
BUT WHAT IF YOU USED A LOWER NUMBER IN THE FIRST COLUMN?
\n11 + \u00a0 \u00a04 = 15
\n14 + \u00a0 \u00a06 = 20
\n19 + 11 = 30
\n29 + \u00a0 \u00a03 = 32
\nSo then you add up the second column.
\n4 + 6 + 11 + 3 = 24, Twenty-four is NOT the correct answer subtracting 20 from 32.<\/p>\n
BUT WHAT IF YOU USED A HIGHER NUMBER IN THE FIRST COLUMN?
\n13 + 2 = 15
\n16 + 4 = 20
\n21 + 9 = 30
\n31 + 1 = 32
\nSo then you add up the second column.
\n2 + 4 + 9 + 1 = 16, Sixteen is NOT the correct answer subtracting 20 from 32.<\/p>\n
BUT WHAT IF I MIX THE PREVIOUS TWO EXAMPLES?
\n11 + \u00a0 \u00a04 = 15
\n16 + \u00a0 \u00a04 = 20
\n19 + 11 = 30
\n31 + \u00a0 \u00a01 = 32
\nSo then you add up the second column.
\n4 + 4 + 11 + 1 = 20, Twenty is the correct answer subtracting 20 from 32.<\/p>\n
BUT WHAT IF I DO SOMETHING WEIRD?
\n15 + 0 = 15
\n20 + 0 = 20
\n30 + 0 = 30
\n32 + 0 = 32
\nSo then you add up the second column.
\n0 + 0 + 0 + 0 = 0, Zero is NOT the correct answer subtracting 20 from 32.<\/p>\n
It does not matter how you put the four equations together so long as the middle column adds up to the correct answer. \u00a0By that the equations are irrelevant. \u00a0You do not need the first column. \u00a0You do not need to add the line equation to get their answer. \u00a0You just have to add 4 numbers to get to the answer. \u00a0But if I am a kid and do not understand subtraction then I would be totally lost. \u00a0Why am I adding stuff to do subtraction? \u00a0But if I do not know the answer I can’t put together the useless equations. \u00a0Maybe it would be helpful to learn subtraction first.<\/p>\n
LETS TRY IT THE OLD WAY.<\/p>\n
| <\/td>\n | 32<\/td>\n<\/tr>\n | ||||||||||||
| –<\/td>\n | 12<\/td>\n<\/tr>\n | ||||||||||||
| <\/td>\n | <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n In the ones column we subtract 2 from 2 and the remainder in the ones column is 0<\/p>\n
|