KennesawNemo
DIS Veteran
- Joined
- Oct 28, 2008
I get this from another web forum. I personally think the teacher is very very wrong. What do you think?
Parent's original email (1st email):
I did notice that there is a grading mistake. I had attached that paper to this email for your convenience. On Problem 5, 653-29 = 624 not 622. He was correct by figuring out that he should use "623+1" instead of "623-1" as instructed by the problem (wrong direction was given for that problem). Since other kids might have done the same, I would like to bring this to your attention so that the kids can know which way is correct.
Teacher's email:
As far as problem number 5, the expectation was for 1 to be subtracted from 623 to show that since we added 1 to 29 to make a ten, we had to subtract 1 from 653. So, the problem should have looked like:
653-29 = ?
Make a ten 29+1= 30
653-30=623
623-1=622
653-29=622
Parent's 2nd email:
653- 29 = 624 not 622.
Teacher's Response:
The objective is to use mental math and change place value to the nearest ten in order to do so, not subtract 29 from 653. This was taught within our class extensively and aligns to the ** State Learning Standard 4.NBT.4 which states: The student will add and subtract multi-digit whole numbers using the standard algorithm. The strategy being taught in this section is to mentally add or subtract larger numbers, by taking and giving to make one number end in a ten, hundred or thousand.
Not being within the lesson, it may be hard to see what the students are asked to know. I would love to meet with you sometime to show you what the expectation was for this assignment and a little bit about this curriculum.
Parent's 3rd email:
Sample Q using your method:
11-9 = ??
Make a ten 9+1= 10
11-10=1
1-1=0
11-9=0
Latest email from teacher:
The answer is incorrect, however I can't explain it to you over an email. This is important to me because I don't want you or *** to feel wrongly accused of his performance on a math assignment. I understand the busy schedule you may have and that conference time will be a great time to revisit this. I also respect your knowledge and wisdom in math and look forward to seeing your perspective. The 4th grade team has looked at this problem and are in agreement about it. It is a different strategy that the curriculum is trying show the students, and it does require them to think critically.
Parent's original email (1st email):
I did notice that there is a grading mistake. I had attached that paper to this email for your convenience. On Problem 5, 653-29 = 624 not 622. He was correct by figuring out that he should use "623+1" instead of "623-1" as instructed by the problem (wrong direction was given for that problem). Since other kids might have done the same, I would like to bring this to your attention so that the kids can know which way is correct.
Teacher's email:
As far as problem number 5, the expectation was for 1 to be subtracted from 623 to show that since we added 1 to 29 to make a ten, we had to subtract 1 from 653. So, the problem should have looked like:
653-29 = ?
Make a ten 29+1= 30
653-30=623
623-1=622
653-29=622
Parent's 2nd email:
653- 29 = 624 not 622.
Teacher's Response:
The objective is to use mental math and change place value to the nearest ten in order to do so, not subtract 29 from 653. This was taught within our class extensively and aligns to the ** State Learning Standard 4.NBT.4 which states: The student will add and subtract multi-digit whole numbers using the standard algorithm. The strategy being taught in this section is to mentally add or subtract larger numbers, by taking and giving to make one number end in a ten, hundred or thousand.
Not being within the lesson, it may be hard to see what the students are asked to know. I would love to meet with you sometime to show you what the expectation was for this assignment and a little bit about this curriculum.
Parent's 3rd email:
Sample Q using your method:
11-9 = ??
Make a ten 9+1= 10
11-10=1
1-1=0
11-9=0
Latest email from teacher:
The answer is incorrect, however I can't explain it to you over an email. This is important to me because I don't want you or *** to feel wrongly accused of his performance on a math assignment. I understand the busy schedule you may have and that conference time will be a great time to revisit this. I also respect your knowledge and wisdom in math and look forward to seeing your perspective. The 4th grade team has looked at this problem and are in agreement about it. It is a different strategy that the curriculum is trying show the students, and it does require them to think critically.
