tag:blogger.com,1999:blog-2586988941850907367.post6943357965374059957..comments2024-03-24T11:39:28.574-04:00Comments on NYC Public School Parents: Reactions to sample Common core questions; what do you think?Patrick Sullivanhttp://www.blogger.com/profile/10631038958645725010noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-2586988941850907367.post-86373912418739493222012-07-18T21:08:26.927-04:002012-07-18T21:08:26.927-04:00Looking at Steve Koss' post, and his complaint...Looking at Steve Koss' post, and his complaint about question #3 (where he challenges everyone to attempt the problem), I would consider this a trivial problem in proportions - with some window dressing in the form of scientific notation.<br /><br />Substitute simpler values into the question to see the structure:<br /><br />"A computer can do 100 operations in 45 seconds. How many operations can be done by this computer in one hour?"<br /><br />This breaks down quite readily into:<br /><br />100/45 = x/(60 sec * 60 min)<br /><br />or<br /><br />(known number of operations) divided by (time) equals (unknown number of operations) divided by (time)<br /><br />Returning to the original values yields:<br /><br />(1000) / [4.5 x 10^(-6)] = y / 3600<br /><br />or<br /><br />(1000) / [4.5 x 10^(-6)] = y / (3.6 x 10^3)<br /><br />Cross-multiplication gives:<br /><br />[4.5 x 10^(-6)]y = [(3.6 x 10^3)] x 1000<br /><br />or<br /><br />[4.5 x 10^(-6)]y = [(3.6 x 10^3)] x [1.0 x 10^3]<br /><br />or <br /><br />[4.5 x 10^(-6)]y = [(3.6 x 10^6)]<br /><br />which yields:<br /><br />y = [(3.6 x 10^6)] / [4.5 x 10^(-6)]<br /><br />or<br /><br />y = .8 x 10^12<br /><br />or<br /><br />y = 8.0 x 10^11<br /><br />Exactly what the sampler gives as the answer.<br /><br />This entire process is far, far simpler to work out on paper than it is to type into a comment field. At any rate, the purpose appears to be to combine a basic, fundamental proportions problem with scientific notation.<br /><br />That being said, I don't know that I'm a fan of CCSS, except insofar as it may help prevent such idiocies that are being perpetrated in the name of creationism, etc.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-2586988941850907367.post-42099152779167015432012-06-21T21:37:54.697-04:002012-06-21T21:37:54.697-04:003 Grade ELA Samples - all I have to say is 'OY...3 Grade ELA Samples - all I have to say is 'OY VEY!<br /><br />Passage 1- The Gray Hare- by Leo Tolstoy<br />Students in HS and college study and read his works. WTF!?!?!? I do not get this at all.<br /><br />Some of the vocabulary that I found to be quite difficult and tricky are caftan, scarcely, hoarfrost, kiln (depends on students background), jostled, threshing, granary, wicker, ravine, glimmering, densely, lair.<br /><br />Question #1- The answer which they are looking for is not mentioned until paragraph 4 but there is a sentence about this in paragraph 3 which could trick the children. This requires more reading and re-reading. They also began the questions with asking the students to comprehend before recalling knowledge which I also take issue with.<br /><br />Question #2- Slightly ambiguous- The reading passage already has tons of metaphors, not to mention Tolstoy is usually studied with adolescents and college students. However, the wrong multiple choices may make it easier on the kids. <br /><br />Question #3- Still do not understand this question. I had to re-read this one and it is still too complex. I think Pearson and NYSEd are trying to have students recall information from the story which is not really there (similar to The Pineapple and the Hare fiasco).<br /><br />Question #4- They would have to know the definition of the word 'glistening' in order to understand the question.<br /><br />Passage 2<br />All in all, this was a reasonable passage and have no complaints about it.<br />#`1- My only critique with this question is that they began with an elimination question right off the bat. They are asking the students to recall information from the text. However, I personally find that asking to eliminate choices which were not mentioned to be tricky.<br /><br />#2. gritty and silt are vocabulary words that need to be understood in order to answer the question.<br /><br />#3 and #4 were fine.<br /><br />Passage 3<br />The Poplar Tree- It is interesting that they chose this story, since its a myth. Mythology is usually not studied until 6th grade. Second, the students may not truly understand central moral/theme to this story. Third, this passage also reminds me of "The Pineapple and the Hare". You will see why if you read the passage.<br /><br />Question 1- My critique is that they began with a question which assesses their understanding and not recalling information.<br /><br />Question 2- It is how they worded they worded the question. 3rd graders could be asking themselves and the teacher, "Huh? Actions? What? Huh?" 8 -9 year olds do not speak this way which is why I find the wording a little ambiguous.Anonymousnoreply@blogger.com