I got my degree in 2011, before CC was brought into school. We focused on the state standards instead. So I have _no_ training in common core. How will this affect me in the job market and what can I do about?

It is simply a new set of standards, nothing more. Google them and read them. Georgia department of education has some amazing units already designed that will give you a good idea of what common core should look like, imo.

Are you talking about Mathematics Common Core? It's pretty straight forward and doesn't give any instructions on how to actually teach the standards, just what they are. They have a set of practice standards, but they don't replace methods.

I didn't get any training, but did receive hand outs from the training my P went to. I looked up TON of information myself, and I actually feel comfortable with all the standards now, ELA grades 9-12. I've looked at them so many times I have an overall understanding of just about all of them. It's not going to affect you in a bad way. You just want to strive for higher expectations of your students. looking for more critical thinking skills, more thinking in general, instead of recalling info, or identifying, etc. it's more about explain why or how something is, tell in your own words, and create something. It's not much different than how I have been doing things even before. I am going to go to a 3 day training in the summer, I can't wait though. There are a lot of websites you can go to that already have lessons designed around Common Core, they even have videos. Theteachingchannel.com is one great resource.

I also want to say I think ELA is probably the easiest to switch and math is the hardest. Students will have to be able explain what they're doing in their own words, things are more relevant to real life, which is great, but there are much more word problems, or at least the teachers are required to have more. That has always been and issue unfortunately. Science and history don't have their standards yet (I think) but in my opinion it's not hard to step it up and focus on critical thinking more.

If the methods haven't changed, what is all this hootenanny about "New Math" and things I don't understand? Like this:

they will if you talk through it. Most will see it better if you compare it to using tens 12 + 10 + 10 = 32

I hadn't seen the Georgia DOE units but just googled them and they look good. Thanks for the heads up!

I agree google common core and you will see a lot out there. http://www.corestandards.org/ http://www.cde.ca.gov/re/cc/

This is NOT common core. What you're demonstrating here is some of the techniques of the new innovative methods. It is some new type of movement math teachers are trying out to move away from old traditional methods and algorithms of teaching math and onto new techniques of modeling mathematics. What the problem is with traditional teaching in math is that kids begin to become deluded into thinking the algorithm is the best way to solve the problem, and even when they figure out other ways, they think if the algorithm doesn't match their answer, usually because they are doing it wrong, that their other method must be wrong. The other issues is with multiplication speed tests. This has shown no positive correlation to how quickly children memorize multiplication tables. I am familiar with this stuff because I am presently in college and in a math methods course discussing these topics. This isn't common core though. Common core for math just has a list of standards and topics that students should have mastered by each grade level, and when planning lessons math teachers are supposed to match them with a standard.

I got my credential two years ago and there was very little if any mention of Common Core. That didn't really hit full swing until last year. Since then all of our PD and trainings have been Common Core related and I've done lots of independent research on Common Core techniques. I would recommend you take an online course to learn more about Common Core or read some books on ideas on how to implement it.

It probably won't prevent you from getting a job, but if you can do some research on it and become familiar with it, even getting an online certification in an online course, it would probably put you at the top of the "To-hire" list.

Let me clarify: I GET how to do it...it just seems like an unnecessary amount of work....I hope the intention to move away from one way of solving problems doesn't result in this being the new "one way."

The example you gave favored adding up, and required less work than the algorithm used. The solution you chose was just more cumbersome than just using 10 +10. You should choose the best method for the problem at hand, not be pigeon toed into one procedure from lack of understanding. Do 12-7 with the algorithm.

I'd rather just go 12-7=5. I know that 12-2=10 and 10-3=7, and 2+3=10. I also know that 12-2=10, and 2+3=5, and 10-3=7, so therefore 12-7=5. For that matter, I know that 1 ten and 2 ones is the same as 12 ones, and that 12 ones take away 7 ones equals 5 ones, so 12-7=5. I'd rather just know that 12-7=5 though.

7+3=10 10+2=12 12-7=5 If I have to write that out for every problem it is more work. It makes sense for mental math, though.

I've never heard of nor seen that "new" kind of math. It is also incredibly perplexing to me. Also, here are two coursera courses on Common Core: https://www.coursera.org/course/ccss-literacy1 https://www.coursera.org/course/ccss-math1

I love how you chose a better method for 12-7 instead of the algorithm but fail to see that in the example you gave adding up had the potential to be more efficient than your method.

Exactly, and I would rather know that 32-12 is 12+ 10 +10 so the answer is 20 mentally, than having to line up and do the algorithm.

I get the point about multiple solutions...I would never deny my kids the right to solve the problem in the way that want. Like I said before, I just hope this doesn't become the new "only way." I still think the old methods are also fine.

And what happened to visualizing all of this and doing it in the head, without paper? To me, that IS Common Core

The lattice method is one for multiplication. There are some for subtraction as well such as breaking it up into smaller numbers. There is also counting upwards which was in the picture posted. There is also same change rule... 225-58=227-60 which it is easier to subtract 60 in your head than it is 58, because all you have to do is count by 10s 6 times. There is the left to right method in which you subtract each part separately starting with the 100s place. 642-379... 642-300= 342 342-70= 272 272-9= 263. However, it is important to remember none of these methods are common core. Common core just states for each grade level what the mastery skills are. Such as being able to add and subtract within 100, and to be able to solve word problems for numbers involving addition and subtraction. It doesn't require certain methods. The purpose of the standard algorithms though are to save time, so teaching these methods is supposed to lead into the standard algorithm, and build them up to that point. If they are going onto Pre-Algebra and still have to use slow methods to solve basic math problems, then they are going to be having a problem getting their homework done within a couple hours. The methods are only for better conceptual understanding.

They aren't supposed to do it this way permanently. The purpose of these methods is to scaffold them to the algorithms eventually. The problem with the algorithms though is that they only teach short cuts and faster ways to complete the problem.

I teach 4th grade math and we teach them multiple methods. I love it. The one thing I do want to point out though, is we move through each VERY quickly. I revisit, and revisit, and revisit some more. But in my opinion, I think bombarding them with 4 ways to multiply and 3 ways to divide, is a bit much for them in 4th grade. I might be wrong though. All of those different ways of adding/subtracting/multiplying/dividing I learned as I became more fluent in mathematics through the course of my education. I guess the question is, is it a good idea to throw so many different ways at them at one time, or would it be better to revisit concepts introducing new ways throughout the grades.

I would demonstrate this using an open number line as opposed to this method, but I don't see anything wrong with this method...

Where exactly did you find that? I went on their website but I couldn't find where they have examples of units.

Try this link, just choose the grade level you want on the right and the unit. https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx