I Hate 1st Grade Math
There must be a new New Math, because I just do not understand how Rachel's school is teaching her the relatively simple task of adding and subtracting. She had a 15 page packet of math worksheets to complete over the course of last week. Within those 15 pages there were no less than 13 methods of adding and subtracting introduced. Thirteen! To accomplish the same task!
Every night it has taken us over an hour sometimes and hour and a half to finish the nightly quota of two measly sheets of math. It is no wonder, each night there was a totally new way of doing the same task- from a big number take away a lesser number to arrive at an answer. One night it was circling pictures that corresponded to a word problem then writing out the equation. The next night subtraction was explained as two parts making up a whole with pictures of apples. Then, we lost the apples and started using a weird graph with dots, but some times there weren't enough boxes for the dots so we drew dots next to the graph as well. Then there was the number line and drawing humps or bumps or jumps or whatever they call those things to move around the line. Next was a subtraction chart that had no "-" or "=" on the whole thing, but somehow you were supposed to use it to subtract. After that came subtraction facts where the same numbers are used but shuffled around. Finally there were word problems and something called subtraction families. I am probably leaving one or two additional methods out, because my brain is still swirling with all these different ways we "learned" to take a big number, remove some portion of it to arrive at an answer. Or rather, that is how I was taught math, a-b=c. While doing this packet I keep expecting the next page to ask the students how they feel about 6 being taken away from 10. We did a lot or work, but very little of it actually taught Rachel any math skills.
What every happened to straight forward Math?!? If we must teach different methods for doing the same task, keep it something reasonable like 2 or 3. Tomorrow Rachel has a test on subtraction, but goodness only knows what manner of hoops she is going to be asked to jump through to get to the answer. No matter how you slice it, 7-5=2. Why can't they just learn that? Even if Rachel knows that 7-5=2, she could still miss the question if she doesn't draw her dots in the graph correctly. The truth of the matter is that after a week of doing weekly math lessons with Rachel I don't know if she does in fact know that 7-5=2 because we have spent all week drawing dots, circling pictures and getting to know the subtraction family. I don't know what the hell a subtraction family is, but I do know that 7-5=2 and by the end of 1st grade, I hope my daughter does too.
