Common Core…… It’s the way they are un-teaching American kids math these days. There is a major push-back against this new way of teaching addition, subtraction, multiplication and division. Some critics have gone so far as to call Common Core Mathematics “Satan’s handiwork.” [The Daily Mail UK May 15, 2014]

Laugh-man Stephen Colbert has made fun of Common Core Math. [TheColbertReport.com] Even progressives have vilified Common Core math on the pages of The Huffington Post and Slate.com. [Huffington Post March 28, 2013; Slate.com July 10, 2014]

I won’t belabor you with all of the pitfalls and confusion surrounding this new way of learning math that even has parents stumped. [The New York Times June 30, 2014] Yes, even math teachers are left puzzled over Common Core. [YouTube.com]

But if you are one of those people who like a challenge you can try your math skills against The Ten Dumbest Common Core Problems. [Common Core Problems]

Here is a Common Core math question Stephen Colbert attempted to answer. See if you can answer it.

Mike saw 17 blue cars and 25 green cars at the

toy store. How many cars did he see? Write a

number sentence with a ¨ for the missing number.

Explain how the number sentence shows the problem.

The New York Times article says: “parents are adding to an increasingly fierce political debate about whether Common Core is another way in which Washington is taking over people’s lives.”

But it has been championed by the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. And hey, what do we know about math anyway? Few of us aced our math classes, at least by the time it came to geometry and trigonometry.

Before I get to an answer to this problem, where did this Rube Goldberg math come from? The answer is that States were coerced into adopting it to gain educational grant money. It was spawned by Gates-funded consultants for the National Governors Association and written largely by academics, many with ties to testing companies. You can read about its origins at the Rethinking Schools website. [RethinkingSchools.org]

Enough about Common Core. To most kids, it’s a common bore.

Let’s get to a solution to the problem of how to teach our kids basic math.

The conventional approach is to teach kids to memorize all 155 addition and subtraction combinations. These are called math facts. By third grade students are expected to memorize 467 facts – 100 addition facts, 55 subtraction facts, 156 multiplication facts and 156 division facts.

Many students simply have difficulty remembering all of them, says Richard Garcia, a grade-school teacher in Southern California who was challenged to stop making excuses for his inability to teach the kids in his classroom that were underperforming in math. write my essay

Here’s where the story gets personal. My now ten-year old son Matthew was flunking math. He couldn’t hold a math fact in his head if he tried. We had his blood tested by doctors who work with William Walsh PhD and found he had a nutritional imbalance – too much copper and too little balancing zinc in his system was oxidizing the dopamine in his brain which he needed for a working memory. You can learn more about Dr. Walsh and his nutritional prescriptions at The Walsh Institute website [WalshInstitute.org] or purchase his book Nutrient Power (Sky Horse Publishing May 2014, 224-pages). [Amazon.com]

But even with zinc supplements to help correct my son’s working memory, who was going to tutor my son? Everything still added up to zero in the grey matter in my son’s cranium. My son exasperated two in-home math tutors who gave up and never came back. Who was going to be the next brave math tutor to try his hand at teaching my bright and creative but math-illiterate child to understand 2 + 2 = 4?

That would be Richard Garcia whom we now fondly call “America’s Math Teacher.” He is the antidote to Common Core math.

“America’s Math Teacher”

BasicMathSolutions.com

Mr. Garcia started with a special education class of 3^{rd} graders that initially struggled with basic math skills and after 5 months of instruction they outscored every classroom at their level in the school district. Not only did Mr. Garcia coached these 3^{rd} graders to successfully do 4^{th} and 5^{th}-grade work, but the kids looked forward to upcoming tests and when confronted with a new math problem they would reply: “This is easy.” Mr. Garcia would say to these kids: “No, it’s not easy, you just know it now.”

And my son Matthew? He became Mr. Garcia’s prize student.

Now I was so impressed with what Mr. Garcia was doing for kids I assisted him in getting his Basic Math Solutions website up and running, which offers math tutors and home-schooling moms workbooks and teaching aids on how to successfully teach kids basic math. And my son Matthew is serving Mr. Garcia as his marketing director. He is going to make a few extra dollars fulfilling orders for Mr. Garcia’s workbooks and materials. (I’m only commercially involved in a peripheral way as all the profits less a few dollars for my son are all going to Mr. Garcia so he can broaden his efforts to teach kids math.)

I’ve written up some examples of how Mr. Garcia teaches kids basic math.. Or you can visit his website at www.basicmathsolutions.com

]]>“Just Teach Students How To Count

And They Will Say ‘Math Is Easy’.”

For Immediate Release

Contact: Richard Garcia

BASIC + MATH = SOLUTIONS

Phone: (909) 596-9507

basicmathsolutions@yahoo.com

By Bill Sardi

“America’s math teacher” Richard Garcia took a special education class of 3rd graders that initially struggled with basic math skills and after five months of instruction they outscored every classroom at their level in the school district.

Not only did Mr. Garcia coach these 3rd grade kids to successfully do 4th and 5th grade work, but the kids looked forward to upcoming tests and when confronted with a new math problem they would commonly reply: “This is easy.” Mr. Garcia would say to these kids: “No, it is not easy, you just know it now.”

Richard Garcia says a problem with math teaching today is that kids might come up with the right answer but not understand how to actually do math.

The conventional approach is to teach kids to memorize all 155 addition and subtraction combinations. These are called math facts. By third grade students are expected to memorize 467 facts – 100 addition facts, 55 subtraction facts, 156 multiplication facts and 156 division facts. Many students simply have difficulty remembering all of them, it says in Mr. Garcia’s workbook.

Mr. Garcia says most students can succeed in basic math at proficiency levels once they learn how to solve math problems with basic counting skills.

Initially I had difficulty understanding what Mr. Garcia meant by teaching kids how to count. Can’t they count on their fingers?

I read the first 17 pages of his math workbook for teachers and then I understood. Kids see the number 4 and are confused by what it means. Students must learn the difference between what is concrete and what is abstract. The numeral 4 is an abstract for • • • • dots, or objects, or $$$$ dollars.

Students are asked to write down the number 4 after Mr. Garcia writes it.

Then Mr. Garcia places four dots next to the number 4 • • • • and as he does that he asks them to orally count the dots he is placing beside the number 4 and count along to 4. Then he asks them to repeat what he did and put dots next to the numeral 4 on their paper and count them.

At each teaching point Mr. Garcia asks students in his classroom to echo what they are learning by repeating it out loud.

I began to understand. Underperforming kids simply may not know how to count.

Now the kids in Mr. Garcia’s classroom learn addition by jotting down the following:

4 ••••

+ 5 •••••

They are learning to count – the most basic element of math that teachers presume these kids know how to do.

As I read through the first pages of Mr. Garcia’s workbook I began to realize much of the problem in learning math has to do with the teaching, not the student.

True, a lot of other kids pick up math facts and whiz through them. But do those kids really know how to solve math problems or just memorize answers? Ask them to calculate how many miles a man walked after 2 hours walking at 4 miles an hour? That is a lot different than coming up with the answer to 2 times 4 = 8.

Another difficult concept for students is regrouping, when we have two numbers like 7 and 6 and have to carry the 1 over to the next column. This is a big step for students, says Mr. Garcia. The problem is, the teaching is incorrect. Mr. Garcia showed me why. Here is how he demonstrates this.

Tens Ones

1

7 : : : . 6 : : :

+ 6 : : : 7 : : : .

13

We are asking students to “carry the one” to the next column when it is actually a “ten.”

A 14-year special education teacher, Richard Garcia’s $35 workbook chocked full of strategies to teach students who face challenges solving basic math problems is more than worth its price.

Better yet, invite Mr. Garcia into your classroom or home school and let him privately teach your student(s) by watching his one-on-one video math lessons. His first 8 lessons are now available for viewing in your home or classroom. write my essay

To learn more contact BASIC MATH SOLUTIONS online at BASICMATHSOLUTIONS.com.

My 9-year old son is currently being tutored by Mr. Garcia and has even begun exercises in basic algebra. Prior to that he had burned out two different math tutors who resigned in their own frustration.

I’m told America’s kids don’t do so well in math. Well, maybe now “America’s math teacher, Richard Garcia” is going to be the difference for your student and millions of others. Just wait till you see his first lesson on how to do multiplication. ####

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