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The 7-year-old's parent sent the Daily Caller a copy of a note that the anonymous child left on a math assignment.
Just delightful. Second grader's revenge on Math http://t.co/HWalTzvHUC via @Yahoopic.twitter.com/dkP6UntgvE"17 + 25 = 42," the student reportedly wrote. "I got the assignment by talking in my brain and I agreed of the answer that my brain got."
- Akasha Garnier (@AkashaGarnier) March 30, 2014
According to the Daily Caller, the unidentified San Jose school uses the GO Math! curriculum by Houghton Mifflin Harcourt.
"If you look closely under the math question, you will be able to see the Common Core standards in a blue-colored print that aligns to that particular question," the parent explained to the Daily Caller.
No additional details were provided by the Daily Caller about the student or school the assignment was given in.
Earlier this week, TheBlaze reported on one "frustrated" father's viral response to a Common Core assignment given to his son.
"I have a bachelor of science degree in electronics engineering which included extensive study in differential equations and other higher math applications. Even I cannot explain the Common Core mathematics approach, nor get the answer correct," he wrote.
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Reader Comments
The Common Core curriculum in the US is designed to produce slaves. It has been created by cadres of overpaid 'educators' who can't teach kids.
No one aside from facilities staff, janitors and clerks should be paid in a school system who doesn't teach at least one class every day throughout the school year. High salaries paid to school administrators are wasted.
This kind of mathematical problem in a test is unbelievably banal and would never be applied in a real test where i come from. You're making fools out of kids there in America. Shameful.
Good luck to the little girl!
I find passive-aggressive remarks to be more effective when you can actually answer the assigned question as well. Whether or not you think the question is appropriate for a second-grader, the response only gives the numerical part of the answer. The student fails to explain in words why the addition is relevant to problem. We have a few optimistic parents in our midst who assume the child knew to add 17 and 25 because green cars and blue cars are both cars, and it seems implied that there is no overlap.
Some students might just be adding 17 and 25 and would be fooled if the question was arranged in a way to make that addition irrelevant.
Say: 17 green cars and 25 blue boats
or perhaps: 17 students arrived at school by bus this morning, and 25 students left in their parents' cars this afternoon: How many students attended school today?
I looked at the number line question that the frustrated father couldn't figure out and I didn't think it was bad. Of course using a number line is a waste of time if you know proper subtraction, but there is a logic to it. It is not as ridiculous as the number pairs question though.
Where the father didn't see right, was that after the -100 -100 -100 , to do -16, Jack used 8 points to subtract, but didn't assign them each 2. If he used 16 points then his technique would have worked.
But, the father reminds me of the engineers that I work with at times. I am in a hands on technical field, which sometimes requires improvisation and creative math to estimate and size equipment. Most of the engineers prefer to have everything solid as a formula or number, which sometimes is very hard to model without extensive observation- (more than 3 variables, etc), which would be better suited to a real world hands on technique of estimation based on pattern recognition. So they create the construction plans without considering the "wild cards" (skipping variables that are usually inconsequential- but can create "bugs") and do what fits the "optimal formula". After the installation, when problems arise due to these potential "bugs", they act perplexed, as if their formulas and techniques accounted for everything (See how math is manipulated to prove lies such as global warming or to ignore the electric universe theory).
In other words, sometimes being a genius at math also restricts the brain, much like someone verbal/visual not wanting to learn math- they don't see why sometimes things are more than just numbers, or hard to put in a "one size fits all" formula.