There is a common misconception that the majority of benchmark skills shifted across grade levels, and traditional problem solving methods and algorithms are not part of the new standards – this is simply not true.
In fact, the new standards are not a new method of teaching as noted in rants across the internet. The new standards simply define what students should know and be able to do by the end of each grade level. This has been the function of standards since the very beginning.
Unfortunately, not every example of curricular materials is high-quality, and there are many instances where the solution is so convoluted that it is comical and/or rant-worthy, which often results in the social media firestorms. Other times, the chosen target is a tool that the parent simply doesn’t understand. One of the more recent cases of this is the father that wrote a check using “Common Core numbers.” He simply didn’t understand the tool his child’s teacher was using to teach number sense: 10-frame cards.
It is possible to develop problems that meet the expectations of the new standards without painting a target on your back.
To make the most of your planning time, available resources, and instructional forte: