That Common Core Subtraction Problem

Its hard to have NOT seen a variation on this problem over the past year.

The basic premise is this: Students are presented a subtraction problem, but instead of performing the traditional stacking/borrowing algorithm, evil public school common core teachers force students to jump through extra hoops. Students add chunks of numbers to the lower value to get to multiples of 5, 10, and then the higher value in an effort to find the difference between the values.

Every time I see this shared on social media its from a politically conservative non-educator using it as a tool to illustrate how big government getting its hands into our locally controlled schools makes things unnecessarily complicated (and ultimately, worse).

Say no to #CommonCore the moron math pic.twitter.com/YWHlJ9Yrg2
— Guardian Of Freedom (@ClownDogGunny) October 6, 2014

Here's the problem with using this ONE standard to characterize and criticize "common core math" - its the same thinking that our students and families use when they say things like, "all I need to be able to do is count my money. I don't need ______."

This question is meant to address a 1st grade standard about operations and algebraic thinking. The point is getting kids to understand multiple ways to manipulate numbers.

CCSS.MATH.CONTENT.1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). (source: corestandards.org)

Before you're ready to confirm your contempt for core standards, think back to your own math experience. I've found that most "non-math" people often prefer problems and learning environments in which there is more than one "right" answer. The point of this question is to build mathematical thinkers that can adapt their thinking to look for solutions when their first or second attempt is unsuccessful.