# Why Parents Homeschool

September 9, 2014 by

"Let's Make Texas Public Education Public"

September 9, 2014 by Janice VanCleave

Because students in public schools are taught what is often called Fuzzy Math. Following is an example of Fuzzy Math. What is the point of teaching students to use this method for multiplying numbers?

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Filed Under: Janice's Blog Tagged With: fuzzy math

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- 21st Century Progress Education
- 5th Science STAAR 2013
- Agenda 21 and CSCOPE
- Anti-American
- Boots On The Ground
- Common Core In Texas
- Common Core in Texas Schools
- CSCOPE After Exposure
- CSCOPE Anti-Christian Lessons
- CSCOPE Before Exposure
- CSCOPE Curriculum Components
- CSCOPE EXPOSED
- CSCOPE FAQs
- CSCOPE GAG ORDER
- CSCOPE In The News
- CSCOPE Islamic References
- CSCOPE Lessons Exposed
- CSCOPE MATH
- CSCOPE News
- CSCOPE Plagiarized Lessons
- CSCOPE Researchers
- CSCOPE Science Errors
- CSCOPE Social Studies
- CSCOPE Tests
- CSCOPE Video
- CSCOPE: Helping or Hurting
- Donna Garner's Newsletter
- Education In the News
- Eduction In General
- ESCs-Social Media
- ESCs/TESCCC Exposed
- Featured Articles
- For Christians
- General
- Glenn Beck/The Blaze
- Golden Apple Award
- Help!
- HELP!!
- Janice's Blog
- Lead Your School
- Math TEKS
- Parent: FAQs
- Parent/Teacher Comments
- Part 2
- Part 3
- Part 3
- Part 4
- Replacing CSCOPE
- Responses to Comments
- Rotten Apple Award
- School Choice
- Science TEKS
- STAAR Opt Out
- STAAR TEST Errors
- STAAR TESTs
- STAAR/EOCs
- Student Comments
- Superintendent Certificates
- TASA
- TASA's Transformed School Districts
- TEA
- Teacher Comments
- Teachers Speak Out
- Texas Education Money Trails
- Traditional vs. Progressive Education
- Unpacking the ESCs
- What Do You Think?
- What Parents Are Not Told
- Women On The Wall
- WomenOnTheWall CCCC

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TEKS 5.3E is new to fifth grade this year. A similar standard used to be taught in seventh grade, but the new 5.3E includes the language of solving multiplication of decimals “including situations involving money” and “using strategies based on place-value understandings, properties of operations,” etc. The test question you reference in your post requires students to do solve a problem involving money by using a strategy that involves place-value understanding and the distributive property. The idea behind this standard is to require students to show conceptual understanding, rather than memorization of steps. I completely agree that this is VERY DIFFICULT — especially for fifth graders — but this is the standard that has been adopted in Texas. The clarification document you found and linked in in your response does not demonstrate place-value understanding or how strategies involving properties of operations can be used to multiply decimals; rather, it demonstrates the standard algorithm, which is required for TEKS 5.3B.

Neva,

Thank you for your comment. I am even more convinced that the STATE standards need to be questioned. Students can be assessed over their understanding of place values without using strategies that are too difficult for 5th graders.

The radical changes in the k-8 math TEKS has 5th grade students doing math that was taught in the 6th and 7th grade last year. The State Board of Education and the Commissioner of Education are no longer considering what is best for children. Instead, it all had to do with having TEKS aligned with the content of math textbooks. Publishers are no longer creating books aligned with Texas standards, instead textbooks aligned with the standards of the majority of states have been tweaked for Texas. Changes the math TEKS to better align with the textbook content results in fewer changes in the books.

Are you aware that the SBOE doesn’t review what are called Worktexts? These are the new workbooks that have to be purchased for each student. Publisher agreed to make changes to their already published books for Texas but schools have to agree to purchase these worktexts for 7 years. The Science Fusion worktext has a 2015 publishing date, but the same content is in the 2012 publication.

This question assesses a 5th grade TEKS. “5.3E – Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers.” The test question specifically assesses students’ ability to solve for products of decimals using strategies based on place-value understanding and properties of operations. This is just one of the TEKS, and it’s not the only standard related to multiplication of decimals. In fact, students do have to learn and use the standard algorithm, as stated in 5.3B – “Multiply with fluency a three-digit number by a two-digit number using the standard algorithm.” This is not a “CSCOPE” issue; it’s a TEKS issue.

Neva,

TEKS 5.3E does not specify the method used in this CSCOPE test question. Why make math unnecessarily difficult so that children dislike the subject? I found a great list of clarifications for the math TEKS 5.3E.

http://www.txcscopereview.com/faqs/math-teks-5-3e-clarified/