Give me a break. What is this dweeb's PhD in, art history? feminist lesbian critical studies?

First question: the note from the teacher expressly says "your child practiced telling subtraction stories." Did super-wiz PhD Dad bother to ask his five year old what the child did in class that day, in particular, about telling subtraction stories?

Second question: do people not know what a "subtraction story" is? Try Google. In the meantime, here's a good summary: it's a word problem, like this:

Anna had 15 stickers. She gave 4 stickers to her best friend Jane. How many stickers does Anna have left?

Is that really so difficult that a PhD cannot figure it out?

Third question: given the above, can anyone figure out what the point of that worksheet is? Anyone? Calling Ferris Bueller. Try this: it's about having the kid come up with three subtraction word problems using things in that picture.

Why the picture? Because (a) it gives the kids something visual and concrete to use in trying to work through what is an otherwise abstract concept - subtraction, and (b) it limits the universe of possible word problems the kids can come up with, which makes the teacher's job a little easier and more efficient when he (or she) checks the homework.

Why have the kids come up with subtraction stories on their own? Because it's a really good way to help develop their comprehension and understanding of subtraction and word problems in general. First of all, they actually do have to do the subtraction themselves in order to get a correct substraction story. Second, by having them put together a word problem using the subtraction problem they just figured out, it develops their understanding of what's really going on in a word problem; that's helpful for a lot of things besides subtraction and the fact of the matter is that young children can easily get confused about what they're supposed to do with a word problem. Sometimes the best way to understand something is to take it apart and put it back together again.

Fourth question: what is it with Common Core conspiracy theorists and copyright? Let's try this:

EVERYTHING

EVER

WRITTEN

IS

COPYRIGHTED.

EVERYTHING.

*(which reminds me, Myst and R4P&C should probably put something in the Terms of Service about posters giving their copyrights, if any, to the forum for anything they post, or at least granting the forum a perpetual, nonexclusive, assignable license to use the posters' materials)*Copyright arises automatically as soon as something is written - the author doesn't have to do anything other than writing. Putting the (c) symbol makes the existence of copyright clear to anyone who reads the piece; that can be important for material that readers might assume is in the public domain.

Fifth question: "transprancy" is some subtle hint of deep, dark Common Core secrets? Seriously? I hate to be the bearer of bad news, but homework worksheets sometimes come with mistakes like mispelled words. I used to amuse myself by "grading" the worksheets my daughter brought home when she was in 3d grade, complete with red pen.

Seriously people, there are enough other issues with Common Core - real issues that should addressed - that there is no need to fabricate issues where none exist.