Idiotic Common Core Test Results

This kid should just say “frig it” and hand in a blank piece of paper and take his C.

Question one is deemed wrong because the teacher wanted 3+3+3+3+3 instead of 5+5+5 when the 5 was mentioned 1st in the question.

When the 4 is mentioned 1st in question 2, the student does 6 arrays. The teacher changes gears and says she wanted the first number to represent the arrays.

It seems that whatever the kid did it would be wrong.

Common Core sucks on many levels.2DD7A1F600000578-3291895-image-a-29_1445959484147

19 Comments on Idiotic Common Core Test Results

  1. It looks like the teacher just hates this kid. As you said, the kid didn’t do it incorrectly (both of his answers were actually correct), he just didn’t read the teacher’s mind and give her the answers just like she wanted. I’m also thinking that the teacher may not have been bright enough to recognize that his answers perfectly satisfied the questions even if they weren’t the exact same as the answer key that was likely provided to her.

  2. I had a Jr. High history teacher like that. He originally taught gym, and some math first. Then they threw him into history one year because gym and math are so closely related to history. lol.

    Anyway, dude didn’t know the answer unless he looked at the back of his book, and EYE was the one teaching him correct pronunciation of ancient European/ Middle Eastern citiy names.
    You haven’t lived until you’ve seen the “my-noan” ruins in “Kanossoes,” Greece.

    Holy shit y’all. lol

  3. Actually, the kid did it wrong both times.

    The instructions are requesting that the student write down what the question is asking – it’s asking for the number “3” written five times, and in problem two the question is requesting the number “6” written four times.

    I agree however that common core sucks. It sucks because it destroys student confidence in him or herself, which is important in life.

    They only want hard-working drones……not smart thinkers.

  4. Communist Core.
    Two of the Communist Goals (by Cleon Skousen):

    17. Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers’ associations. Put the party line in textbooks.

    41. Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.

  5. Unless there is information that is implied (under common core math “methods”) rather than written in the questions, the problems were solved correctly from the standpoint of standard English and basic mathematics (I don’t have kids so I admittedly don’t know all the details of common core math lingo). It’s been a long time and I’ve forgotten most of it, but I had to take 3 courses in calculus and apply it in higher level courses as part of my undergrad degree, so I have a pretty fair grasp of basic math.

    If this is how math is taught today, these kids will have a difficult time applying mathematics in real life. In real life, 5 x 3 is mathematically the same as 3 x 5, so to treat them as being different somehow seems ludicrous and confusing. For the second problem, maybe the kid is 90 degrees dyslexic (is it 4 rows of 6 or 4 columns of 6)? Mathematically, they are the same thing as far as sum total goes.

    Real world problems that require math also require critical thinking in most cases – this kind of trivial semantics sets kids up to fail when they have to figure out how to actually visualize and define the problem itself correctly in mathematical terms in order to solve it. If you’re trying to teach kids that blindly following a specific methodology (no matter how flawed) is more important than being able to calculate the correct answer to a problem by any valid methodology, common core may be the means to produce a society of people that that are compliant rather than creative (hmmmmm……maybe I’m onto something here).

  6. It’s called brain-washing. Communist Core is also intended to confuse and mentally cripple an entire generation with this pretzel-logic. Anything to weaken America!

    In addition (pun intended), I’d give the kid extra points for using 40% fewer steps to get to the answer than that “teacher” wanted him to use!!

  7. Common Core is about The problems the way someone with an IQ a standard deviation below the mean Do it, blacks. This is “Harrison Bergeron ” world in education.

  8. Exactly. 5×3 means five, three times. So the correct answer is 5+5+5, because that’s what was asked!

    Common Core is for the multitude of ignorant liberals that can’t get real jobs in the private sector so they become teachers. They’re too stupid to understand real math so they have to dumb down the subject, but not for the students. The students are willing and eager to learn. The liberal teachers aren’t willing to put in the time to learn real math.

  9. So the stupid teacher not only doesn’t understand the commutative law, i.e. A x B = B x A, but they don’t even have common sense. If you use the stupid common core technique, then it makes far more sense to use the lower number as your groups number because it’s easier to calculate 9 + 9 than 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2.

    Progs = Fucking Morons

    Fucking Morons = Progs

  10. This reminds me of a story I read in a book 30+ years ago. I’ve forgotten the title of the book.

    A college student on a test was asked how he could use a very expensive and precise barometer to determine the height of a multiple story apartment build.

    He wrote that he would go to the top of the building with the barometer and a stop watch. He would drop the barometer and measure the time it took to hit the ground. Plug the time in the appropriate formula to determine the height of the building.

    His professor marked his answer wrong. Which the student protested to the dean. After an argument the student was allowed to answer the question again. This time he said he would go to the top of the building with a rope, which he would tie to the barometer and let it down to the ground. He would then lift the barometer up enough to let it swing side to side, He would measure the period of the swing, plug the time into the appropriate pendulum formula to determine the length of the rope and therefore the height of the building.

    The professor again wanted to fail him again. The dean asked the student to explain his answer and if he had any alternate answer to the question. He stated he thought he might just find the building supervisor and offer to give him the barometer if he would tell him the height of the building.

    He went on to explain that he knew his professor was looking for him to answer the question by determining the height of the building by the change in pressure measured by the barometer. But he objected to the professor trying to control the way he thinks.

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