# Common Core Math For Parents For Dummies with Videos Online

Published: 04-06-2015

The Common Core Math Standards prepare students to do real math in the real world. Many new teaching methods are very different from the way most parents learned math, leading to frustration and confusion as parents find themselves unable to help with homework or explain difficult concepts. This book cuts the confusion and shows you everything you need to know to help your child succeed in math.

• Communicate more effectively with your child's teacher
• Guide your child through sample problems to foster understanding

The Common Core was designed to ensure that every student, regardless of location or background, receives the education they need. Math skills are critical to real-world success, and the new standards reflect that reality in scope and rigorousness. Common Core Math For Parents For Dummies helps you help your child succeed.

## Articles From Common Core Math For Parents For Dummies with Videos Online

59 results
59 results
Common Core Math For Parents For Dummies Cheat Sheet

Cheat Sheet / Updated 04-15-2022

As a parent, you’re most likely to encounter the Common Core State Standards for Mathematics (Common Core Standards for short) in the homework that your child brings home. The Common Core Standards are a set of statements about what students should know and be able to do at each grade level from kindergarten through high school. In states that have adopted the Common Core Standards (44 states and the District of Columbia), these standards replace each state’s pre-existing standards. In some states it represents a big change, whereas in other states, the changes are less significant. Understanding the Common Core Standards is important for being able to help your child in math in school. This Cheat Sheet gives you the lowdown on these standards.

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Keep Common Core Math Facts Straight

Article / Updated 03-26-2016

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8 Benefits of the Common Core Math Standards

Article / Updated 03-26-2016

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Article / Updated 03-26-2016

One important change in the Common Core Math Standards is that students are expected to work through multi-digit computations by thinking about number relationships before they’re expected to follow standard algorithms. For parents who never had to think about their computations in school, this can make homework time a bit daunting. For example, a subtraction method like this one went around the Internet, with people expressing horror at how complicated the Common Core makes simple arithmetic. On the surface, this problem certainly does look complicated. Where does the 3 come from? What does 15 have to do with subtracting 12 from 32? Why not just do it the old-fashioned way? If you dig a little deeper, you can see that these good questions all have reasonable answers. Children learn to count by tens and fives in kindergarten and first grade, which means that multiples of five are familiar landmarks in the number system. The 3 doesn’t magically appear; instead it’s what you need to get to 15, a multiple of five. Then you can count on by fives. Some children may use the same sort of thinking and use 8 as their first number, which is what you need to get from 12 to 20. Adding 8 to 12 right away is another case of using a memorized fact strategically. (Here the related fact is that 2 + 8 = 10, so 12 + 8 = 20.) After the student is at 20, it’s another 10 to 30, and finally two more to get to 32. Other children may notice that 32 and 12 have the same units digit, so they may count 12, 22, 32 — two steps of ten. Don’t mistake the fact that multiple strategies are discussed in class for a mandate that all students master all of these strategies. Teachers aren’t trying to increase the number of things students need to remember. Rather, they’re exposing students to a number of correct ways of thinking so that students can recognize and build on their own ideas. The point of this kind of work is to help children develop addition and subtraction as related operations, not separate sets of facts to be learned. Understanding relationships among facts reduces the number of errors students make, the size of the errors they do make, and their reliance on calculators in the long run.

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Getting a Grip on Place Value for Common Core Math

Article / Updated 03-26-2016

Place value is an important concept to know for Common Core math. The fact that it took thousands of years for humans to develop a place value number system is an important sign that place value is difficult for people to learn. The usual way of writing numbers is a place value number system. In other words, a limited set of symbols (called digits) builds numbers (0, 1, 2, 3, and so on up to 9) and you can write all numbers using these symbols. Most importantly, the values of these symbols change depending on where they appear in the number. In other words, their location (place) determines their worth (value). Another way to understand the difficult of learning place value is to put yourself in the place of a young child for a moment. Look at the following mathematical expressions and identify how they’re alike and how they’re different: 35, 3x, and In each case, one symbol (3) is placed next to another (5, x, and 1/2). The meaning of putting these symbols next to each other is different in each case. In the case of 3x, it means multiply. In the case of it means add. The case of 35 is by far the most complicated. Putting 3 and 5 next to each other doesn’t mean add 3 and 5, nor does it mean multiply these numbers. It means give 3 a new value and add 5 to that. Understanding the number 10 as ten ones and as one group of ten may seem basic, but the concept is difficult for many children. Similarly, one hour is the same as 60 minutes, but children may struggle to think about it both ways. The best way to become familiar with this sort of thinking is exposure. Talk with your child about things that come in groups; count the individual things and the groups. Go back and forth. Do it every day. It will become a natural way of seeing the world for you and your child, and it will help her with place value and later math as well.

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Comparing with Logarithms for Common Core Math

Article / Updated 03-26-2016

You will want to make sure that your child is familiar with comparing logarithms for Common Core math. In addition to comparing numbers with ratio and unit rate, you can actually compare numbers a third way — with logarithms. A logarithm is basically an exponent. In the equation 10x = 100, writing log10(100) is how you solve for x; log is short for logarithm (in this case, x = 2). Comparing numbers with logarithms is a high school and college-level topic, but people use logarithms instinctively. As an example that logarithms are instinctive — the distance between 1 and 1,000 doesn’t feel all that different from the distance between 1,000 and 1,000,000 for most people. Try this: Draw a number line with 1 at one end and 1,000,000 at the other end. Now put 1,000 on that number line. Most people end up putting 1,000 a bit to left of center on the number line. If this is true for you, it’s because your brain reacts to the logarithms of large numbers, not to their actual values. According to the values of these numbers, 1,000 should be half of the way along the line — so small a fraction of the distance that it’s difficult to see the space between 1 and 1,000.

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A Snapshot of the Common Core Standards for Mathematical Practice

Article / Updated 03-26-2016

In addition to the content standards that state what students need to learn at each grade level, the Common Core Standards for Mathematical Practice describe how students should approach their mathematical work and what kinds of tasks teachers and curriculum should present to students. You can use the following list to keep track of the eight Common Core Standards for Mathematical Practice. They are as follows: Making sense of problems and persevering in solving them Reasoning abstractly and quantitatively Constructing viable arguments and critiquing the reasoning of others Modeling with mathematics Using appropriate tools strategically Attending to precision Looking for and making use of structure Looking for and expressing regularity in repeated reasoning

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Common Core Math: How to Figure Out a Function’s Function

Article / Updated 03-26-2016

An important way to think about functions for Common Core math is as relationships between variables. If you think of a function as a relationship, you can keep an eye out for useful features. These features include whether (and where) a function is increasing or decreasing, whether a function is linear or not, and so on. You can read a graph from left to right. If the graph rises as you read from left to right, it means that the y-values are increasing. If the graph falls as you read from left to right, the y-values are decreasing. If the graph is horizontal, the y-values are constant. A function can be increasing for all x-values (such as the line y = 2x + 2), or it can be increasing in some places and decreasing in other places (such as y = x2 + 2). In eighth grade, students may simply describe the change they see in graphs of functions, and often these functions don’t have symbolic form. This graph describes Jim’s distance from home as a function of the number of hours since he woke up on Tuesday. Tell the story of Jim’s day, accounting for all of the information you see in the graph. Be sure to include reasons for the increasing, decreasing, and constant values you see. For example, the graph is constant at zero for the first part of Jim’s day because he woke up at home and left for work an hour and a half later. The graph increases to show his commute to work, where he stayed until lunch. He walked to lunch in the middle of the day (notice that the increase in distance from home shows a lesser rate than during his drive to work). He drove home at the end of the day before leaving on a trip. He spent that night at a hotel 100 miles from home.

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Common Core Math for Parents: Asking Questions at Homework Time

Article / Updated 03-26-2016