**So what is missing in
the new Common Core Math Standards? A few examples:**

**Mean, median, mode,
and range -- gone in elementary grades.**

**The concept of pi,
including area and circumference of circles – gone in elementary grades.**

**The Fundamental
Theorem of Arithmetic (prime factorization) – gone completely.**

**Using fractions,
decimals, and percents interchangeably -- gone completely.**

**Measurement -density
– no measurement instruction after 5 ^{th} grade.**

**Division of a
fraction by a fraction – gone in elementary grades.**

**Algebra -- inadequate
readiness in the elementary grades and pushed back one year (from middle school – 8 ^{th} grade – to high school – 9^{th} grade). This means the majority of Georgia students will
not reach calculus in high school, as expected by selective universities.**

**Geometry -- simple
skills such as calculating the area of triangles, parallelograms and polygons are no longer taught in elementary grades. **

Governor Deal complains there has been much “misinformation” spread about the new Common Core national standards that Georgia adopted in exchange for a federal Race to the Top grant. Indeed there has. One critical piece of misinformation is the claim that the Common Core math standards are more “rigorous” than our previous Georgia Performance Standards. I did my own research on this question and found that the truth is quite the opposite.

I have been a math teacher for 25 years and currently serve as a professor of math and science education at Mercer University. As a frequent presenter at the National Council of Teachers of Mathematics (NCTM) Regional Conferences and Annual Meetings, I saw the building excitement over the new Common Core standards while they were still in development. In the vast exhibit halls at the Annual NCTM meetings, Common Core logos were everywhere. These standards were discussed and promoted well before they were even revealed. Textbook publishers worked diligently to re-name their materials so they could be marketed as aligned to the Common Core. I was writing an online curriculum guide at the time and was asked to do the same.

I realized I needed to see the big picture – where will these national standards take us? -- instead of playing the “alignment” game to help sell a product. So now that the Common Core standards
are published and being implemented, I decided to compare them to the NCTM Principles and Standards published in 2000, the previous Georgia Performance Standards (GPS), and the well-regarded
Massachusetts state standards that were in effect before Massachusetts traded them for Common Core. I created a spreadsheet with 5 tabs, one for each of the former NCTM Content Standards: Number
and Operations, Algebra, Geometry, Measurement, and Data Analysis/Probability. I analyzed every standard in all five areas for grades kindergarten through 8^{th} grade (and also reviewed
the Common Core standards for high school).

After spending hours on this project, I am convinced that the Common Core national standards will set our children back one to two years. The national standards are markedly inferior to all three sets of standards I used for comparison. I challenge any “curriculum expert” at the Georgia Department of Education to review my spreadsheet – available at http://marykaybacallao.jimdo.com/common-core-math-standards/-- line by line and offer an honest assessment. It is in comparing the old standards with the new that we will find the truth.

So what is missing in the new Common Core Math Standards? A few examples:

n Mean, median, mode, and range -- gone in elementary grades.

n The concept of pi, including area and circumference of circles – gone in elementary grades.

n The Fundamental Theorem of Arithmetic (prime factorization) – gone completely.

n Using fractions, decimals, and percents interchangeably -- gone completely.

n Measurement -density – no
measurement instruction after 5^{th} grade.

n Division of a fraction by a fraction – gone in elementary grades.

n Algebra -- inadequate
readiness in the elementary grades and pushed back one year (from middle school – 8^{th} grade – to high school – 9^{th} grade). This means the majority of Georgia students will
not reach calculus in high school, as expected by selective universities.

n Geometry -- simple skills such as calculating the area of triangles, parallelograms and polygons are no longer taught in elementary grades.

But Common Core proponents will argue that NCTM supports Common Core, so the standards must be good. Unfortunately, that isn’t necessarily so. NCTM has been hijacked by political operators who are less interested in true mathematics education than in cultivating the good graces of the powerful entities behind Common Core. In fact, later this summer NCTM will install as Executive Director a man who has no experience in mathematics, mathematics education, or working with teachers. Teachers, we need to rise up and demand that our national organization reconsider supporting these inferior standards.

I taught elementary math for nine years. I know what students are capable of – and they are capable of so much more than what Common Core requires. When our previous standards actually challenged students, why are we settling for the mediocrity of Common Core?

This new file includes information on international math standards in the comparison.

A Comparison of Math Standards State Nat

Microsoft Excel Table [64.8 KB]

Download

Probability and Statistics.pptx

Microsoft Power Point Presentation [3.3 MB]

Download

NCTM GPS CC and Mass. Number and Operati

Microsoft Word Document [22.1 KB]

Download

NCTM GPS CC and Mass. Algebra Spreadshee

Microsoft Word Document [18.2 KB]

Download

Click here to download the NCTM, GPS, Common Core Math and Massachusetts Math Standards side by side for grades K-8

A Comparison of Math Standards State Nat

Microsoft Excel Table [64.8 KB]

Download

Click on the following link to the Common Core Opt Out Form:

http://truthinamericaneducation.com/uncategorized/ccss-parent-opt-out-form/

Dr. Mary Kay Bacallao presented at the NCTM Annual Meeting in Denver, Colorado in April of 2013.

Bob Barr on the Common Core:

Barr, who is running for the seat being vacated by U.S. Rep. Phil Gingrey (R-Marietta), said those who advocate for Common Core claim it's not really controlled by the federal government or that it's not really driven by federal monies or that it's going to protect the privacy of Cobb students.

“The fact of the matter is it is a federal program,” Barr said. “It is a program that ultimately is driven by money coming in, the lure of that money is something that the federal government is very good at, luring entities in order to perpetuate the other ‘C’ in Common Core and that is ‘control.’ So I would simply urge all of you this evening being as concerned I know as all of us in the room are with obtaining the very, very best education for our students to consider extremely carefully the nature of this program not just directly but indirectly and what at its core it really is, and that is increasing federal control and consequently reducing your and our control over the education of our students.”

Please feel free to post your thoughts and comments on Common Core math here. Thank you.

Hi Virginia,

I am glad you asked this question. What is missing is the division of a fraction

by a fraction. Common Core included multiplication and division in 5th grade and they do divide a fraction by a whole number but not a fraction or mixed number by a fraction. It is specifically
noted in the Common Core Math that, “Division of a fraction by a fraction is not a requirement,” in 5th grade. The concept of inverse operations and what it actually means to divide a fraction by
a fraction are important foundations that have been a part of elementary school math as long as I can remember. In chapter 3 of Knowing and Teaching
Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States, Liping Ma writes of the importance of teaching and knowing division of fractions
and mixed numbers by fractions. Internationally, this is an important elementary level concept. In Common Core Math, it is no longer taught at the elementary level.

Listening Session in Lawrenceville 10.11

Microsoft Power Point Presentation [3.3 MB]

Download

CCSSI_Mathematics_Appendix_A.pdf

Adobe Acrobat Document [1.7 MB]

Download

## Comments: 5

#5marykaybacallao (

Monday, 27 January 2014 08:05)The complete list is in the spreadsheet available for download above. When you download it, you will see all the standards side by side to see how many standards are missing. Also, the Appendix of the CC document lists all the missing standards at the high school level with an asterisk* so they are easy to identify.

#4Cathy(Sunday, 19 January 2014 22:00)Do you happen to have a complete list of the missing standards? The examples you provided are great, but if I'm to approach a school official I think it would be better to have a complete list.

Thanks!

#3Mary Kay Bacallao (

Friday, 11 October 2013 23:05)Hi Karen,

Thank you for your comment. Division of a fraction by a fraction is now taught in 6th grade in Common Core math. I have taught math at the elementary level and math methods for pre-service teachers for the past 25 years. This concept has always been taught at the elementary school level. Now it is introduced at the middle school level.

#2Karen Bracken (

Friday, 11 October 2013 11:48)If dividing a fraction by a fraction is not taught in 5th grade when is it taught or is dropped from math education completely in Common Core? It is these basic type of facts that will help the math layman deliver a clear message to parents so they will understand exactly what used to be taught and what is no longer taught. Not teaching division of a fraction by a fraction are words an average parent can relate too.

#1virginiatibbetts@hotmail.com(Sunday, 28 July 2013 18:07)Barbara, I agree with this list except for #6. In the CC fractions, both multiplication and division are mentioned in grade 5, and division is part of grade 6 as well. Can you clarify your position on #6. Thanks.