I'm gonna just repost what I said in awebb's topic: http://www.galtsgulchonline.com/posts/69...
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The question shows which standards it's supposed to adhere to: (CC.2.OA.1, CC.2.NBT.5). Let's look that up, shall we?

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CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

http://www.corestandards.org/Math/Conten...
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CCSS.Math.Content.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

http://www.corestandards.org/Math/Conten...
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If you ask me, the standards actually seem fine. It's the curriculum that's messed up. What school district are these worksheets coming from?

After reading it over again, I think I've realized what the issue is. This problem was not asking the students to actually solve the math problem, but rather was asking them to take a story problem and translate it into a mathematical equation. The question was also not asking the student to explain how they solved the math problem, but rather to explain how they made the translation from story problem to math problem.

I think the phrase "number sentence" is what's throwing people off. They don't realize that "number sentence" means "math problem." If you read the question with that in mind, it makes a lot more sense.

The standards dictate the curriculum.

That's because they changed the standards and the curriculum at the same time. Obviously a new standard will require new curriculum, but you shouldn't blame the standard when its the curriculum which is the real problem.

Cause and effect my friend. They changed to CC and the grade level competency went down.

Right, but there's a difference between what the standards say students should be taught and what kind of curriculum is actually presented to them in the classroom. Looking at the test scores only tells you what the kids have actually learned. It gives you no indication of what they were supposed to learn.

If you go to the Common Core website linked above, it has all the standards listed, most of which seem fine as far as I can tell. It's the weird dysfunctional curriculum that seems to be the problem, at least in my opinion.

Keep in mind I'm not saying Common Core is any good, I'm just saying we should recognize what the real source of the problem is if we want to actually fix it. After all, if you misdiagnose liver cancer as kidney cancer, you're going to cut out the wrong part. And from what I've seen, the problem with Common Core is the curriculum, not the standards.

Not the standards, and experience, that I've heard. Where is it - NJ - that has implemented CC for a few years and their grade standings have slipped about 2 year levels - so 8th graders are now testing at 6th grade level.

Technically there is, because Common Core requires students to learn more advanced material at an earlier age. The problem is that some of the school districts have elected to use nonsensical curriculum.

There is no "raising of standards" under Common Core.

Perhaps not. But they can withhold funds that these school systems are becoming increasingly more dependent.

Perhaps, but you should realize that the Federal government has already been setting the standards for decades. Common Core doesn't change that. All it does is raise the standards.

I made a post about this in another topic: http://www.galtsgulchonline.com/posts/68...