From my Twitter feed today...

(twitter.com/dmarain)

And I'm not talking about that so-called Challenge Problem at the bottom of the worksheet. The one where your child says, "Oh, we don't have to do that one!"

1) Remainder when 999 is ÷ by 30?

2) Largest multiple of 30 less than 1000?

3) Largest 3-digit integer div by 2,3 &5?

Which of these require more reasoning and conceptual understanding?

Mathematical Practices and Core Reflections...

1) How often do we just throw a challenge problem at a class knowing that only a couple will actually try it. You know, the "smart" ones. Not really for everyone else...

2) If we don't seriously value the importance of such a question, WHY ASK IT? Because it's on the worksheet? Really? Are you going to review it carefully or is there no time for that?

3) What are the BIG IDEAS OF DIVISIBILITY underlying these questions? Are they identified in the Common Core? Where?

Oh yes...

The answer to #2 & #3 above is 990. See, that was easy. Guess that's all way can say about this problem, right?

Case closed...

Actually NOT...

The Common Core will not raise the bar by itself. Only we can do that. Teachers, parents and everyone in our society...

Do you sense an "edge" to these remarks? Then my message is getting through...