That sort of thing would drive me crazy. If your dc intuits (or knows) that 6x3=3x6, it seems wrong to me to mark it wrong. Mathematically, it isn't wrong.
No solutions here, just sympathy! From what I'm seeing in math textbooks, the CC emphasis on verbiage is sometimes producing ridiculous outcomes (like the 3x6 example) and, in addition, a lot of bizarre, unnecessary "experiential" learning that is supposed to obviate the need for logical thinking. My dc's once had to trace and cut out -- and I'm not kidding -- 50 tiny shapes (about 1/2 inch by 1 inch) and then paste them to make a tessellation. They were 14 at the time, not 5. It would have been far more useful to learn the actual MATH of tessellation.
Glad to hear we're not alone in our frustration. Another example is one problem had two parts to it, one question required dd to multiply 2891x6 and the other part to multiply 83x26. She missed the first one (the easier one) but got the second one, the harder one imo, right. This seems to be her MO, missing the easier problems but getting the more difficult ones correct.
