OK, we are quickly approaching the end of the second marking period. It has been a while since I last posted here and tons of questions have come and gone in my mind, but I figured this would be as good a time as any to check in with everyone!
I took a day out last week to review questions from the state sample questions (from http://www.amaps.org/Integrated/AlgebraSampleTasks%201.pdf) that I had covered in my class so far. My students did A LOT better with them than I expected, but we didn't get through as many as I thought we would.They seem to be very comfortable with the statistical graphs (box-and-whisker is their favorite!), however, they STILL seem to have a hard time determining independent variables and dependent variables from written examples, as well as domain and range.
So here are my questions for the group:
- What, if any, misconceptions are your students having?
-Any tips for getting through to my students about domain and range and independent and dependent in verbal problems?
-Any questions/topics you would like to address on the blog?
Have a great weekend.
Nicole :)
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2 comments:
My son is not in your class at
curtis but he is in another one
He is having a lot of trouble with
this new ciriclumn
(second semester) has been shuting
down and refuses to do the homework
as he just can't get it.
statistics with the algebra which
a lot of this stuff is in the
frist year statistics book at
the college level I took out my
old math books to see if I could
help
and being that
I graduated so many moons ago.
I am finding it very hard to help
him. He did well in pre algebra
and had level 3 in his test
at his Jouior high always got 90's
there was never an issue with math
except when the school changed from
cims in 4th to everyday math in fifth in 4th he missed level 4 by
two points, in fifth he got a 1 but
still passed cause he was doing level 2's in classroom. I can't even help my fifth grader because
everyday math contiues to change
and the methods are not what I
was taught. My kids are concrete
thinkers who only see one way of
doing a problem and get really
confused if I try to teach it
the way I learned it. any suggestions as they are usually
very good in math My older son
can sometimes explain the math
to the fifth grade but there
are things that he was not
taught so he can't help all the time. I do
look at the take home handbook
for the fifth grade math but
still find it hard to understand
some of the methods. I was told
that the kids are aloud to use
old school methods on these tests
but it isn't being show to them.
Any suggestions would be helpful
I fear both children are not doing
as well as they could be doing.
The older child may not pass
the regents in math. He had
Mrs Peudeaux to reveiw the algerbra
1 and is doing well in that class
but failing in the second semester
and third. Years ago you didn't move on if you didn't get the
first part. I know because i spent
three semesters in algebra 1 at Port Richomed hs and then failed
intergrated algebra 2 had to take
remidal course in college pass it
took one statistics/algerbra passed
so I could get my AA in liberal
arts and A BA in Social science. I
compared the algerbra 2 high school
book from 1980's as we have a copy 0f it to the text now big difference.
Hi Diane,
While there is little time left in the semester, there are some things I would recommend for your son at Curtis.
First of all, do what you can (as I am sure you already have) to keep his spirits up! If he was at level 3 in junior high and was getting 90s, he sounds like he's got a pretty good head for math.
Secondly, since we are getting closer to the Regents I would focus on Regents review - there is a Saturday review class at Curtis from about 9 to 12 and there is still the free tutoring after school (I tutor on Wednesdays during "11th" period!).
As for the big picture, there are a lot of changes going on in the math world, but math itself has not changed. The introduction of technology like the graphing calculator has lead to the movement of topics from higher levels into high school. We use the calculator as a tool to help us reach deeper understanding of topics that were not possible in high school just ten years ago! I imagine your younger son will not be as troubled when he gets to Algebra just because by the time he gets there he will probably have had more exposure to the technology and the "new" math than your older son!
If your son does not pass the Regents, there will be classes and supports in place to make sure his success is reached, but I say you cross that bridge IF you reach it!
I hope I helped allay your fears in some way and I am happy that you posted here - I am always curious about how our courses are being received by students and families alike!
Good Luck!
-MIss Vaiana :)
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