If you have an old SchoolNotes account, click here to migrate your account into New SchoolNotes.
| Sun | Mon | Tue | Wed | Thu | Fri | Sat |
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 7 | 8 | 9 | 10 | 11 | 12 | 13 |
| 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| 21 | 22 | 23 | 24 | 25 | 26 | 27 |
| 28 | ||||||
Page Last Updated Feb 05, 2010
Number of Visits: 640
|
Friday, Feb. 5
Algebra: Parents ask to see you student's test on exponential equations, scientific notation and the laws of exponents. They took the test last Friday, and of course I returned it yesterday as we got back from our snow days. This is the first time this year that grades were on average unacceptable. This is an important section-- the concept of exponential growth, compounding interest, dealing with extremely small and extremely large numbers. Out of 33 students I had 11 A's. And that is not what this class has been doing. I will offer opportunities for students to get with me either after school or before school to demonstrate their command over these concepts.
I fear that too many students are regarding themselves as successful based on a particular grade on a quiz or a test. But this material is the basis on which the rest of their high school mathematics experience will be based. To really succeed in high school mathematics students have to fight for a deeper understanding that starts integrating these concepts. Eighth Grade Math: Last week and this we have been on that “data” unit—calculating means, medians, and range-- as well as learning how to plot data using different techniques. Those include stem-leaf diagrams, box and whisker diagrams, scatter plots and fixing a line of best fit within a scatter plot. We took the first quiz on the material last Friday. Quizzes were returned yesterday, and in general students did pretty well. Since this section involves more class work then most students have earned extra credit with some of our class room activities with will augment their grades.
Monday, Jan. 19.
Algebra. We had two main objectives last week. For two days we practiced solving some of the more demanding questions NC Department of Instruction has released for the EOC (End of Course) test. Graphing calculators will store lists of data and perform linear regression analysis thus deriving the appropriate equation to describe tables of data. Doing so involves student familiarity with several capabilities of these calculators, and we spent two day practicing with those problems.
The rest of the week involved the laws of exponents which students usually find to be relatively easy. However, from there we will go into exponential equations, i.e. with the variable as the exponent. This allows us to solve compounding interest problems, exponential rates of growth and decay.
Eighth Grade math. We had a quiz on simplifying radical expressions which I reported on earlier and the rest of the week involved applying the Pythagorean Theorem to solve for missing sides of right triangles. We have a test on that material today, and tomorrow I will be introducing a new unit on the display and analysis of data.
Friday, Nov. 8th
Algebra. Wednesday I handed out a nine problem quiz in which students had to construct sets of simultaneous equations from work problems. An example would be the following (taken from their test): Seiji and Gavin both worked hard over the summer. Together, they earned a total of $425. Gavin earned $25 more than Seiji. How much did each of them earn?
I graded papers last night. We had 19 perfect scores, and the worst paper in the class had only missed two. I like to point out the positive news when I can.
Eighth Grade Math. We finished a quiz on simplifying radical expressions yesterday. I was unable to get all those papers graded last night. They will get back to your child Monday. I introduced the Pythagorean theorem yesterday, and they had a work sheet of problems to do as homework. Tues. Jan. 6
We have survived the holidays, and students seem to have returned with excellent energy, and we're going 100% again.
Algebra: Before the break we learned three ways to solve sets of two simultaneous equations: using substitution, the "elimination" method, and putting them in graphing calculators to see the points of intersection. Monday we quickly reviewed the methodology and turned to the part students are the least comfortable with: word problems which have to be set up in systems of equations to then be solved with our newly learned techniques.
Obviously the world does not deliver equations to us. It posses word problems. Any application of mathematics involves recognizing the underlying mathematics of the situation and applying the appropriate technique. All this is to say that "I hate word problems" does get us ready for the real world.
Yesterday I distributed a nine problem quiz-- all word problems. We will work on it today, and for student who need the extra time, I'll allow it to be taken home tonight. Please recognize that it's a quiz. Students can use the text but, please no outside help from other students or adults.
Eighth Grade Math. For several weeks now we've been studying how to calculate the surface area and volume of various three dimensional shapes. My substitute administered a quiz while I was sick with the flu just before the break. When I graded the tests over the break I found that some of the sub’s direction had confused students, and I wasn't comfortable using those test grades. As a consequence, we reviewed the material Monday and they re-took the test yesterday.
Thurs. Dec. 10 These are the kinds of notes teachers love to leave. If you're reading these comments you know that the algebra kids are applying substitution to solving simultaneous equations. And if the coefficients of all the variables are other then one, the manipulations can become pretty complex for this level of student. The quiz was 10 problems, six of which were especially difficult.
I'm happy, actually proud, to report that out of 33 students we had 19 perfect papers. Five more only missed one, and given the difficulty of the problems those students also go A's. I'm especially happy as that includes a few students for whom it is obvious that algebra does not come all that easily to them. Tuesday, Nov. 8th
Algebra. Students are struggling with one of the concepts that typically causes some difficulty: solving simultaneous equations (two equations in two variables) by solving one of the equations for one of the variables and substituting that expression into the other equation to create an equation in one variable, i.e. the substitution method. Those of you with a strong math/technical background will recognize how important mastery of this concept will be as they proceed through high school math. Yesterday was the second day for a ten problem quiz, and I decided to make it a take home quiz which will be due Wed. The use of the text to help solve the problems is allowed; however, they are not to use any other from of assistance.
Eighth Grade Math. After spending much of last week calculating the surface area of three dimensional shapes, I gave a quiz Friday. Basically the grades broke down into two categories: A's and failures. It is clear that almost all students understand the process, but because it involves multiple steps and they seem to break down in the process. As a consequence we reviewed the material again yesterday, and I sent the quiz home as homework. Today after answering any questions, I will give another version of the quiz today.
Algebra: Tues. we spent time putting two equations into graphing calculators and adjusting the viewing window so students could see the exact point at which they intersect. They also learned to use "2ND
Eighth Grade Math: We are ready to begin a new section: determining the surface area and volume of three dimensional shapes. It is with some reluctance on my part that we move on from solving equations with variables on both sides of the equal sign. Although the majority of students gained a degree of proficiency applying these basic operations, I still have too many students who do not possess the adequate skills. And frankly the problem is simply one of paying attention and applying one's self. I will offer my 8th grade math students the opportunity to spend yet another two or three days on equations, but only with the agreement that attention and behavior in the classroom is 100% attentive. Otherwise we will move on to the new unit. It needs to be noted that student’s entire high mathematics experience will be based on algebraic thinking and the ability to apply skills associated with setting up and solving equations.
Algebra: I was happy with our algebra mid-term exam scores and how they compared with scores from the other algebra section. But that was a multiple choice test in which we all participated in the design of. Thursday I gave my own test over the linear equation chapter-- 33 questions, no multiple choice.
The test was returned yesterday. There are definitely some scores that are lower then they should be, but as a whole the class did an excellent job. And even amongst those who's scores are lower then expected, I did not see work that made me think we simply had students in the wrong class. Everybody who's paper I graded for that test is capable of buckling down and getting an A or a B in this class.
Thursday, Nov. 19
We seem to have survived our first trimester exams. Because we gave a standardized test to all 8th grade students, this test was multiple choice and graded on Scantron cards. (My quizzes and tests are never multiple choice.)
All eighth algebra students took the same test, and all eighth grade math students took the same test. And all sections were graded the same way.
I will be sending students home with their Scantron sheets today. There is an adjustment to the raw score as indicated in my score shown in red ink. Algebra students raw scores were adjusted upward by five points and eighth grade math raw scores were adjusted upward by ten points. And again, the adjustment was determined statistically amongst all math the math teachers.
Monday, Nov. 16 This is the week for trimester exams. All the math exams will be taken tomorrow, Nov. 17. Both algebra and eighth grade math students have had study guides since last Thurs. Eighth grade math plus students will be taking the same exam as regular eighth grade math students. (We'll see how deserving their "plus" status really is.)
Algebra: I gave a pop-quiz Friday, and having graded the papers over the weekend I am very disappointed. They did a great job on the exercise of putting equations in three different forms and writing equations for parallel and perpendicular graphs. I wonder if they got a little over confident. I won't enter these grades in the grade book, and after we get through the trimester exam I will re-test on the material Thurs. or Fri.
Eighth Grade Math. We were solving equations with variables on both sides of the equal sign last week. Homework is all the problems on Practice 2-3. However, the daily assignment is a third of the problems at a time. And I didn't assign any for the weekend. We will continue working on those problems this week.
Eighth Grade Math Plus. We are solving for a specific variable within the formula. A simple example would the formula for the volume of a rectangular prism: V=lwh (or volume equal length times width times height). The question might be what is the relationship between length, height and volume that describes width? They solve the equation for w, i.e. w = V/lh. Homework will be all the problems on Practice 2.5; however, we will do the majority of those problems in class. Solving for a variable within a formula is usually one of the early stumbling blocks for algebra students. Monday, Nov. 9
Lots of tests being returned today.
Algebra: Friday we took a test based on writing linear equations from a table of data and then writing equations that would be parallel or perpendicular to that original equation. In general I was very happy with the results. Today we will review a special case of linear equations (equations that go through the origin) called direct variation which students should find easy compared to what they just did. Homework will be all the problems on page 66 of the workbook.
Eight Grade Math and Math Plus. We took a major test on solving equations Friday. Because this is such an important skill to take to high school I am going to do something I've never done before. Students can retest on the problems they missed and get full credit. The idea is that students will be sufficiently inspired to either come to me or get help elsewhere to learn this material. Retesting can be done a lunch, before school starts or after school. Thursday, Nov. 5
Algebra: We have spent the last two days going various versions of the linear equations problems as I posted below. It's a terrific exercise in that it assumes the ability to translate data to an equation, it assumes knowledge of the concept of slope and it demonstrates the ability to move algebraically between the three forms of linear equations. We have spent the last two days doing this kind of exercise, and today or tomorrow I'll give a quiz that looks exactly like that exercise. Then next week we'll have a major test on this section.
Eighth Grade Math: We are using Practices 2-3 and 2-4 which contain 45 and 33 equations to be solved respectively. Homework has been in groups of about a third of the problems at a time. These problems are right out of the early chapters of the algebra text, and it is critical for a student's future success in high school that they gain command over the necessary skills to solve these equations. I will have a quiz tomorrow based on Practice 2-3.
Algebra: Below is an exercise I gave my algebra class today. It's an excellent exercise as it demonstrates total command of the issues we have covered so far. I felt that some of the students who were having trouble failed to copy it from the overhead which is why I am providing it here.
Write an equation in all three forms that describes the following data:
Then write an equation in Standard Form that is perpendicular to that equation that goes through the point (3,-4).
Graph both equations on you calculator and show me the graphs.
Now write an equation in y-intercept form that is parallel to the first equation and also goes through the point (3,-4) .
Show me the graphs of all three equations on your calculators.
Monday, Nov. 2.
Algebra: We will add two more issues to our ability to manipulate linear equations: writing equations for parallel and perpendicular graphs. We will also review and consolidate the information we covered last week-- essentially the ability to write three forms of linear equations for either a table of data or sets of ordered pairs (which hopefully your students now realize are essentially the same thing). Home work will be from the workbook, page 78, problems 1 through 21. We will have a major test on this material either Thursday or Friday.
Eighth Grade Math (Plus): The curriculum returns to solving equations which are slightly more difficult then the equations we solved at the beginning of the year. The initial assignment is designed to refresh those skills. We will quickly move on to solving for a variable within a formula as well as equations which have the variable on both sides of the equal sign. Homework will be a hand out, Practice 2-3, problems 1-18.
Thurs., Oct. 29.
Algebra: Yesterday I gave a pop quiz which consisted of three tables of data from which students were to derive equations in all three forms. Everybody who got an 85 or above is doing great and that includes the vast majority of the class. Papers will go home today. I believe I'll ask for parent signatures to make sure parents see them. The good news is that I don't see anybody totally lost.
Eighth Grade Math and Math Plus:
We finished a major test on percentages yesterday. I graded them last night and they will be going home today. I want to remind parents that I provided a study guide with the exact same questions; sometimes I didn't even change the quantities within the problem. Also for two days before the test I answered all the questions from the class, and I only gave the test when there were no more questions.
As you can probably tell I'm not too happy with the results. Sometimes you have to struggle to really get command of concepts in math, and I fear I have too many students who simply don't put in effort. Attention Eighth Grade Math and Eighth Grade Math Plus Parents: We will have a test on percentages this week. Today I am sending home a three page study guide which will exactly match the test. For the test I'll only change the numbers within the questions, but the questions will be exactly as in the study guide.
Monday, Oct., 26
Algebra: There’s always a point in the algebra class in which things start moving really quickly, and if students’ basic skills are solid, and if they will strive to understand at a deeper level then simply generating answers, a great deal of algebra is learned in a very short time. Last week was one of those times.
We defined the difference between relationship between two variables and a function. The concepts of domain and range were introduced and students learned a how to graph equations on their graphing calculators, and how to adjust the viewing window so they could see the graph and any set of coordinates along the graph. They also learned how to use the calculators “TABLE” function which allows them to view any series of independent/dependent variable combinations for a given function in the function editor in the calculator.
They learned how to calculate the slope of a line that goes through any two points in Cartesian Space from two sets of coordinates or from a table of data. And using what we call the point/slope form of a linear equation they learned to write an equation that describes that line.
A major portion of this class has to do with manipulating linear equations through the three forms: y-intercept, point/slope and standard. And for those who stayed with me last week we made huge progress along those lines. Given the quick pop-quizzes I gave on finding slope and writing an equation in point/slope I believe I can say with confidence that with only two, possibly three exceptions, the class is in excellent shape.
We will spend Monday and Tuesday solidifying understanding and developing students’ dexterity with manipulating these forms and deriving equations and Thurs. or next Monday we will have a major test.
If your student is coming home saying they are lost or having trouble, first ask what they got on the quizzes on slope and on writing an equation in point/slope form. If they got an 85 or better they’re not lost. But regardless, I am happy to help students after school. My attention is limited on Tuesdays as I have a chess club that meets in my room, but I can still step out and spend 10 to 15 minutes with a student.
Eighth Grade Math (Plus):
We spent the week with different questions involving percentages. The first hurdle is to get students to realize that percent is a way of talking about relative quantities, but to use it in any mathematical calculation the percent must first be written as a fraction or a decimal. We of course had home work and in-class work sheets on finding what percent one number is of another, as well as the basic calculation of finding a given percent of a number. These of course are real world skills which any adult in today’s world must possess.
By the end of the week we had proceeded to the slightly more difficult question of finding the base if we know a number is a given percentage of that base (that question would be something like 16 is 35% of what number?), and determining percentage change. An example of that latter would be as follows: I set off on the
Finally we ended the week with slightly trickier calculation of determining the original cost of an item if we know it’s sale price and the percent of the markdown.
We will spend at least Monday if not Monday and Tuesday reviewing these concepts and we’ll have a major test on either Wednesday or Thursday.
Attention parents looking for tutors. I have the name of a women who taught at Broughton last year with a 80% contract. Because of her part time status and the financial crunch this year her contract was not extended. I would recommend her for any student, but especially my algebra students.
Monday, Oct., 19
Algebra: After our quiz on solving inequalities that contain absolute value expressions I introduced our unit on linear equations. And linear equations will be one of the major units of this class. To get started students had to learn some definitions: dependent and independent variables, domain and range and exactly what determines if a relationship between two variables constitutes a function.
Wed. students were asked to graph a few functions; however, in the world of mathematics with graphing calculators that is not a skill that is emphasized. The most important concept from last week is the concept of slope. Students should be able to accurately calculate the slope associated with any pair or ordered pairs, and be able to determine the slope and where the equation would intercept the y-axis from any equation in two variables.
Today we will spend time learning how to examine equations with the graphing calculator and I will introduce what is called the "Point/Slope" form of a linear equation which allows students to calculate the equation that would describe any two pairs of ordered pairs or a table of data.
Math Eight and Math Eight Plus: We took a quiz Friday involving the dilation of two dimensional figures. Those quizzes are graded and will be returned today. Our next unit will be on percentages: simply finding what a given percent of a number is; finding what percent one number is of another; finding percent change (Bob's average increased from 76 to 90, what was the percent increase?); and finding the base when a given amount is known to be a certain percentage of a base, i.e. 45 if 25% of what number?
Today we will emphasize understanding the relationship between fractions, decimals and percents.
Tues., Oct 13
I went home last Friday with 108 papers to grade, so all my students have been getting quizzes returned this week.
Algebra.
The algebra quiz was 11 problems involving inequalities and absolute value statements. Out of 33 students I had 13 A's which isn't bad. However, I still have way too many on the other end of the spectrum. My job is to prepare students to be successful with their high school math courses. So taking it easy in algebra isn't doing anybody a favor.
I've got a good seven students who started the year a little weak, but they have come to me for extra help, some have gotten tutors and in general their level attention in the classroom has improved substantially. And those students have done a great job of moving themselves into the A/B range. But there remains another seven or so who have not made the adjustment.
Eighth Grade Math and Eighth Grade Math Plus.
These three classes took the same quiz on proportionality. In general I was pretty happy with the results. We covered one last topic in that unit today, dilations, and we will take a major test on this unit before the end of the week.
The next topic will be percentages; not just finding the percent of a number, but more complicated questions like if a student’s grade increased from 75 to 88 what is the percent of increase? Or if an item in the store was marked down by 30% and the current price is $78 what was the original price? A problem we have with both the proportionality unit and the upcoming percentage unit is students think they already know the material from last year and attention in the classroom wanes. But trust me, most don’t remember as much as they think, and they tend to get themselves in trouble in these units.
Thurs., Oct. 8
Algebra:
Quiz tomorrow on inequalities that contain absolute value expression. We will have an 11 problem pre-quiz today, and I will provide a handout with the problems worked out in detail for students to take home to study.
Eighth Grade math and Math Plus
We will have a short quiz on proportionality tomorrow. Yesterday we had conducted our exercise outside measuring such things as the tops of the uprights to our goal post, the height of the building and the height of the scoreboard by using similar triangles. Today we will study scale drawings and reading scare drawings such as maps. Homework will be Practice 7-7 sides B&C.
Wednesday, Oct. 7
Algebra:
Students are still struggling with that fact that by definition the absolute value of any number is positive but what is inside the absolute value signs could have been positive or negative. They all find it simple enough until the absolute value expression involves multiple terms and they are expressed as inequalities. Today I'll homework will be a handout containing some 24 problems.
Eighth Grade Math and Eighth Grade Math Plus:
Students have two handouts that I should have involving proportionality and how to use proportionality for indirect measurement. Today or tomorrow (depending on how dry things are) we will have an exercise in which the height of the building or the tops of goalpost will be determined through similar triangles using mirrors and knowing the distance from the mirror to the observer and the height of the observer.
Monday, Oct. 5
Algebra.
Friday I introduced solving equations that contain absolute value expressions. I assigned problems 21 through 28 on page 44 of the workbook. The difficulty here is not doing the problems. Once shown the pattern students can somewhat mindlessly go through the motions and generate the right answers. The problem is to get students to have the insight as to why they must always consider two possibilities if the problem involves variables within an absolute value notation so that when we take the next more difficult step, absolute value expression embedded within inequalities; they will understand how they are worked.
Eighth Grade Math and Eighth Grade Math Plus.
Both classes will continue working on proportionality problems. We did Practice 7-4 B&C Friday in class which teaches student how to determine values necessary to make two ratios proportional using the fact that if ratios are proportional their cross products are equal.
Today we will extend that concept to apply to examining the proportionality of two dimensional figures. Homework will be Practice 7-6 B&C.
Friday, Oct. 2
Algebra. We took our second Blue Diamond test yesterday and I introduced the concept of compound inequalities. I assigned the first 10 problems on page 42 of the workbook. One of the sections students frequently have trouble with is when absolute value statements are in embedded in inequality problems. These compound inequality problems serve as an introduction from which we will work our way into the more difficult concepts.
Eighth Grade Math and Eighth Grade Math Plus.
The curriculum calls for an initial unit on solving simple equations in one variable. As I have stated here before, the entire high school mathematics curriculum is based on algebra and algebraic reasoning which leaves me with a very strong responsibility for making sure students are competent with those skills. As a result we have been taking quizzes almost every other day. I give the quiz, we go over it the next day, and either that day or the next I give another quiz. In fact for the last quiz I handed it out and told the class that they could make notes but that they were not to make any marks on the quiz. And they could could ask me any question they wanted from the quiz, and I would work the problem on the board.
After all questions were answered they were allowed to take the quiz on the exact problems that I had just done on the board. That was the quiz I returned to them yesterday, and those grades are included on the interims that that will go home today.
Today we start a new unit on proportionality. This should be a review from seventh grade.
Monday, Sept. 28
Algebra Parents. I graded our first test over the weekend. Until now we've taken quizzes and re-taken quizzes as I have hoped to see the class get up to speed with what are last year's skills: solving one equation in one variable.
Out of 33 students I have seven A's, six of which are 100's. Five scores are very low failures, and three didn’t even get finished even though I gave two days for the test (which meant they could go home, consult their text or talk to member of the class, activities I recommended at the end of the first day.)
The first 14 questions were simply solving one equation for one variable-- what we've been working on since school started. Students know how to use their calculators to check their answers, and even without the calculator (which just eliminates the possibility of an arithmetic error) students should understand the process of checking their answers. We have gone over it repeatedly. The punch line: there's absolutely no excuse for missing a single one of those.
The next five involved solving for a specific variable within a formula containing several variables. That is new material as of this year; however, functionally there's nothing new about it. The exact same concepts are applied to other variables and the student is isolating the specified variable on one side of the equal sign. I remind students daily, but possibly the message needs to come from home. Taking algebra as an eighth grader is not automatic. It is a high school class, and it gives the student high school credits. But more important, this class forms the basis for the rest their high school math experience.
To me it’s a sign that we’re possibly pushing kids into this class before they are mature enough to deal with the level of abstraction involved. But historically it is not unusual for students to have a private tutor for algebra I. This is the easy part of the course, other then one word problem this was the easiest test I’ll give all year simply because such a huge portion of it was review from last year.
Wed., Sept 23.
Algebra.
Monday I announced a major test to be taken either today or Thursday. My approach with that type of announcement is that I'll start getting questions as anxiety grows with the idea of the test, and as long as I'm getting good questions (within reason) I'll keep answering them and postpone the test. (Trust me, I can spot questions as delaying tactics.) I assume I'll get a few more questions tomorrow morning and that we'll take the test starting tomorrow and finish on Friday. At this point I've actually had fewer tests then it might appear in my notes because I gave a re-test on solving equations. Students simply have to possess those skill to move forward with this class so taking some extra time to make sure we have everybody on board is worth the effort.
8th Math Plus. I returned the re-test on solving equations today. Again, this skill is an absolute necessity. If students can't solve equations in one variable it if difficult to see how they can continue to high school successfully. The scores on the retest were substantial higher. I had nine A's out of a class of 33. However, I still have five failing grades. PLEASE ASK YOUR STUDENTS TO SEE THEIR QUIZZES. I'm not convinced that these students can't get on top of this material. And if it turns out they can't we have to move them out of the math plus class. I want to see those students one-on-one after school. It may take a couple of sessions, but that's simply the only way I can figure out magnitude of their problem. The next section will be solving inequalities which is generally very easy since it involves the application of those very same skills they learned solving equations.
8th Grade Math. We have spent the last four days on work sheets on solving inequalities. Tomorrow I'll be giving a quiz on inequalities, the rules of exponents and taking square and cubic roots.
It was brought to my attention last Thurs. during open house that parents had not been able to see my SchoolNotes. I've since discovered that the address you would access from the Daniels home page and what you would find if you searched SchoolNotes by
Monday, Sept. 21.
Algebra.
Friday I returned a quiz based on solving for a specific variable within a formula involving several variables. This quiz is a great test of student's understanding as the principals involved are, of course, no different then what they applied solving equations. Be sure and ask your student's grades. Today I'll assign the word problems on page 28 of the workbook. These are the rate/time/distance problems.
Eighth Grade Math Plus.
As hopefully parents know, my intent in this class is to push it as hard as students are capable of handling to make it as much of a pre-algebra class as possible. I was not happy with the quiz I handed back Friday (but they couldn't take home because I had not yet entered the grades). We spent the period going over the problems with the understanding that I would give them another chance on the material today. I'll review again today to the extent that I've exhausted student's questions after which we'll take the quiz. There are 33 students in this class of which nine got A's the first time around. The problem is that a large number simply failed the quiz.
Eighth Grade Math.
The assignment from Thursday was the first 18 problems on handout 3-2, solving inequalities. We took a quiz Friday which I'll allow time to finish today. And we'll review over the problems on 3-2. The assignment for tonight will be problems 27 through 42 of Practice 3-2.
Update to my Monday notes. I have several students in my algebra class who received 60's on the first quiz, and several more who received lower then 75's. Those grades are not acceptable on material that is review from last year which we worked on for two full weeks before giving the quiz. I am giving a re-quiz to those students Wed. morning during Harbor day, and I've seen students after school but last Thurs. and Fri. and I'll be available this afternoon and tomorrow afternoon. If your student does not improve their score and especially if that student failed to take advantage of the extra help available after school serious thought has to be given as to whether or not they are correctly placed in algebra. Monday, Sept. 14 Algebra Thursday I assigned problems 25 through 32 and 39 through 46 on page 30 of the algebra workbook. As expected several students were having trouble with those problems Friday, and we spent that class period going over them. I suspect I'll still have a lot of questions today which of course we will go over in class. In addition for tonight the homework will be problems 33 through 38 on page 30. Eighth Grade Math Plus. Friday I returned our short quiz from Thursday on the categories of the real number system. At least half the class had received 60's or below. I was well aware that those grades were almost completely a result of a lack of attention in the classroom. This is a large class, 33 students, and they are very social. Friday I announced that they had two choices: 1) accept the low grades and move one, or 2) I was willing to review the material yet one more time and that if I had to speak to the class even once about being quit they would get their original grades and the deal is off. That was the best attention we achieved in this class to date. The majority of the grades this time around were 100's. This is the level of attention that will be necessary if this class is to fulfill it's promise. Eighth Grade Math. My eighth grade math students are definitely sick of hearing about the laws of exponents and the categories of the real number system. Today we return to our pre-algebra concepts-- solving simple equations. The home work will be the first 20 problems on Practice 2-3. Friday, Sept. 11. Algebra. I have 6 students with unacceptable grades on the last quiz. That quiz is about solving equations in one variable, and students who are not proficient in those skills will find it impossible to move on in this class. Next week during Harbor day on Wednesday I am offering an opportunity to retake the quiz for anybody who scored lower then an 85 (the six I'm concerned about scored 60's). The reason for the 85 cut off is that the highest a student can achieve on the retake is an 85 and it is only fair that if students who did extremely poorly get a chance to raise their score to 85 that should apply to the entire class. I had several students stay after school last night for help in anticipation to the retake, and I will be available tonight, Monday and Tuesday after school to help students. My cutoff time for after school help is 3:15. 8th Grade Math and 8th Grade Math Plus. The curriculum includes identifying the subcategories of the real number system a given number falls into. It's strictly a matter of applying the definitions, but students typically have a hard time with it. I have given quizzes, graded the quizzes, recognized the grades were not satisfactory and re-quizzed this week. And I'm still not satisfied with grades but we have to move on. The other topic we have worked on this week is applying the laws of exponents. Both the laws of exponents and the subcategories of the real number system are explained and practiced within the classroom. There has been no homework on these topics. Monday, Sept. 8. My appoligies for not updating these notes, but my classes have been busy. Algebra: Our major quiz on the problems on pages 24 and 26 of the workbook was last Thurs. with additional time available Friday. As I explained to the class I don't believe in giving a grade lower then a 60 for the simple reason that a zero or a very low numerical grade can basically ruin a student's chances for the trimester. However, there were some 60's on that quiz. I handed back the papers Friday for those who finished Thursday, and today I will hand back the reamining of the papers. Be sure and ask your student to see that quiz. We will spend most of the day going over the quiz. And I want to see any student who got lower then a 75 one on one after school so can figure out where they are in terms of their math background. 8th Grade Math Plus. We have been working on handouts from the Algebra workbook, namely Practices 2-1, 2-2 and 2-3. We had a quiz last week basied on 2-1 and 2-2. Students who can handle all the problems on Practice 2-3 should feel very good about their accomplishment. Sometime this week I will be giving another quiz based on Practice 2-3. 8th Grade Math. We took our second quiz Thursday and I will be returning those papers today. Their quiz was also based on Practices 2-1 and 2-2 from the algebra workbook. Their focus this week will be the the problems on Practice 2-3.
Welcome students and parents of students who have Bruce Hudson for Algebra I, Eighth Grade Math Plus or Eighth Grade Math. Even through class sizes are a little larger this year, we are off to a very positive start. I check my email at least twice daily, and that is an excellent way to stay in touch with me. As the father of two adult sons my orientation is as much as a parent as a teacher, and I view us as a team whose only goal is your child’s academic success. Algebra: The majority of my assignments will come from the workbook that accompanies the text. I issued a text books, and recommended that students take them home to use as a reference in case they become confused doing their homework. If the text is to be used in the classroom I will give plenty of advanced warning. For the next two week our work will be centered on the problems on pages 24 and 26 of the workbook. At least by the end of next week I'll give a pretty important quiz based on those problems. It's important because these are sorts of equations in one variable are should have been mastered last year. Of course we all forget during the summer, but with basically two weeks of review I expect these first quiz grades to be extremely high. The problems will all come directly from the homework. Eight Grade Math Plus: As many of you are aware, this is a new class at Daniels this year, and I'm very happy with my students. My approach is to make this as similar to the algebra class as the students can handle. The official text for this class is the Hold Eighth Grade Math book, but I will be supplementing that text with handouts, most of which will come directly from the algebra workbook. I assigned the first 15 problems from Algebra Practice 2-1 (it was a one page handout) for today, and tomorrow we will do the remaining problems on the handout. Eighth Grade Math: I have two excellent looking sections of eighth grade math, and our main goals for these students is to improve their End of Grade Test scores in mathematics, and prepare them for a successful experience in Algebra I next year. The first two days we reviewed operations with integers; however today we will start taking about solving simple one step equations. More importantly, we will consider the general process of solving equations. Especially at the first of the year students will often have an opportunity to do their “homework” in class. I do that at the first of the year to make sure I’m not sending students home to do work in which they still feel lost and don’t know where to start. I would expect that by the middle of next week I’ll be sending them home with homework on a more regular basis.
| ||||||||||||