Thinking About Math: August 2010

Friday, August 27, 2010

Let's Get Started

Welcome! I am looking forward to working together with you to ensure that your child gains as much as he can from 7th grade math this year. You've been your child's teacher much longer than I ever will be, so your insights, recommendations, and requests are very important to me. I am looking forward to meeting you at the Open House next Thursday, but rest assured I am always available via email and I am open to chatting with you on my teacher Facebook page. I will have cards with all my contact information and resources available at the Open House, at Parent-Teacher Conferences, and any time by request throughout the year.

This week I would like to just give you a taste of what is to come for your child this year in math. The 7th grade Connected Math Program 2 will give your child a first formal look at algebra. We will also cover some 3-dimensional geometry and extend what she learned last year with 2-dimensional geometry. The general schedule for the units are as follows:

Quarter 1: Variables and Patterns (Algebra)

Quarter 1/2: Stretching and Shrinking (2D Geometry)
Quarter 2/3: Accentuating the Negative (Algebra)
Quarter 3/4: Moving Straight Ahead (Algebra)
Quarter 4: Filling and Wrapping (3D Geometry)

Traditionally, students seem overwhelmed in the Variables and Patterns unit as they get used to more frequent homework, organizing and prioritizing activities outside of school, and stretching themselves to learn things they haven't spent much time on in the past. A lot of the 7th grade math program will be covering math skills your child hasn't had as much time to practice in the past. They are starting to get ready for high school math and are in the beginning stages of their secondary education. Be patient with the process. Insist that your child at least try each assigned exercise. If he cannot complete the exercise, have him write down the question he needs answered before he can complete the work. He will have a couple of chances in class to ask that question so he can successfully finish the job.

I am available almost every day after school and I would love to help any student of mine by giving them some individual instruction and encouragement.

This information letter on the Variables and Patterns unit will also give you some insight on the content covered in this unit. Keep this handy for your child, too. The vocabulary on the back may be helpful to your child.

Friday, August 20, 2010

Free Technology for Teachers: 38 Weeks of Algebra Lessons

Free Technology for Teachers: 38 Weeks of Algebra Lessons

This is an excellent algebra resource. This guy can really share the math ideas in everyday language. He includes PowerPoint shows and pdf handouts. We will focus on algebra in Variables and Patterns, Accentuating the Negative, and Moving Straight Ahead. You may way to bookmark this page!

Thursday, August 12, 2010

The Role of Homework

The role of homework has been a controversial one ever since I began teaching. Traditionally it is included as part of a grade in order to give a student credit for trying. It is a measure of effort. What happens, though, when trying still results in an unfinished assignment? The student's grade is reduced in some way or another.

I have taken quite a bit of my methodology from a well-respected high school math educator and author of 'Every Minute Counts' and 'Making Minutes Count Even More', David R. Johnson. Here, Dave suggests the use of a homework quiz given after students have had a chance to correct their mistakes. I have used this technique in the past, and I believe it worked well (though my students may disagree ;). The idea is that more kids will try practicing, or doing the homework, if they know their parents will see the grade they got on it. Yet, there was always the argument, though rarely was it truly the case, that the homework didn't need to be done because the student had already mastered the skills.

When it comes down to it, the primary objectives of homework are threefold:

1) to allow the student to practice the skills they are expected to master,
2) to allow the teacher to see areas of trouble and address them in a timely manner, and
3) to allow parents to monitor the effort their child is putting into learning.

Keeping these objectives in mind, I am considering continuing grading homework in a similar fashion as I have in the past, but not including the actual homework grade in the final grade. This would mean that, almost daily:

1) homework would be checked for completion the day after it is assigned and recorded in the gradebook,
2) students would work as a team to 'check and change' their work,
3) each team would be allowed to ask at least one question, and
4) each student would be expected to fix their mistakes.

Then, at the end of each one or two investigations (5-9 assignments) I would collect and check their homework for the following:

most of the assignments have been completed on time,
all mistakes have been completely corrected, and
a randomly picked problem is correct from every assignment.

If all assignments are complete and corrected, and no more than two assignments were completed late, that student would earn a homework pass eligible to excuse any assignment in the future.

Not including the homework grade in the final grade means that the final grade will be based on tests, quizzes, and reflections. All tests and quizzes will remain open note and open book according to the recommendations of the Connected Math Program, and can be corrected as well.

“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” - Chinese Proverb