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Math Teachers Chatboard

Amount of math homework?

by teacher1010

Jan 5

Hi, I was wondering, how much homework should I give for one topic? Like, how many questions? In order for students to have deep understanding of the topic.

Thanks heaps.

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Not mastering foundational skills

by QoE

Dec 29, 2018

I'm curious. Over the last ten years, I have seen a decline in my incoming middle schoolers' abilities in foundational skills (adding, subtracting, multiplying and dividing large and small numbers and decimals). Anyone else seeing this disturbing trend?

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Curriculum Survey

by keljo

Nov 23, 2018

Currently I am researching different curricula for my school district. I have provided a link to a survey with a list of the curricula we are looking at. If you have used any of the following it would be GREATLY APPRECIATED! :)

CMP3 (Connected Math Project)

Envision

Big Ideas

Go Math

Eureka

Math...See More

Curriculum Survey

Google Docs | docs.google.com

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First Year HS Teacher Teaching Remedial Math and Algebra

by JD

Jun 15, 2018

I have been teaching middle school math since 2004. My principal was recently transferred to our local high school and she invited me to go with her. My situation: I will have the same 3 groups of students for 2 classes on a block schedule. A day will be Algebra 1. B day will be remedial math. Its a C graded school with a blue collar demographic an...See More

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Hopeful I find that having them for a long block is actually really nice because they can accomplish lots of in class practice during your lesson. Self correcting activities are great (trail run, partner problems where the problems are similar/different/ but get the same answer for checking, puzzles, etc). I also like kagan collaborative learning strategie...See MoreI find that having them for a long block is actually really nice because they can accomplish lots of in class practice during your lesson. Self correcting activities are great (trail run, partner problems where the problems are similar/different/ but get the same answer for checking, puzzles, etc). I also like kagan collaborative learning strategies. Quiz-quiz-trade and inside outside circle are good activities to check understanding of topics that can be solved mentally (basically you just use flashcards for these activities). Whiteboards are also a nice engagement tool. Definitely have a plan to get them out of their seats each lesson. Perhaps assign them two different groups and use as needed. If they have a color and number they should be able to seamlessly transition between the groups. I typically have one setup for homogeneous and one for heterogeneous. Also, make sure to explicitly teach them how to study/ prepare for assessments. When I taught a similar class I took over from another teacher who had promised no homework. It really pushed me to make sure they were getting adequate practice in class and of course the students preferred it. Just make sure students are aware that they are still accountable for their work. Also make sure to have systems in place for corrections. Make sure that students understand you are never done just because something is graded. There is a program that I haven't used because I left the district where I was going to use it called agile minds. They use one lesson a week to teach these low students about how the brain works and learns so that students understand that math can be learned and isn't only innate. This might be something you could also bring to your classes since they have so much time with you. Another thing agile minds did is bring factoring concepts to students as a game at the beginning of the year so for example from day one give them a question of what two numbers add to 15 and multiply to 50. That way when you get to factoring students already have the integer skills. I suggest using some formatting like the x or box method from the beginning also.

Aug 8, 2018

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Jose Perhaps Lewis Carroll's words can be helpful if our ultimate goal is optimizing student learning: "My dear, here we must run as fast as we can, just to stay in place. And if you wish to go anywhere you must run twice as fast as that." Isn't the fundamental issue about efficiency and effectiveness? Where the rubber meets the road (e.g., a remedial c...See More

Aug 18, 2018

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Methodology

by Jose

Aug 17, 2018

If all of my 1st grade students can solve x/2 - 4 = 6 before the end of the first semester, am I doing something wrong? Of course, by week 3 of that semester they are adding (without regrouping) up to 999 decillions and by week 5 with carry. Of course, I teach based using beyond the core methodology...

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algebra word problem:

by Tim Sweeney

Apr 30, 2018

A stack of 9,500 computer cards is to be read by an electronic card reader. A card reader that reads 200 cards/minute begins reading the cards but breaks down before completing the job. A new card reader, which reads 300 cards/minute, then completes the task. If it took a total of 40 minutes to read the stack of cards, how long did the first machin...See More

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ks write two equations: x + y = 40 and 200x +300y = 9500. Solve using substitution. 200x +300(40-x)=9500. Then x =25. The first machine worked 25 minutes at 200 cards per minute and the second worked for 15min at 300 cards/min for a total of 9500 cards.

Jun 2, 2018

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I Need help!!!

by stacisimeroth

May 10, 2018

Does anyone have any pointers or know where I can find some materials on how to pass the Middle Level math test 125????

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Donald Fomby Actually, you can google some preparation materials and try to practice the test online.

May 10, 2018

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Math asap

by ds

May 3, 2018

Write an expression for the product of 86 and g, minus 136.

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Non AP Calculus scope/sequence

by Phil

May 2, 2018

For a variety of reasons our HS has decided to offer a non AP calculus course (we will also offer AB & BC). I was curious if anyone has taught such a course? I'd like to ask a few questions. Mainly scope/sequence related.

If anyone has taught this or has relevant info let me know. Maybe we can exchange emails.

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Engagement in the math classroom

by Sharmaine P.

Apr 22, 2018

Hello everyone!

Recently, I taught a sample lesson to a few high school students. In the beginning, they seemed very excited, but as we reached the harder problems, they immediately gave up. I was wondering how I can further engage the students who feel that they don't have a "talent for math"?

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