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.
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?
Math...See MoreCurrently 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! :)
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...
kswrite 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.
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.