Tom, the expectation is that they will take Geometry next. The chances of this population making it to Algebra 2 are slim to none. We do have an elective course for pre-college math that focuses on the kind of math students need for CUNY college placement tests - basically, trying to avoid remedial math placement in college (or needing less of it). That's a common third course for the students in this progression. The other elective option for the third course is Business and Personal Finance, which is taught to juniors and seniors as a third or fourth math course and is often used for students who need another math credit and have not had much success in getting that credit in the usual algebra and geometry classes.
Nick, thanks for the top 50 worksheet. In taking a first look at it, I am seeing that there are a few things I will have to review for myself before I feel comfortable teaching them again. This was a lot of work and beautifully arranged. Thanks for sharing it.
Evelyne Stalzer Riverdale / Kingsbridge Academy Bronx NY
On Sat, Aug 31, 2013 at 9:09 AM, <TKENYON@crcs.wnyric.org> wrote:
> It's a tough call, if it's assumed that they *will* eventually take the > Geometry course. Or will some/most of them end up in a tech program at > BOCES where they can pick up another math credit? If the latter, and the > purpose was to *get them through the Algebra Regents*, then I'd spend a lot > of time focused on calculator skills. "Here, I'm going to show you some > tricks to get the right answer on multiple choice." The use of the > Store button makes a lot of Algebra problems trivial, regardless of the > question author's intention. "What is the value of 3x²y³ when x = -2 and > y = -3?" Likewise, relying on the calculator more eliminates some types > of errors. "What is 3^5 times 3^7?" Multiply them together, right down > the answer, see which answer matches - eliminates the kids who solve the > problem by knowing that you add exponents, but mistakenly multiply the 3's > together to get 9^12. Most problems that expect a student to carry out > some operation, say simplifying 9x³+12x²+3x all over 3x... Teach them to > put parentheses around the numerator and denominator of the fraction, store > "store 13 as x, now type it in." 560. "write it down." Choice A: 3x²+4x > 559. Not a match, it's not right. Choice D: 3x²+4x+1 560. That matches, > that's the answer. Mathematically speaking, on last January's part 1, > questions 27 and 28 were among the harder problems to solve. 2x²+10x-28 > all over 4x+28: what is it equivalent to? Child's play if you put > parentheses around the numerator and denominator, store 13 for x, and push > buttons on the calculator. Question 28, which value of x is the solution > of the equation 1/7 + 2x/3 = (15x-3)/21 Now store the possible choices for > x, one works. > > Last January, on the "trig problem" (9 foot fence, 48 degree angle of > inclination of a pipe how far from the fence is the bottom of the pipe?) > whoever drew the diagram for the fence, put 21 divisions on it. I had a > student who used his ruler to draw the same scale along the ground and > along the pipe, and reason that those divisions were 9/21 feet apart, wrote > it as a decimal. He then counted the divisions along the ground and along > the pipe and used correctly used estimation of any remaining space to know > if he would round up or down. Full credit, and not a bit of trig. > > Personally, I'd rather a student never touched the calculator, and > instead, learned math - not learned "calculatorus." If a student got > through Algebra by using calculator tricks (like problem 27 and 28 above) > and couldn't solve those without a calculator, I don't think they'd ever > get through an Algebra II course, let alone anything higher. But, if those > skills are not likely to be pertinent to the student's future career > aspirations, and the goal is simply to pass the Regents exam, then that > calculator is invaluable. > > -Tom Kenyon > CRCS Mathematics/Physics > email@example.com > > -----firstname.lastname@example.org wrote: ----- > To: nyshsmath <email@example.com> > From: Evelyne Stalzer ** > Sent by: firstname.lastname@example.org > Date: 08/30/2013 10:00PM > Subject: IA / Geo Combo Platter Class > > > So I have just been told that I am teaching a new high school class for > our recidivist algebra students. The goal of the course is to push them > through the IA regents on January 20, 2014, and then give them some > nebulous amount of geometry preparation for the second half of the year, > with the idea that it will enable these weaker students* to go into a > regular one year geometry class (the only kind we offer) next year with a > greater hope of success. > > It's a bit of a departure for us as a school, because we function on an > annualized calendar - no three semester courses here. This is a way of > getting around that without having to put students in a full one year > remedial algebra class. > > Well, there are good and bad points about any choice we could make for > this population, but ultimately that choice has been made and now I am > going to do my best for them, although I would have wished for more time to > prepare. > > I am predominantly a geometry teacher, with some other electives. I've > taught IA once, and then Math A before that. I'll be looking at jmap and > old regents, of course, and going through the Prentice Hall Algebra I text > book. But what I would like to ask of the more experienced algebra teachers > on this list is the following question: > > If you had to teach this one semester class, what are the top choices for > topics you would cover? Remember, there is a good chance that there will > not be time to cover even half the normal curriculum with this group. So > where would you concentrate your attention? > > Thank you for any help you can give me as I gear up to help these kids. > > > * some are weaker for cognitive reasons, some for work habit reasons, some > for attendance reasons - it's quite a stew. > > > Evelyne Stalzer > Riverdale / Kingsbridge Academy > Bronx NY > > ** > ******************************************************************* * To > unsubscribe from this mailing list, email the message * "unsubscribe > nyshsmath" to email@example.com * * Read prior posts and download > attachments from the web archives at * > http://mathforum.org/kb/forum.jspa?forumIDg1*******************************************************************