Bob Cote
Posts:
21
From:
Glens Falls City School Dsitrict
Registered:
11/11/07


Re: Alg 2 /Trig
Posted:
Nov 14, 2010 7:59 PM



I just returned from the AMTNYS annual conference and was surprised to hear only 124 teachers have responded to SED's requests for comments/feedback on the new Common Core Standards and how they have been aligned to Integrated Algebra, Geoemtry, and Algebra2/Trigonometry. This is our opportunity to give suggestions on changes to the curriculum. Please take the time to review the proposals and make your comments known to those who make the decisions.
While the K8 standards have been approved and are targeted for the 20122013 school year, our 912 standards have not been finalized and we still have time to provide comments before they are voted on by the BoE.
Go to:
http://www.p12.nysed.gov/ciai/common_core_standards/mathfallsurvey.html
On Wed, Nov 10, 2010 at 10:23 PM, <barnsky@optonline.net> wrote:
> I find in my regular geometry class we do have some time..we review > radicals..solve all types of quadratics..even using quadratic > formula..taught factor by grouping and try to include as much as > possible..BUT if they are not strong math students..yes they have seen it > before but you still have to reteach to make sure they grasped the concept.. > > Bottom Line..Alg 2/Trig has to be adjusted..It is UNFAIR!! > > Lisa C > >  Original Message  > From: TKENYON@crcs.wnyric.org > Date: Wednesday, November 10, 2010 4:11 pm > Subject: Re: Alg 2 /Trig > To: nyshsmath@mathforum.org > > <FONT face="Default Sans Serif,Verdana,Arial,Helvetica,sansserif" > size=2><DIV>Two things: 2. suggestion: extra time in geometry  > use it to cover some algebra II material. And, 1. a > strategy that I've been successful with for transformations (reflections in > particular.) </DIV><DIV> </DIV><DIV>I recommend the twin > mirror prank video found on youtube  it's in German, but if you look > around, you can find a version with English subtitles. The > practical joke has two bathrooms built adjacent to each other. > The large mirror on the wall is really a window into the other > bathroom. A girl is in one bathroom, her twin is in the adjacent > room. They mimic each other's movements. When the water is > turned on in one room, it comes on in the other. The other room > is a perfect "reflection" of the room in use. Everyone who > enters the bathroom is confused/worried/freaked ou! > t because they cannot see themselves in the mirror. Very entertaining > & funny. Immediately after the video: "How big is her > twin? (same size) How far away from the mirror does the twin > stand? Is her twin sister's elbow still the midpoint of her > arm? How long is her sister's arm? Etc. I have two > students mimic brushing their teeth in front of the classroom  > "hey look  left hand, right hand..." I have them be "mirror > images" of each other spinning around in a circle. Orientation, > preservation of midpoint, preservation of collinearity, etc.  all those > concepts are "learned" from a comedy video & reinforced immediately > after.</DIV><DIV> </DIV><DIV>Personally, I find that there is a LOT of > extra time in Geometry. Of the 74 core indicators, quite a few have > been covered previously. In particular, equations of lines, > parallel & perpendicular slo! > pes, transformations (8th grade). As a department, we > hould go the extra yard here and there to cover concepts that are in the > Algebra II core. <DIV>Example: off the top of my head, > g.7174 all deal with the equation of a circle; basically "know and > understand the equation of a circle forward and > backward." Why not cover completing the square to > put the equation of a circle in standard form during Geometry?? > Students get to the Regents exam and it becomes "you're kidding, > right? I don't even have to complete the square?? I just > have to identify the center and radius?? Wow." Then, > in AII, it's simply review. Transformations  I flew through the > material because the students had seen reflections, dilations, and > translations in 8th grade. Factoring  sure, they're not > required to factor a trinomial with a lead coefficient other than 1 during > their Algebra I course. But, why not cover it at that time?&nbs! > p; We've also gone a little beyond for square roots in Algebra. > In Geometry, I always have some problems that require two equations & > two unknowns, quadratic equations, simplifying square roots, > etc. Plus, occasionally if I have 10 or 15 minutes of extra time > at the end of a class, I have a pile of worksheets ready for drill and > kill on these types of problems. I look at it as "maybe if you start > factoring quadratic expressions in Algebra, then maybe by the time they get > to Algebra II, they might finally get good at it (with lead coefficients > other than 1.)</DIV></DIV><DIV><BR>Tom Kenyon<BR>CRCS > Mathematics/Physics<BR><A href="javascript:main.compose('new','t= > tkenyon@crcs.wnyric.org')" target=blank>tkenyon@crcs.wnyric.org</A><BR><DIV><BR></DIV><FONT > color=#990099>ownernyshsmath@mathforum.org wrote: > <BR><BR></FONT><BLOCKQUOTE style="BORDERLEFT: #000000 2px solid; > PADDINGLEFT: 5px; PADDINGRIGHT: 0px; MARGINLEFT: 5px; MARGI! > NRIGHT: 0px">To: nyshsmath@mathforum.org<BR>From: barnsky@optonline.n > @mathforum.org<BR>Date: 11/10/2010 09:41AM<BR>Subject: Alg 2 > /Trig<BR><BR><FONT size=2 face="Default Monospace,Courier > New,Courier,monospace">I am still up in arms that the NYSED is not doing > anything about Alg 2/Trig!!! Last year I taught it to advanced > students and although I sped through it, they did very well on the regents. > This year is a whole different story. I am teaching it to > regular 11th graders and weak 12th graders. Before they grasp one > concept I move on to the next. I need to make sure there is time to > review at the end..any yes I am constantly reviewing throughout the > year..this is driving my crazy..I wrote to the SED a few months ago and I > got no response...what can WE do????? Something must be done..we can't > accept this..it is unfair to us and unfair to the students! > <BR><BR>Anybody???<BR><BR>Lisa > C<BR>*******************************************************************<BR>* > To unsubscribe from this mailing list, ema! > il the message<BR>* "unsubscribe nyshsmath" to majordomo@mathforum.org<BR>*<BR>* > Read prior posts and download attachments from the web archives at<BR>* <A > href="http://mathforum.org/kb/forum.jspa?forumID=671" target=blank> > http://mathforum.org/kb/forum.jspa?forumID=671</A><BR>*******************************************************************<BR><BR><BR> > <BR>BEGINANTISPAMVOTINGLINKS<BR><BR><BR>Teach > CanIt if this mail (ID 0nDtqLdvU) is spam:<BR>Spam: > <A href=" > http://milton1.wnyric.org/canit/b.php?i=0nDtqLdvU&m=5a44dc2ad43e&t=20101110&c=s" > target=blank> > http://milton1.wnyric.org/canit/b.php?i=0nDtqLdvU&m=5a44dc2ad43e&t=20101110&c=s</A><BR>Not > spam: <A href=" > http://milton1.wnyric.org/canit/b.php?i=0nDtqLdvU&m=5a44dc2ad43e&t=20101110&c=n" > target=blank> > http://milton1.wnyric.org/canit/b.php?i=0nDtqLdvU&m=5a44dc2ad43e&t=20101110&c=n > </A><! > BR>Forget vote: <A href="http://milton1.wnyric.org/canit/b.php?i=0nDtq > c2ad43e&t=20101110&c=f" target=blank> > http://milton1.wnyric.org/canit/b.php?i=0nDtqLdvU&m=5a44dc2ad43e&t=20101110&c=f > </A><BR><BR>ENDANTISPAMVOTINGLINKS<BR><BR></FONT></BLOCKQUOTE><BR></DIV></FONT>******************************************************************* > * To unsubscribe from this mailing list, email the message > * "unsubscribe nyshsmath" to majordomo@mathforum.org > * > * Read prior posts and download attachments from the web archives at > * http://mathforum.org/kb/forum.jspa?forumIDg1 > ******************************************************************* > ******************************************************************* > * To unsubscribe from this mailing list, email the message > * "unsubscribe nyshsmath" to majordomo@mathforum.org > * > * Read prior posts and download attachments from the web archives at > * http://mathforum.org/kb/forum.jspa?forumID=671 > ******************************************************************* >

