April


 * We are starting off chapter 14 well. The students are understanding how to reduce algebraic fractions. They still don't like to determine a value of "x" that makes the fraction undefined. They understand an undefined fraction has a zero in the denominator, but cannot apply that information to a polynomial in the denominator. Multiplying and dividing fractions is also going well. They are really getting the idea of "cousins". However, they want to make a+b and b+a "cousins". Division was really no problem at all since they did really well with multiplication. It seems that as far as factoring goes, they like to forget GCF all the time.
 * Adding and subtracting algebraic fractions is going OK. I really had to start with the basics of how to add or subtract regular fractions. This way, they recall the steps needs. So in essence, I make them come up with the steps, since they are identical to the steps for adding and subtracting algebraic fractions. They are really doing well with determining the common denominator too! Occasionally, they will reduce before they combine the fractions, but I continue to go back to the basics so they understand they cannot do that.
 * The chapter 14 quiz was again, OK. The grades were pretty even throughout each interval. They struggled with undefined fractions again and cousins. Most forgot about "cousins"
 * Solving fractional equations and inequalities is going well. We have now switched from gettting a common denominator and keeping a denominator to getting rid of the denominator by multiplying by the LCD. I know, however, that once we put this topic together with adding and subtracting, everything will fall apart.
 * The word problems in the chapter were very diffucult. They could get the number, ratio and work, but money and investment, age and mixture were terrible. Even using the tables proved to be difficult. I made them stop after the words "In three years..." so they could finish the tables for the age word problems. That seemed to help, but still had much difficulty setting up the equations. The same holds true for investment problems. Setting these up were very difficult. We spend time on understanding what investment means. Maybe more time is needed on basic investment problems like "I invest $100 at 5%, what is my income?"
 * We took 2 days to review for this chapter 14 test and they needed every minute of it. Putting all this hard information together was very hard for them. I had several students stay with me for extra help throughout the chapter and especially right before the test. They were getting better, but still struggled with the difference between adding and subtracting and solving equations. I repeatedly told them to "get rid" of denominators for equations and keep the denominators for adding and subtracting. Those who worked, did well on the test, those that did not get extra help, clarification or corrections on hw did not do well. No surprise there I guess.