October


 * The chapter 3 & 4 test has been completed. We have noticed as a department that the students had the most trouble with evaluating expressions. They understood how to substitute, but they were not using parenthesis when substituting and not following order of operations at all when it was time to evaluate. There were 3 problems on the test that had this type of situation and all 3 problems gave the students trouble. We are currently re-emphasizing the importance of following order of operations in the coming days and when reviewing the test with the students.
 * So far, it seems as though the students are doing well with Chapter 5 which is working with exponent rules. I'm really pushing the phrase "a power to a power is a product (Triple P)". It seems that more of the students are getting the problems correct using that. I still have some problems with some of the students mixing up when to multiply the exponents and when to add them. I've shown them how to slow the problem down and write what the exponent means and this helps for some students, but not all. We'll see how this chapter goes. These are the same mistakes that my 11th grade students taking the Math B make. - Sue
 * Sue- What do you mean by "slow the problem down"? Do you mean write out the expression without exponents? My students are so weak on +,-,*,and / integers. Even if they know their exponent rules, they get signs wrong in problems b/c of their work with integers.-Joann
 * Joann, I will have the students write out the expansion of x cubed, etc. But those kids who don't know their signed numbers rules will continue to make mistakes on this. I go over the rules verbally each time I do a problem. - Sue Z
 * Today, I only went over FOIL and not the other three methods. I felt for the X kids that it would be more confusing than helpful to see the different ways to do the problem. Jeri just told me she used the RM stuff today for FOIL. I wish I had thought of doing that.-Joann
 * I have used RM for a few lessons now. The kids like the change of pace from daily notes. Plus, it gives them a chance to get to the smartboard and use it for themselves. - Jeri
 * My students did better on the chapter 5 quiz. I believe it is due to the fact that the review sheet resembled the format of the test very closely. I am expecting the same results for the chapter 5 test.
 * I'm having trouble with getting many of my Algebra kids to finish test corrections in the two-week time period I give them. I plan to send out additional progress reports. But I'm concerned about their having incorrect info as their last attempt on a chapter. One class seems to be doing very well with the corrections and the other is not. - Sue Z
 * Chapter 6 started out fine. My students do well with ratios and proportions. They had some difficulty understanding the Dimensional Analysis. We'll go over it again today and see how they do. Sometimes it's better on the second time through. I'll do the RM lesson to help. - Sue Z