Nowhere in there will I “go over” an exam problem on the board. Hand back exams so students can go over (10 min).Instead of doing the typical “hand back the exam, go over the difficult questions,” I’ve decided to shake things up.įor my algebra 1 and algebra 2 classes, I’m going to follow the following game plan for the first days back. I’ve decided to do something new for the first day back after break. However, it is so, so important that any math teacher, in any grade, can make that calculus connection to rate-of-change, even if they’ve left behind the chain rule and related rates years ago. Now, I’m primarily an 9-12 math teacher that teaches an 8th grade class. I’m sure even those that weren’t ready for it could see that we needed two points to calculate slope and this magical calculus I spoke of let us get slope with one point. Sure it was probably over the head of a third of the class. This was one of my more fun discussions of the year. And you can then expect students to understand slope as an average rate of change, especially when you’re looking at data and lines of best fit and not the pretty, everything-works-out-to-a-round-integer-answer examples in the text book. You can reinforce the idea of average speed over a period of time vs. What is the slope right now? What is the speed right now? Because, then when you’re teaching 8th grade algebra and introduce slope, you can ask the question: However, it’s still crucial we have that background. We all aced our Analysis/Theory of Calculus class (HA!) and can drop some sigma-epsilon proofs on 3rd graders if necessary.
![how to set class in same class period in prime timetable how to set class in same class period in prime timetable](https://images.squarespace-cdn.com/content/v1/57b7301029687f075cfa6f41/1491581335278-H29OJB3WHS1OCG5TJGQD/image-asset.png)
![how to set class in same class period in prime timetable how to set class in same class period in prime timetable](https://blog.hubspot.com/hs-fs/hubfs/rallly-group-scheduling-tool.jpeg)
Of course, in a perfect world we’re all 4.0 math majors from highly reputable universities, no matter what level we teach. I’d like to move that initial value in (E) way up though. Now in my third year, I think I’m pretty much in the same place. Probably not exponentially, but faster than linearly. I sat in on a Calculus class and was blown away at the difficulty of it (coming from a math major!) – we’re not just cranking out derivatives here. While TEACHING each grade level requires specific knowledge of HOW students learn each topic, I think the complexity of the math itself increases. The more I learn about high school math (second year teacher, now teaching Alg I, Alg II, Pre-Calc), the more I realize how nuanced upper level topics are. There’s a blog post from Reflections in the Why out there in which the blogger asks “Which graph best represents the importance of teacher knowledge of mathematical content as a function of grade level taught?”Īt the time (a year ago) I answered graph E.