Channel Talk

# Re: [Channel-talkalgebra] Multiple Questions

From: Mrs. Dudones <cf_dudones@cfalls.org>
Date: Fri Apr 13 2007 - 09:58:26 EDT
X-Mailer: Microsoft Office Outlook 11

Thanks, Debbie! That is an important idea. If I remember correctly, I was
taught to think of -x as -(x). That avoids the problem you reference, if the
students remember that the negative symbol actually represents -1.

_____

From: channel-talkalgebra-bounces@learner.org
[mailto:channel-talkalgebra-bounces@learner.org] On Behalf Of Ferry, Debbie
Sent: Friday, April 13, 2007 9:08 AM
To: Discussion list for LEARNING MATH: PATTERNS, FUNCTIONS, AND ALGEBRA
Subject: Re: [Channel-talkalgebra] Multiple Questions

Hello everyone,

Thought I would add my two cents to what concepts are important. Nothing
earth shattering but definitely needs attention. Students often see any
variable, say x, as representing a postive value and -x as representing a
negative value as opposed to the opposite of whatever the value of x is.
Just one thing to be careful of. Listen carefully to students' vocabulary.
Debbie

Deborah J. Ferry

Mathematics Education Consultant
Macomb ISD
44001 Garfield
Clinton Township, MI 48038
586.228.3486
FAX 586.286.2809

-----Original Message-----
From: channel-talkalgebra-bounces@learner.org
[mailto:channel-talkalgebra-bounces@learner.org] On Behalf Of Mrs. Dudones
Sent: Thursday, April 12, 2007 9:13 PM
To: hfonseca@monterey.k12.ca.us; 'Discussion list for LEARNING MATH:
PATTERNS, FUNCTIONS, AND ALGEBRA'
Subject: Re: [Channel-talkalgebra] Multiple Questions

Thanks, Heidi! I have taught 90 minute reading and language arts classes in
the past, but I know that this will be very different. Our state standards
for reading and language arts are almost double those for our math classes.
However, I also know that I will have to move in a much different and most
likely slower methodology with the math students. The pre-algebra classes
must get far enough to be able to take Algebra for high school credit in
eighth grade, so I will be using the eighth grade Algebra teacher often for
a resource.

All of our grades and assignments are available to parents and students
through our district website. I also have a space in my room where I will be
posting this. We also have to post the standard under study in each of our
classrooms. This will be "new" for me because on any given day in my reading
and language arts classes I might be addressing 40 or more standards in some
way or another, as they are much more general in some areas than the math
standards.

We will have the students every day for 90 minutes, rather than an every
other day block. Although my pre-algebra students will have been selected
for the higher math class, the other classes will be heterogeneously mixed.
In fact, the two "regular" math classes will also have inclusion of students
with learning disabilities (hopefully with their special ed. teacher).

[I am considering the following daily format: 1) review previous day's
concept; 2) introduce new concept; 3) practice new concept together as a
large group or possibly in small groups (using hands-on activities as much
as possible); 4) answer questions or review work from small groups; 5)
students work alone on what would once have been homework type of problems.]
Based on the schedule I proposed, do you think this will be enough chunking
on a typical day?

What concepts do you find the most difficult to teach in pre-algebra or
algebra?

Thanks,

Julie

-----Original Message-----
From: channel-talkalgebra-bounces@learner.org
[mailto:channel-talkalgebra-bounces@learner.org] On Behalf Of Heidi Fonseca
Sent: Thursday, April 12, 2007 11:32 AM
To: Discussion list for LEARNING MATH: PATTERNS, FUNCTIONS, AND ALGEBRA
Subject: Re: [Channel-talkalgebra] Multiple Questions

Julie, I have been experiecing lesson facilitation in 90 min. blocks.
Colleagues agree that students

need to have some sort of activity that will allow them to move, as well as
having transitions

between activities. In our case, we have a minimum day each week, which
makes the blocks a tad

longer and a tad shorter during the week. We also have alternate days: On
day we see classes

scheduled for even periods (2, 4, 6), the next day odd class periods
(1,3,5).

Personally, I plan the activities in small continuous "chunks". Sometimes it
is not possible to have

all the same classes at the same point in the lessons: individuals and
groups will pace it, where it

is necessary to decide whether more depth is needed, perhaps the group is
ahead and there is room

for enrichment, etc.

Having taught Elementary school, being with a group of students for what it
would seem/feel an

"extended" period of time is not foreign to me. However, colleagues used to
teach five periods a day

plus a preparation period have found it somewhat challenging. Here is where
the format of the block

is important. We post a daily agenda, and the standard under study (it is a
schoolwide requirement).

Some of us have a designated area in the bulleting board where a list of
daily assignments/homework

is listed for students, parents, and school support personnel as reference.
Very useful during

meetings or when reviewing a student's progress & seeking support/enrichment
options.

```---
Heidi Fonseca
hfonseca@monterey.k12.ca.us

_______________________________________________
Channel-talkalgebra mailing list
Channel-talkalgebra@learner.org
http://www.learner.org/mailman/listinfo/channel-talkalgebra

You may un-subscribe from this email list at any time by using the online
form at the above URL. If you have difficulty using this form, please send
email to Channel-talkalgebra-admin@learner.org and our mailing list
administrator will assist you. Our privacy policy is posted online at:
```

_______________________________________________
Channel-talkalgebra mailing list
Channel-talkalgebra@learner.org
http://www.learner.org/mailman/listinfo/channel-talkalgebra

You may un-subscribe from this email list at any time by using the online form at the above URL. If you have difficulty using this form, please send email to Channel-talkalgebra-admin@learner.org and our mailing list administrator will assist you. Our privacy policy is posted online at: http://www.learner.org/about/privacy_policy.html
Received on Fri Apr 13 10:07:15 2007