Four days back from the extended winter break and I, as the math teacher, have not yet solved a single math problem in class. Not once did I go to the board and show students how to solve a problem or what series of steps or procedures to follow in order to find a solution. AND YET...
Students have LEARNED how to:
- solve inequalities using addition, subtraction, multiplication and division
- why the inequality sign is reversed under certain conditions
- how to graph these solutions
- how to 'check' solutions
- what it means to have an empty set solution or solution that includes all real numbers in its set
- use terminology like set-builder notation to better communicate their ideas
- translate verbal sentences into algebraic ones and vice-versa
How did all this happen without my prescribing steps and procedures and my infinite wisdom? Students stepped up, took risks and devised their own strategies for problem-solving and understanding. Math class is about the teacher guiding students in doing math, not the teacher doing math and the students watching. And the results are spectacular.
Don't let these gains slip away by ignoring your task to work on your class notes in order to remember your discoveries and advances.
Students are reminded that they are to work on their class notes NIGHTLY, in particular on the key terms/ideas and reflection sections.
Home Nugget #4 of the 3rd term
Assigned on Thursday January 8, 2009
Due on Monday January 12, 2009
Page 318 #18 - 31, 36
Page 319 #37 - 41
Page 321 # 1 - 30 odd problems only on this page
FCAs
2 points: all problems completed in their entirety . Your effort at the end of the lesson is as evident as at the start.
2 points: evidence/explanations for your thought/solution process is provided for ALL pertinent problems
