|Much time will be
spent practicing addition, subtraction, multiplication,
and division facts. These are basic skills that
students need to have to be successful when learning
other concepts such as fraction/decimal/percent
relationships and problem solving.
|This year students
will spend time daily practicing and learning their
multiplication and division facts. We will
continue to work on these facts until everyone knows all
of the facts in this operation instantly.
Students will need to practice
their facts each night using the packet of practice
sheets that are sent home at the beginning of the year.
Please stick to the practicing format that we use in
class by saying the problem as well as the answer with
each fact. This reinforces the math fact and makes
its inverse operation easier to learn.
Notes and Assignments - A Copy of Math Notes Can Be
|New math lessons will
be presented in a note taking format. The students
will be expected to copy everything that is presented in
the lesson into their math "note" books. These
notebooks will be the main resource for which students
refer when needing assistance during homework time.
After new information is presented, students will be
given 20-25 problems for their assignment. The
first 5-10 questions will be problems from the new
material presented that day. The remainder of the
questions will be problems from previously taught
material. Math lessons will be numbered to
correspond with the notes that are given in class.
I will also indicate below the question, the number with
an asterisk from which the problem originates.
This should help students refer to their math notebooks
if they need help working the problem. My hopes
are that in this year long cumulative process, concepts
I teach are practiced and will therefore be mastered.
Review and practice materials will be presented in the
form of projects, games, worksheets, activities, and
centers. Assessment of these materials will vary based
upon the content.
|The math assignments
that are given after the presentation of each new math
concept will be graded one of three different ways.
- Completion Grade
- Percentage Grade
- Corrections Grade
|Completion Grade -
This is given when I collect the assignment and make
sure that the student has completed each of the problems
assigned. I do not grade this assignment for
accuracy but for completion only. A 100% is given
if each problem has an appropriate amount of work shown
and an answer in the box. I will take 20% off of
the grade for each problem that is not completed.
Therefore, one incomplete problem results in a grade of
80%, two incomplete problems results in a grade of 60%,
three incomplete problems results in a grade of 40% and
so on. I will return the paper to the student so
we can go over the answers together while he or she
grades his or her own paper for accuracy (that grade is
not recorded in the grade book since the completion
grade is the grade taken for the day). If a
students chooses not to complete 5 or more of the
problems the grade will result in a zero. He or
she can always use a late homework note to complete the
unfinished problems and turn it in for a lowered grade.
|Percentage Grade -
This is the assignment on which students will be able to
ask for clarification regarding any problem they do not
understand. I will begin the day's lesson by
asking the students to take out their assignments.
They will have an opportunity to look over the
assignment to refresh their memories. I will then
allow students to ask about any problem that gave them
trouble the night before while doing their homework.
I will work the problem out on the board showing all of
the correct steps until the correct answer is revealed.
If any student notices that he or she answered this
problem incorrectly, he or she can copy the correct
procedure from the board without any grade penalty.
At the end of the question/answer session, I will
collect all of the papers and grade them for a regular
percentage grade based on how many questions are
correctly or incorrectly worked.
|Corrections Grade -
The third type of grading that will be used in math is
the corrections grade. This grade shows me what
the students know and with what they are having trouble.
I will collect the assignments with no formal
question/answer session, grade them, and record a
percentage grade in the grade book. I will return
the assignments to the students and allow them to make
corrections on a new sheet of paper. The question
must be reworked on the separate problem set sheet with
a detailed explanation of the mistake made that caused
them to miss the problem in the first place. This
explanation must be something like, "I added 5 + 4 and
got 8. It should have been 9." If the
problem is corrected accurately with a sentence that
details the mistake that was made, I will reinstate the
points that were deducted. Students have the
opportunity to earn full credit for their corrections to
get their grades back to 100%.
|I will not ever tell
the students which type of grade I will be taking until
the moment I collect the assignments. This insures
that each student will not rely on the corrections or
percentage procedures to finish their homework.
Instead, they must always be ready for the completion
grade which is an easy way of getting a 100% on a math
|Many of us probably
remember the dreaded Train Story Problems in junior high
and high school math classes. Did anyone truly
enjoy working those? Well, I have designed a
problem solving strategy portion in our math class to
help students become successful at word problems.
Each week we will take a look at a problem solving
strategy and practice applying it to various word
problems. Being able to explain the process of
solving the problem will be critical. The goal of
these strategies is to build confidence in the students
to take word problems head on and solve them with
confidence. Students will be receiving grades on various
word problem assignments that will be averaged in with
the above three described types of grades as as well as
tests and quizzes.