Right now, the Intermediate Algebra students are working on factoring polynomials, and may want some extra practice as we go into factoring by grouping (Distributive method). The Algebra I students are wondering "how much longer are we going to do inequalities?" And the Statistics class seems to doing okay as long as they don't have to take home a lengthy assignment. If you have questions or comments or positive add-ins, they're welcomed! --Mr. Sheldahl
Though the picture represents a different reason for my mug smile (taken in May 2022), it makes me feel the same way to try to continue to hope for the future of math standards. Currently we are working underneath the 2007 Minnesota Math Standards, and version III of the new standards have been out for comment by the public. Before, there were general ideas what was supposed to be presented to Algebra 1, Algebra 2, Geometry, upper standards (advanced data and statistics), but yet did not account for the College Now or other preparatory math many schools have implemented to be competitive. Here's a case example of hope for improvement. Currently I teach Algebra 1 to the eighth graders in our district. The curriculum we have is very rigorous (that is to say, the book focuses on rational exponents), and gives students little practice with integer exponents to build their confidence. This gap, paired with a low numeracy and low fraction exposure fr...
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