I haven’t posted in a while, mainly because I am just so happy with how my classes are going. I will focus on Alg 2 here, because these awesome learners are just knocking my socks off.
I am in the polynomial unit, knee deep in graphing, and increasing, decreasing, relative mins, relative max’s, absolute mins, etc. This is the problem set we were working on today in class:
Here are the questions I ask (docx format) for every single graph, from lines all the way through sin & cos at the end of the year.
Yes, some of these are going to be Does Not Exist. That is okay. Just because we don’t need to think about asymptotes with cubics does not mean we shouldn’t ask about them.
A little back story before I say something about my learners. I used to teach the textbook. I admit it. I sucked, horribly. My learners did not connect anything with anything and they did not see how to connect topic from one unit to the next. I was frustrated. So I first came up with my list of functions in (h,k) form, wrote it on my board and changed how I approached algebra.
That was a win. But, then I was frustrated because every time I changed the graph, added an exponent, I had to teach a new set of vocab, but everything was the same; so why was I teaching new stuff? Why couldn’t I teach all the vocab up front, and then just explore the heck out of each function family?
Short answer was, I could. So, I did. That is where the form above came from. I introduced it last last year, and used it and modified it and tweaked it and the learners responded.
Enter this year, this class. I have everything set on day 1. We entered the year thinking about connections and planning our math and discussing end behaviors of lines (wow, that was easy, hey, they are always the same!, etc). Then quadratics, and we completed the square to get vertex forms, and we factored, and saw how intercept, standard and vertex forms were all the same function, and and and.
We have done them from standard form, and done the division to get intercept form, we have broken these guys down every which way. I have tossed them fifth degree and fourth degree polynomials, they didn’t even blink. “Oh, so this just adds a hump to it.” I have explored more in polynomials this year than ever before.
And, since it is a constant review of prior material (“If this works with quartics, will it work with quadratics too? Yes”) I am constantly cycling and eliminating the mistakes my learners made in previous sections and on previous exams.
Which brings us to the problem set above. That is a killer set. The 4th and 5th are tricky, and they struggled. Until one of the class members said, “Don’t all we have to do is distribute them and so it is just a bigger distribution problem?”
Done. And. Done.
Now, of course there is a nicer way to do it. Substitute “u” or some other variable in for (x-3) in the fourth problem so you are multiplying binomials first. It saves time. BUT, it was not necessary to show it. They know distributing, so distributing is what works and they rocked the socks of of it.
So, why have I not been posting much? Because I have been enjoying the heck out of teaching. These learners are taking these ideas and running with them. And I love it and them.