5th Grader accepted at Basis - advise on summer preparation

[Anonymous]

FWIW it's worth, the fact DC schools no longer value fluency or memorization of math facts can have ripple effects for years. My DC routinely made computational errors in high-level math classes, or was slow in doing math problems, because of having to remember basic multiplication. If I could go back, I would have made DC do more flashcards or math games to build fluency.

[Anonymous]

Anonymous wrote:FWIW it's worth, the fact DC schools no longer value fluency or memorization of math facts can have ripple effects for years. My DC routinely made computational errors in high-level math classes, or was slow in doing math problems, because of having to remember basic multiplication. If I could go back, I would have made DC do more flashcards or math games to build fluency.

That's BS -- who said your kid's education begins and ends with school? Our DCPS ES DOES value fluency. Just not rote memorization. A child fluent in numeracy doesn't need the rote memorization.

[Anonymous]

OMG -- do you also consider learning the alphabet and how yo spell rote memorization? Then DCPS is perfect for you. They don't teach math facts OR spelling before 5th grade, per my family's experience.

[Anonymous]

yo=to, darn phone

[Anonymous]

Anonymous wrote:OMG -- do you also consider learning the alphabet and how yo spell rote memorization? Then DCPS is perfect for you. They don't teach math facts OR spelling before 5th grade, per my family's experience.

my DCPS 2nd grader can do all the multiplication up to 12/12 and hasn't wasted one second memorizing it. guess we have different priorities.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OMG -- do you also consider learning the alphabet and how yo spell rote memorization? Then DCPS is perfect for you. They don't teach math facts OR spelling before 5th grade, per my family's experience.

my DCPS 2nd grader can do all the multiplication up to 12/12 and hasn't wasted one second memorizing it. guess we have different priorities.

Hope you enjoy sending your child to Deal -- not all of us are wotp.

[Anonymous]

The emphasis on making sure children have a strong number sense as opposed to memorization is a common core thing not DCPS necessarily. I'm not quite sure why we can't do both.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Times tables? I had those down in third grade...expecting more from BASIS at fifth.

Many kids in DC are not proficient in the times tables let alone addition, subtraction, multiplication, division, fractions, decimals, and percents. BASIS math does not allow use of calculators until a few select problems in Algebra 2. Therefore, it is really a good idea to be proficient in the basics.

The use of calculators is minimal at BASIS. Using the calculator to see different graphs or change limits in advanced algebra is an essential skill. The other thing which I find a bit strange is the way math is being taught. All word problems have formats and it's always referred to see lesson this, number this. Will students be able to tackle a problem if it does not follow a certain format? Will they be able to solve it if it's nothing like the examples in their book?

[Anonymous]

OP, if you really want to spend time preparing this summer, focus on math. You might want to pick up a copy of the Saxon math 8/7 book.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Times tables? I had those down in third grade...expecting more from BASIS at fifth.

Many kids in DC are not proficient in the times tables let alone addition, subtraction, multiplication, division, fractions, decimals, and percents. BASIS math does not allow use of calculators until a few select problems in Algebra 2. Therefore, it is really a good idea to be proficient in the basics.

The use of calculators is minimal at BASIS. Using the calculator to see different graphs or change limits in advanced algebra is an essential skill. The other thing which I find a bit strange is the way math is being taught. All word problems have formats and it's always referred to see lesson this, number this. Will students be able to tackle a problem if it does not follow a certain format? Will they be able to solve it if it's nothing like the examples in their book?

Good question. If you are a Basis parent you should direct it to someone in the school's math department. You'll get a much better answer than here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Times tables? I had those down in third grade...expecting more from BASIS at fifth.

Many kids in DC are not proficient in the times tables let alone addition, subtraction, multiplication, division, fractions, decimals, and percents. BASIS math does not allow use of calculators until a few select problems in Algebra 2. Therefore, it is really a good idea to be proficient in the basics.

The use of calculators is minimal at BASIS. Using the calculator to see different graphs or change limits in advanced algebra is an essential skill. The other thing which I find a bit strange is the way math is being taught. All word problems have formats and it's always referred to see lesson this, number this. Will students be able to tackle a problem if it does not follow a certain format? Will they be able to solve it if it's nothing like the examples in their book?

Good question. If you are a Basis parent you should direct it to someone in the school's math department. You'll get a much better answer than here.

BASIS has been using Saxon in all of its schools for well over a decade. I did ask their math guru and he said they get quite of lot of 5's on AP Calculus which is a compelling argument that their math works.

Also, the Pre-Calculus text does not refer to lessons at all in the problem sets. I am guessing the calculus book might be the same. As for graphing calculators they are taught and used in Pre-Calc and Calculus.

[Anonymous]

My son was accepted to Basis and took a test this past Saturday to place him in the correct Math Level. It took about an hour and a half and it was mandatory.

[Anonymous]

TO pp 18:40, PreCalculus only uses calculators to find trigonometric values of angles. That's not a graphing calculator that draws various graph forms.

[Anonymous]

Anonymous wrote:FWIW it's worth, the fact DC schools no longer value fluency or memorization of math facts can have ripple effects for years. My DC routinely made computational errors in high-level math classes, or was slow in doing math problems, because of having to remember basic multiplication. If I could go back, I would have made DC do more flashcards or math games to build fluency.

While this would have been a valid point in the past, it no longer is. The CCS DCPS abides by are placing a much stronger emphasis on fluency and spending time on a unit until mastery is achieved. I see a tremendous difference on that front between my older child's experience in ES and my younger one, looking at what they do/did in grades 2, 3, and 4.

A more important question is what place project-based and experiential learning should have in middle school and up (assuming that basic fluency and numeracy is acquired which definitely is a big IF for kids CURRENTLY in middle school). While this is an afterthought at Basis and explicitly NOT what it's about it is becoming the rule at DCPS and most other MS charters. So it is something to look at and closely ponder. I'd say this consideration should also impact what you do in the summer. Should you really spend more time then on that memorization piece or shouldn't it then precisely be the time to explore, experiment, and apply?

[Anonymous]

Anonymous wrote:TO pp 18:40, PreCalculus only uses calculators to find trigonometric values of angles. That's not a graphing calculator that draws various graph forms.

They use the TI-84 silver edition which is a graphing calculator. They do use it for some graphing but they also graph by hand which is also essential for understanding.