Algebra C2.0

[Anonymous]

I have a sixth grader taking IM currently (after math 7 in 5th grade). We decided to sit out Algebra this year because of the new curriculum rollout (I'm hoping any kinks will be worked out before next year!). I am curious to know what people think about the Algebra curriculum. I am especially interested in hearing from parents who've had an older child experience the "old" Algebra curriculum and a younger child going through Algebra C2.0 this year or from Algebra teachers who can also provide a contrast. I am not opposed to the idea of going slower and deeper and covering less material but I do want to make sure dc will get a good grounding in Algebra.
Thanks in advance

[Anonymous]

I have an algebra student and it is fine. He is doing well. His teacher is very enthusuastic about 2.0. I can not compare to the old curriculum though..

[Anonymous]

I'm a parent of a child who had the old curriculum and of a child taking Algebra 2.0 this year. This is what I have noticed and my older child has mentioned to be the biggest differences thus far:

1) My oldest is now taking Honors Algebra 2. It seems that some of the concepts from Algebra 2 have been pushed down to Algebra. Also, some of the concepts now being taught in Algebra were never taught to my child that is taking Algebra 2.

2) There is a greater demand for written language skills at the expense of focus on the fundamental math required to solve the problems. I don't think this necessary is going "deeper" into the subject. A child who is naturally gifted in writing and composition will find 2.0 Algebra easier but still might struggle in completing the actual math skills. A kid who can do the math application might struggle with the written language component required because alternative methods of checking for understanding (ie. verbal explanation by student) is not being tapped into as teachers do with the Elementary 2.0 curriculum.

3) Tons of projects in the new 2.0 Algebra. I don't remember my older child ever having projects in Algebra. Again, more project grades and less quiz/test grades are beneficial for the language arts type child but hides the fundamental weakness of basic Algebra math skills. The child can refer to notes for the project vs. memorizing what he/she needs to do for an assessment.

4) The winter exam seemed to be much easier than previous years. Hard to know for sure because the exams do not come home so I did not see either. However, my child reported most kids in the class finished with over an hour to spare in the allotted testing time and that the teacher said all of her children got A's and B's.

[Anonymous]

First responder again..I don't think we have had any projects in Algebra 1..unless they are all done in school.

[Anonymous]

Urgh. I have a very math oriented child and have seen how 2.0 waters down the elementary level math (and also infuses an awful lot of language arts elements into math). I was hoping things would improve qt the middle school level.
I wish MCPS would understand that math is a fundamentally different discipline than reading/writing. Math is it's own language. Why is MCPS afraid or unwilling to teach it as such?

[Anonymous]

The horror of art based project in algebra? Is there any way to avoid that?

[Anonymous]

Anonymous wrote:The horror of art based project in algebra? Is there any way to avoid that?

Maybe wait to get upset until your child is actually assigned an art project in algebra?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The horror of art based project in algebra? Is there any way to avoid that?

Maybe wait to get upset until your child is actually assigned an art project in algebra?

Sadly, many of us with 4th graders are indeed experiencing art projects in math. Hard to believe but true. To imagine that these same oddities would be brewing in the 2.0 middle school level classes is reasonable. How long should we wait - until our kids are completely turned off to math?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The horror of art based project in algebra? Is there any way to avoid that?

Maybe wait to get upset until your child is actually assigned an art project in algebra?

Sadly, many of us with 4th graders are indeed experiencing art projects in math. Hard to believe but true. To imagine that these same oddities would be brewing in the 2.0 middle school level classes is reasonable. How long should we wait - until our kids are completely turned off to math?

Could you give an example or two of the art projects your fourth grader has done in math?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The horror of art based project in algebra? Is there any way to avoid that?

Maybe wait to get upset until your child is actually assigned an art project in algebra?

Sadly, many of us with 4th graders are indeed experiencing art projects in math. Hard to believe but true. To imagine that these same oddities would be brewing in the 2.0 middle school level classes is reasonable. How long should we wait - until our kids are completely turned off to math?

Could you give an example or two of the art projects your fourth grader has done in math?

NP. Coloring grid papers to show two digit multiplication.

[Anonymous]

Anonymous wrote:I'm a parent of a child who had the old curriculum and of a child taking Algebra 2.0 this year. This is what I have noticed and my older child has mentioned to be the biggest differences thus far:

1) My oldest is now taking Honors Algebra 2. It seems that some of the concepts from Algebra 2 have been pushed down to Algebra. Also, some of the concepts now being taught in Algebra were never taught to my child that is taking Algebra 2.

2) There is a greater demand for written language skills at the expense of focus on the fundamental math required to solve the problems. I don't think this necessary is going "deeper" into the subject. A child who is naturally gifted in writing and composition will find 2.0 Algebra easier but still might struggle in completing the actual math skills. A kid who can do the math application might struggle with the written language component required because alternative methods of checking for understanding (ie. verbal explanation by student) is not being tapped into as teachers do with the Elementary 2.0 curriculum.

3) Tons of projects in the new 2.0 Algebra. I don't remember my older child ever having projects in Algebra. Again, more project grades and less quiz/test grades are beneficial for the language arts type child but hides the fundamental weakness of basic Algebra math skills. The child can refer to notes for the project vs. memorizing what he/she needs to do for an assessment.

4) The winter exam seemed to be much easier than previous years. Hard to know for sure because the exams do not come home so I did not see either. However, my child reported most kids in the class finished with over an hour to spare in the allotted testing time and that the teacher said all of her children got A's and B's.

I am the OP. I wanted to write to thank you and the PP for taking the trouble to respond to my question. I am a little concerned about your child's experience - it sounds like the written work is at the expense of time spent actually doing Math problems. That troubles me.

[Anonymous]

Another example of how different schools are very different. No projects in our algebra class either..

[Anonymous]

Showing multiplication by coloring area models is not an art project. My 4th grader has used the area models. The colors allow him to see how to decompose the numbers so that he can do the mental multiplication. This is the same way that the old curriculum used different colors when multiplying by the ones place, the tens place, etc... The children do plenty of problems and are expected to get the answers correct. According to my son's teacher, there are more expectations in 4th grade math compared to the old curriculum. I have heard the same of Algebra (though my oldest isn't there yet). Try not to judge until your child is in the class and there is something to complain about.

[Anonymous]

I find this very interesting, although I don't have a child in algebra now. My 5th grader has been doing some extra word problems and he writes long, rambling explanations to show his work. For example, he will write i calculated the area of the circle by first multiplying the radius by the radius to square it and then multiply by 3.14, which is pi. Since there are multiple steps to explain, and since he is a slow typist, the process is very long and laborious--and it is repeated for each problem. I want him to save the words for explaining the overall setup, and then explain the calculation of the area of the circle by showing the formula for area and then showing his substitutions. He claims this is the way he has to do it. I'm going to check with his teacher to see if this is really a requirement--hopefully not, so she can show him a faster way to write up his answers.

[Anonymous]

Anonymous wrote:Another example of how different schools are very different. No projects in our algebra class either..

Our Middle School has assigned about 5 projects thus far that are weighted as much as a unit test. My concern about the projects is this. Algebra should be teaching the fundamental tools that all the other math courses (Geometry, Alg. 2, Precalculus, Calculus) build on. Sure the kids can demonstrate knowledge with the projects but they are not memorizing the steps needed to solve the problems. In a sense it's like using an open book test method to assess knowledge. If kids don't have the skills learned to the point they don't have to refer to a book to do the application, then how will they be successful as they move forward?

As a parent, it is also concerning that schools are not being consistent across the county in the application of the curriculum. Why is that? Is the county still writing the curriculum so the teachers have to be creative during the lag time to fill in why they wait for the curriculum to be given to them? Are different school serving as mini test pilots? Who knows, but thus far I am very disappointed in Algebra 2.0 and concerned that because this year's crop of kids were guinea pigs, there will be inconsistencies and gaps in skills across the county.