Magnet Functions

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can anyone share examples of the homework? What's a sample problem set like? How many sets/problems per week? Is quiz/exam prep an additional time load?
Is the time spent pondering problems, or doing heavy reading too?

My kid said it’s 9 a night, I think. He’s not in functions, thankfully.

Seems like this will prepare them well for college.

I think it’s excessive. In college you attend class for a few hours a day, and then have the rest of your time for course projects and homework. These kids are already in class for 7.5 hours a day. Three hours of Functions homework on top of that, not to mention work for their other classes, is a lot (to say the least).

Perhaps, but this class exists to challenge the very best and brightest. It's not meant to be a cakewalk.

The magnet teachers always emphasize the class is not for the very best and brightest and that it's more for those who have the interest and and are excited about putting in the time. If your child loves math I would stick with it because your child will come out better for having taken it.

Agreed.--'22 parent

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can anyone share examples of the homework? What's a sample problem set like? How many sets/problems per week? Is quiz/exam prep an additional time load?
Is the time spent pondering problems, or doing heavy reading too?

My kid said it’s 9 a night, I think. He’s not in functions, thankfully.

Seems like this will prepare them well for college.

I think it’s excessive. In college you attend class for a few hours a day, and then have the rest of your time for course projects and homework. These kids are already in class for 7.5 hours a day. Three hours of Functions homework on top of that, not to mention work for their other classes, is a lot (to say the least).

Perhaps, but this class exists to challenge the very best and brightest. It's not meant to be a cakewalk.

The magnet teachers always emphasize the class is not for the very best and brightest and that it's more for those who have the interest and and are excited about putting in the time. If your child loves math I would stick with it because your child will come out better for having taken it.

Agreed.--'22 parent

Disagree It's really for the best and brightest who want to put in the time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can anyone share examples of the homework? What's a sample problem set like? How many sets/problems per week? Is quiz/exam prep an additional time load?
Is the time spent pondering problems, or doing heavy reading too?

My kid said it’s 9 a night, I think. He’s not in functions, thankfully.

Seems like this will prepare them well for college.

I think it’s excessive. In college you attend class for a few hours a day, and then have the rest of your time for course projects and homework. These kids are already in class for 7.5 hours a day. Three hours of Functions homework on top of that, not to mention work for their other classes, is a lot (to say the least).

Perhaps, but this class exists to challenge the very best and brightest. It's not meant to be a cakewalk.

The magnet teachers always emphasize the class is not for the very best and brightest and that it's more for those who have the interest and and are excited about putting in the time. If your child loves math I would stick with it because your child will come out better for having taken it.

Agreed.--'22 parent

Disagree It's really for the best and brightest who want to put in the time.

Right, you are right and the staff who actually run the program are wrong. I get it.

[Anonymous]

Question for parents of former Functions students: does the homework level get more intense as the year progresses? My kid is doing okay in Functions, but we are trying to figure out if the time commitment will get progressively more demanding as the year progresses (for spring semester planning purposes) or will it remain approximately the same?

TIA!

[Anonymous]

Homework is similar but if memory serves the first few weeks is basically review. Soon they will start flying through new concepts with the same amount of homework.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can anyone share examples of the homework? What's a sample problem set like? How many sets/problems per week? Is quiz/exam prep an additional time load?
Is the time spent pondering problems, or doing heavy reading too?

My kid said it’s 9 a night, I think. He’s not in functions, thankfully.

Seems like this will prepare them well for college.

I think it’s excessive. In college you attend class for a few hours a day, and then have the rest of your time for course projects and homework. These kids are already in class for 7.5 hours a day. Three hours of Functions homework on top of that, not to mention work for their other classes, is a lot (to say the least).

Perhaps, but this class exists to challenge the very best and brightest. It's not meant to be a cakewalk.

The magnet teachers always emphasize the class is not for the very best and brightest and that it's more for those who have the interest and and are excited about putting in the time. If your child loves math I would stick with it because your child will come out better for having taken it.

Agreed.--'22 parent

Disagree It's really for the best and brightest who want to put in the time.

Right, you are right and the staff who actually run the program are wrong. I get it.

Sometimes people want to hide the truth.

[Anonymous]

Anonymous wrote:Do students at Poolesville also feel Functions requires considerably more homework than magnet Pre-cal? It seems to be a slightly different class.

I can tell you the Mag Analyis at Blair is 3 semesters, at Poolesville it is 4. The schools are not the same, they are similar. Blair is the original and Poolesville is the copy. Blair is harder.

[Anonymous]

Current Functions parent here of a first-time Blair student. It seems like there is an unnecessary emphasis on speed on the tests. My kid understands the concepts but needs a bit more time to finish without making any computational mistakes. Does anyone know the reason behind the emphasis on speed?

[Anonymous]

Anonymous wrote:Current Functions parent here of a first-time Blair student. It seems like there is an unnecessary emphasis on speed on the tests. My kid understands the concepts but needs a bit more time to finish without making any computational mistakes. Does anyone know the reason behind the emphasis on speed?

Bad teacher trying to show off is the only reason.

Don't let it discourage your kid from study and success. But if the unfair system hurts their grades, Precalculus is still a great class and your kid can take advantage of the calmer pace to spend more time studying other subjects or studying math on their own to prep for later classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Current Functions parent here of a first-time Blair student. It seems like there is an unnecessary emphasis on speed on the tests. My kid understands the concepts but needs a bit more time to finish without making any computational mistakes. Does anyone know the reason behind the emphasis on speed?

Bad teacher trying to show off is the only reason.

Don't let it discourage your kid from study and success. But if the unfair system hurts their grades, Precalculus is still a great class and your kid can take advantage of the calmer pace to spend more time studying other subjects or studying math on their own to prep for later classes.

Precalculus parent here - it still seems to be an enormous amount of work FWIW. My kid is acing it but is spending many hours on homework.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Current Functions parent here of a first-time Blair student. It seems like there is an unnecessary emphasis on speed on the tests. My kid understands the concepts but needs a bit more time to finish without making any computational mistakes. Does anyone know the reason behind the emphasis on speed?

Bad teacher trying to show off is the only reason.

Don't let it discourage your kid from study and success. But if the unfair system hurts their grades, Precalculus is still a great class and your kid can take advantage of the calmer pace to spend more time studying other subjects or studying math on their own to prep for later classes.

Precalculus parent here - it still seems to be an enormous amount of work FWIW. My kid is acing it but is spending many hours on homework.

Absolutely. And for almost every student, some students spend more hours and some spend fewer.
Every individual is different, and everyone should be in a class that is comfortable pace for their level of ability and interest. In a few years, what you learned as retained in your area of professional practice or hobby is what matters, not which classes you survived and how fast you competed them. Everyone at Blair Magnet is already covering more material than 99+% of the world.

[Anonymous]

Who is teaching Functions at Blair this year? And who taught last year?

[Anonymous]

It's a lot less complicated then people make it out to be.

Here's what Mr O says at the info session:
https://m.youtube.com/watch?v=z7tIVLmhbXM&t=270

8th grade Algebra -> 9th grade Geometry

8th grade Geometry -> 9th grade Precalculus (which includes Algebra 2, and condenses 4 semesters into 3 semesters)

8th grade Algebra 2 -> 9th grade Functions (which includes Algebra 2, and condensed the 4 semesters into 2 semesters)

For students who already deeply understand Algebra 2, a 1 year class to review Algebra 2 and then do Precalculus is not an Earth-shattering experience

Yes Precalculus and Functions are intensified and proof-based because it's SMACS. That's why you came to SMACS, because you want more intense STEM. Yes if you came to SMACS for Biology or robotics or maybe CS, even Precalculus may be more intense than you want or need.

Yes, if your kid did Honors Geometry in 8th grade (even at TPMS Magnet) and nothing else, Precalculus will be twice as much work / twice as fast as they are accustomed to. And Functions (not recommended for these students) will be even more so.

Yes, it's proof-based (like RSM and AoPS), so if your kid breezed through (or worse, struggled through) Honors Algebra 2 in middle school, but never went deeper in math team or RSM advanced track or AOPS, it will be more challenging than they are accustomed to.

If your kid came to SMACS for math, and did Geometry and Algebra 2 in middle school, with a proof-based problem-solving experience, like in math team or RSM or AoPS, then Functions is designed for you, and your family finally gets to stop paying for external math class, and you get a fully enriched math class at public school.


Yes, it's unfair that MCPS middle school doesn't offer what RSM and AoPS do. Yes, if you never saw that enriched proof-based stuff yet, it will rock your world when you see it in high school, and you will need more time (hours per week, and weeks in total) to learn how to learn math that way.

[Anonymous]

Anonymous wrote:Question for parents of former Functions students: does the homework level get more intense as the year progresses? My kid is doing okay in Functions, but we are trying to figure out if the time commitment will get progressively more demanding as the year progresses (for spring semester planning purposes) or will it remain approximately the same?

TIA!

I seem to recall that it got pretty intense in 2nd quarter. But, it's been a while.

[Anonymous]

Anonymous wrote:Current Functions parent here of a first-time Blair student. It seems like there is an unnecessary emphasis on speed on the tests. My kid understands the concepts but needs a bit more time to finish without making any computational mistakes. Does anyone know the reason behind the emphasis on speed?

If the teacher (name) sounds like a Star Trek character or a German adjective, talk to him. He (either of these) will work with student and/or explain. Both are fantastic teachers and vested in students' learning.
If teacher (name) sounds like a flower, talking won't help, but talk to him, so you can then document issues for Mr. O.