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class What is your homework? Grading homework Homework during classtime Happy? your peace!

Not really happy with this system. Completion rates

We met daily for 55 min. are low. Might consider trying to incorporate into

I assigned ~5 problems of increasing difficulty Check for completion. (Which connected to yes/no

grade, but I already feel that my school relies too

from the book as independent practice (in class or on yellow card as well as working toward a

Homework review varied. They one my students preferred was me heavily on "packet completion." I need a way to allow students to practice on their

Algebra 2 at home) due two schooldays later. It should have homework pass in my class.) Went over answers

projecting the problems on the board and one of them writing the own. Where's that magic button?

taken half hour max, but most of my students as class. Was not factored into final grade this

answers. I would work problems students had missed. I didn't like The junior/senior English teacher assigned weekly

tended to give up at the first difficulty. year.

this method as much because it took up to half the class period. homework and one student requested that I try that. I

just didn't figure out how that would look.

Some ideas I'm mulling over for next year (clearly

I won't do all of them):

binder w/all their homework. On any random day,

I can say "turn to the homework assigned on April

14th and copy down all your work and the

This is my biggest weakness. I don't have time to solution you have for problems 2 and 3." This

I chose the homework based on where we get with My class meets for 50 minutes, 4 times a week.

collect and grade (even selectively) all homework. way they are working for completeness and

the material, so it often gets modified at the end of I'm not happy with it. I'm not happy with the fact that I

So I walk around while the class is working on a correctness, and ask questions, because a

class. I enter class with an idea of what the I usually spend about 5-10 minutes going over homework, if the made homework 25% of their grade, but the way I

warm up problem, and check to see if a student homework problem might come up on this

homework will be, and sometimes I have to totally homework was routine. Sometimes we spend 10-20 minutes going graded homework was just for an attempt. It was an

has the homework and has attempted all homework quiz.

rewrite it at the end of class depending on where over homework, if the homework was too hard for them. artificial inflation of their true understanding.

problems. I give that student 3 pts. The student

we get to.

who has done less work gets less. The student (2) After students have checked their HW

When class starts, I project the solutions to the homework on the I think I should have had more expectations than just

who has done no work gets 0 pts. answers, have students spend a few minutes at

Algebra II Sometimes the homework is material I have come SmartBoard. (For textbook homework, I project only the even to attempt problems. Some students tried and in fact

the beginning of class talking with each other (in

up with, though sometimes (for drill work) I assign solutions because students are expected to check the odd did get away with doing the bare minimum. I'm also

On days when we have a lot to get through, or groups of 3) about homework problems they had

homework from the textbook. Most problems are solutions.) Students check their answers. Then I ask students for not happy with being at the board explaining the

when I'm feeling behind, I don't check homework. trouble with. Have some sort off way for them to

odd problems so students can check to see if they questions they'd like to go over. I write those numbers down on the homework, and I'd rather call students to the board to

be accountable for the discussion.

are getting the problems right. SmartBoard. When we have got a good number, we go over them. do it. But even though I do that occasionally, I feel too

Then I calculate their homework grade by: (# of pts

Usually it's me going over them at the board. If two questions are much time pressure to get through the

they earned)/(# of pts possible) (3) Provide tiered homework, wish some required

I intend most students to spend 20-30 minutes on similar enough, I work one of them and say the other one is solved lesson/curriculum to do that all the time.

basic problems, some required medium

homework. in exactly the same manner.

Homework counts for 25% of my students' grade. problems, and some optional challenge

problems.

thoroughly, to point out where students are not

showing enough work. To highlight my

expectations as to what is appropriate work and

what is not.

I used to think homework is a vital part of math,

but this year, in my lowest level Algebra 2 class I

did not give them homework during the fourth

marking period. I told them that they needed to

four points, based on how much effort they put into I dislike it. I can see the value in homework, but there

5 times a week for 40 minutes... I spend anywhere from 10 to 20 show me they could do it and if they could, then

PreCalculu a selection of 5 to 10 problems from the text... it

it... I just glance at it and make a judgement call...I

have them compare and discuss for a few minutes

minutes going over homework... I have the students review the

has to be a better way. Copying is a huge problem as

well as the time spent going over problems. The only

that person would have no homework. I would

should take the kids about a half hour homework and any questions they can't answer themselves, I go give them classtime to practice and then check it

s and then we review any unanswered questions...

over for them.

reason it works in this class is because in our school,

off when they were done. We were doing the

department policy is that it is 20% of total grade these are the advanced kids. They care.

hardest part of the course and the major

assessment scores rose! I am seriously

reconsidering the impact that homework has on

learning.

(disclaimer: don't know how successful this is, but I grade homework on completion and some extras.

here it is) After I know what the objective in the At the start of class I put answers on the overhead

class is, I look through the text to see if there are and they correct their own homework IN A

about 10 problems that nicely cover the obj in a DIFFERENT COLOR. I allow for questions.

alg 1 variety of difficulty levels. If there are not enough Hopefully, this takes 5 or so minutes. They sit in

I'm mostly happy. I'm not happy with their sloppily

I think hwk is necessary. You can't be a good

problems, I'll cobble together a worksheet from groups of 4-6 and pass their papers to one person "player" without practicing. The purpose of hwk is

through various sources that do what I want. Sometimes I'll in the group, and I collect it. Here's the hwk grade:

I've done the same method whether it was block or traditional. Now

I'm on block and we meet every other day for 1.5 hours. We go over

doing the homework the previous period on the day

it's due. I'm not happy that some students then toss

to make mistakes and think about concepts and

make the problems into a puzzle sheet, so that the 100% - mostly done, corrected, corrected in a hone your skills.

precalculu kids will have immediate feedback. I think the kids different color, title to indicate where problems

hwk for about 5-8 minutes at the beginning of class. their homework away when they get it back. I will

reflect on these things to try to "fix" them.

s spend 1/2 hour a night on hwk (or more likely slap were from, name, date. Ms. Cookie (math teacher mambo)

it together the day it's due). I think more than 10 I take off about 5% for every piece that's missing

problems or so belabors the point. If they're from this list.

practicing wrong, it's bad, and if they're practicing If it's late it's docked on a sliding scale.

right, it's enough. Homework is usually 25% of their total grade.

I assign from the textbook. However, I do not All homework is completed in a spiral notebook. I Once in awhile, I forget to check to see who has the The purpose of HW is to practice what is learned

choose evens, or odds. I assign problems that will put the answers on the white board, and while they Class meets for 42 minutes, HW is usually discussed in the first 15 HW completed. Also, I have caught kids trying to in class. I teach gifted and talented students, so

give them practice. I usually give two or three of are grading their own work, I make a note as to minutes. Once in awhile, it may take the entire period. Students pawn off previous homework as the current one. I my method works well for them. I also give a

geometry the type C (hardest) problems. My students spend who has the HW. Each assignment is worth 2 will also stop by before school to ask questions about HW. Once in am happy with my system, and do not like HW to be chapter syllabus with HW listed at the beginning

30 to 45 minutes on HW when assigned. (Three points. HW is no more than 15% of the grade. It awhile, students start on HW in class. a major part of the grade. (Quizzes can be redone, of each unit. If students miss one or two

or four times a week.) may be less. test grades are final) assignments, it doesn't hurt their grade.

We're on block schedule. So I teach 3 days a

week. They get homework after each class. The

My class meets 3 times a week because of block schedule. 1 hr

quickest kids actually finish it in class. I'll be I correct homework daily, but they have up until the It's worked OK for Algebra II. It would never work for

Algebra II honest... I haven't assigned any problems from the day of the chapter test to turn it in.

and 40 min each class. We rarely spend over 5 minutes going over

Algebra I . I have to collect theirs every day.

hw.

textbook all year. I've given them my own

worksheets.

Hon. Alg. 2 Worksheet. A couple minutes. Completion only. HW is 20% of their final grade.

every day, for 45 minutes. 10 minutes spent going over HW and

Hate it. Not sure how to improve it, though.

checking it. Kids ask questions about difficult problems.

Trig

Page 1

Homework should be additional individual

practice. It should not be graded right or wrong,

Block scheduling, we meet 3 times per week. Monday/Wednesday

but students should get feedback on whether or

for 1hr 35 min and Friday for 55 min.

not they are doing the mathematics correctly.

I don't necessarily think I'm successful with this

Homework is due either every other day or at least once per week. Not at all. I feel like the students don't get enough

method. I use the same problem bank as our test I provide students with the answers on the back of If it were my choice, I wouldn't grade homework

Spend about 10 minutes taking questions on homework on the "in feedback because I don't spend enough time in class

questions, using a program called ExamView. their homework and leave it up to them to check or even count it as credit.. It should be

between" days that it is due, then it is due the following class at the going over it. Nor do I have enough time to give

Change up the numbers, and make them all open their own work and ask questions for the ones they something that the students do if the need the

beginning of the period. Sometimes I forget though (because I don't individual feedback.

response problems. were unable to get on their own during class time. additional practice. If they are proficient, it won't

usually write it on the agenda...which I guess I should), so I go over

Algebra II homework questions at the beginning of the class. Students aren't accountable for their homework being

help them to do it 20 more times. And if they

It exposes them to the types of questions that's If its complete and on time, they get full credit. I don't understand it, it won't help if they do it 20

turned in. Partially my fault for being lazy and not

going to be asked on the tests, though it doesn't don't check if its right or wrong. If its incomplete, times wrong, or copy it from a friend to get the

If an assignment is assigned, I often give them about 15 minutes to grading them right away, but just not finding the time

really promote their understanding, but rather their they get it back (although I'm really bad at credit.

get started on the assignment and get initial questions out of the in class to be able to hold them and know who turned

ability recall a "process" on how to solve a specific checking this).

way. it in.

problem. But their test scores are higher now :X. However, how do you keep students accountable

for their own individual practice as needed

Students turn in homeworks to a box and I enter them into the

without overstretching your time to meet with

gradebook as I get the chance.

each one individually as they need time? I don't

know what I'm talking about.

Algebra 1 HOmework is given on a sheet (tons of copying) We meet 5 days for 56 minutes. We spend about 10 - 20 minutes

I glance at the homework. Homework is graded Homework is to see if students can apply what

(middle but it is only 4 questions: 1 standardized test

with a check - attempted, check minus - one or

going over homework. I glance at the homework (while they are

we did in class on their own without me. and to

question, 3 open response, 3 of the questions are doing bell work) and individually ask students to present their I "did" homework like this for about 6 weeks. It

school directly from classnotes and 1 is an extenstion

more not attempted, zero - not done. Homework

answers (we have a document camera) - Students who are asked worked pretty good.

see if they can make that big jump from "regular

grades are 10% of final grade. The bigger portion problems" to applying the concept of what we did

honor's problem. My students reported to spending 15

of their grades are projects, quizzes and tests.

to share work have correct and incorrect answers (good mistakes

to a new problem.

minutes to 1 hour on the work. made).

class)

My homework is a variety of questions at different I have 50 minute classes, and spend the first 10 minutes going over Homework is suggested practice in my classes.

Math C30 difficulty levels. It is practice. It also functions as questions from the homework. I am rigid about the 10 minutes. This

I am happy with my homework system. The onus is

Math is a lot like sports, some people don't need

When grading homework (which I very rarely do), on students to complete homework, and I am not

(Saskatche part of the pool of possible exam questions.

Students spend a varying amount of time on it,

it is a cursory glance to see if they attempted the

usually means 2 or 3 questions can be covered, so students must

choose wisely. Any further questions must be asked outside of

marking constantly. If a student does poorly on an

as much practice as others to be equally skilled.

Also like sports, I find that the ones who practice

practice problems. It is given credit under the assignment or a test, I only have to ask, "How much

wan, from very little (0-15min) (very good students and

assignments portion of the class.

instructional time. During class, I try to give 10-15 minutes of time to

practice did you do?" 19 times out of 20, the student

the most are the really gifted or the ones who

very poor students) to quite a bit (~1hr)(these are work at practice towards the end of class. If I miss 3 or 4 classes in know they are weak. The mediocre middle tends

Canada) the diligent workers in the class). a row, I may give a period to practice skills.

realizes that they didn't do very much homework.

to practice the least.

Gr.12

Advanced Homework tak-up is also my nemesis. In this class, I posted I want to work on assigning fewer drill-type

Functions solutions to the more basic knowledge-type questions that students

I want the time to be spent with students as the

problems and more problems that are rich and

were supposed to self-check and then come to me after school if challenge students to connect. I am also

(a problems were still there.

leaders. When I have tried this previously, time has

interested in checking out some on-line forum to

Homework is assigned mostly every night, usually become an issue. I am happy with the multiple

prerequisit from a textbook (now that we have one). I would

We are not allowed to evaluate homework as it is

seen as formative. I never collect it. It does not I spend approximately 20-30 minutes every day at the beginning of

representations aspect of my homework take-up

address homework but not quite sure how it will

work. I worry about having the time to check the

bet that students spend, on average, 45 minutes a because I can often ask more probing questions

e for night working on their homework.

factor into their final grade at all. class taking up some of the more complex problems from the

around the topic that perhaps weren't addressed in

correctness of posted work. Then I wonder if I

previous night's assignment. I usually have my laptop/lcd on so we could use a wiki and incoporate some sort of

Calculus/V can look at multiple representations

the problem itself. Also helps visual learners and all

evaulation like what I am seeing other teachers

students make deeper connections.

ectors in (graph/equation/table/etc.)quickly. It usually ends up being me do for on-line, end of year review tasks. Thanks

leading the conversation which I am not happy with. for bringing this issue to the forefront.

our

province) I work hard at the beginning to set up a culture of

responsibility for themselves. They are

responsible for making sure they understand, for

asking questions, for asking for more practice or

another example.

When we come into class, we check the answers Very happy. My goal is to get them to master the

together. I will solve a problem or two on the Class is an hour every day. skills. What we do between introduction day and test

A page of practice that goes along with the lesson

board that I have learned over the years is day is just practice and teaching to get them there.

of the day. A short page of review skill that keep

confusing. Other than that, I expect them to ask We spend about 10 minutes going over homework. I project the Homework is just a step in the path. I don't really

the skills fresh in their minds.

for clarification if a problem is wrong. answers, they check. Sometimes I collect the homework before care how they walked, or jumped, or skipped. All I

5th grade These are provide by the textbook company, but

going over it, because I want to see their performance. Usually the care about is that they get to the end of the path.

They "grade" their own. If it's wrong, they are homework I collect is for a brand new skill. I think that I shared all of this in the above

general I'm not always happy with them. I would like the

expected to take a minute right then to figure out Usually, we all get to the end of the path mostly responses. :)

time to try to come up with better practice. They

math probably spend 20 minutes a night on this.

why it was wrong. Usually it's a silly mistake. If I circle the problems that are wrong, give it back to them, and tell successful. When a student doesn't, I find time to go

not, they bookmark it to ask questions during our them to figure out why it was wrong. As I said, it's usually a silly back and work with them. By giving them practice

next work time. mistake. But if it's not, they rework it until it's right with help from homework, or meeting with them during lunch or

I do not assign it every night, but there is usually

me. I try to follow up with more practice problems so they can make stopping by their desk with a spontaneous practice

something.

I don't give any grades. I don't assess it. The final sure the skill got cemented. problem. So homework is not some separate

test/quiz is their grade. The homework is just them thing...it's just a different way to practice and learn.

figuring out how to do the skills. They know they

won't be graded on it. They know they won't be

penalized for getting it wrong. They know that the

whole point of the homework is to figure this math

stuff out. If they get it wrong, they know they

haven't mastered it and need to get help.

I grade for attempt. I give credit to wrong answers

Our class meets three times a week. We go over the one homework

and right answers alike. I just need a jump-off I'm happy. I'm tempted to make homework a larger

problem right after the opener. Then it's done. Homework review,

One problem per night. Back when I was point for discussion with my students. I give their percent of the class grade to compel more

next to disciplinary conflicts, has been the most efficient way I know

Algebra 1 ambitious, I would include a practice and a homework a stamp at the same time I give their

to waste classroom time and sink classroom morale. I could

completion but I'm really not certain that increasing

challenge problem. Nowadays it's just a practice. opener a stamp. One problem means I can have a homework completion will increase overall student

probably unpack that assertion over ten pages but for the sake of

brief conversation with each student about their achievement. I have a lot of doubt about that.

time I'll leave it there. Keep that stuff short, swift.

work without wasting class time.

Page 2

My class meets five days a week for 90 minutes each day. I spend

I collect it at random. I give the students one extra It is the best system I have used over the years, but it I think that homework should take very little time

I choose four to five problems from the textbook. 15 minutes daily going over homework. I normally ask them if they

credit point for completion. Since I grade on a is not perfect. Most of the students start out strong outside of class. If a student of mine spends

Algebra II My feeling is that if the assignment is very short,

point system, this ends up being very little extra

have any questions over the homework and if no one does, I move

completing the homework but taper off as the year more than 20 minutes on homework, I tell them

they should be embarassed not to complete it. on to the next lesson. It is the student's responsibility to ask

credit, but they have not figured that out yet. progresses. to stop working.

questions.

In mathematics, homework is everything. If you

don't use it, you lose it. So there is some

advantage to repetitious problem-solving.

However, over an entire semester, it can get

We have workbooks that are too long with too

For my Math Review students who are college really old. Therefore, a more "targeted"

many problems. I choose specific kinds of

freshmen, homework is only about 10-15% of their approach, I believe, will allow me to measure

problems for students to work before the next

grade. I do collect it. I do grade it. However, I am I have students only two 50-minute "hours" a week with one hour of I have not been happy assigning many, many pages mastery, but also dig deeper when I find that

class. I don't really know how much time my

changing my method this fall. "office hours". However, my students have several hours a week of of homework and then having to grade it. It is mastery has not occurred. I can go slower with

students spend on their homework.

Math Suggestion: the "exit card" I mentioned above will

laboratory time when they can work one-on-one with a tutor. I

spend approximately 20 minutes of every class period on

tedious and I'm not sure it demonstrates anything certain students and faster with others until I hit

except my endurance and their persistence. I want that place where everyone grinds to a screeching

Suggestion: Pick HW problems strategically. Do

Review not assign too many problems. Work several in

be graded. However, if the student does not "homework" and approximately 20 minutes of every class period to make my HW more "targeted", and I'm working on halt. This happened last fall. I got though 5

demonstrate mastery, then I will have them show presenting the next concept being reviewed. Five minutes getting that plan now (during summer) when I can try out workbooks (there are 10 total) before every

class. Have students create an "exit card" with

me their homework and make suggestions for the set up and ready to go; five minutes of closure. some different schemes. student began to have serious problems. We

one problem each day that demonstrates whether

kinds of problems they need to focus on with their only reviewed two more workbooks before the

they have mastered a specific kind of problem or

tutor. end of the semester, but the last six weeks were

concept.

Workbooks 6 and 7 (factoring,

multiplying/dividing polynomials). That was last

year's Armageddon. I'm curious to see how far

we get this coming fall.

take some from a textbook, but mostly they are my

own. It's a lot more work, but I am able to tie the

homework to what I want to teach with laser

precision. Also my students don't use a textbook,

I used to think homework should challenge all

which is a story for another place and time. I very very seldom actually grade homework; only

students and extend the lesson, but I've come to

if it's an interesting assignment and I need more

At the beginning of class, students receive the answers to the see it more as an opportunity for individual

I give students a sheet of questions at the end of information about what they know. I rely on

required questions from last nights homework. They check these This system is a huge improvement over my previous practice and review, though it can still be a great

most classes. Some of these are marked as quizzes for assessment, mainly. However, at the

over and talk to their friends for help if they don't understand where system of spending every class going over way to give advanced students something

required, but most are not. Aside from the beginning of class I walk around the room and

they went wrong while I am checking everyone's homework. If assignments only half the class understood. I think it meatier to chew on. I don't think homework

required questions, they have to do a certain check that students have done enough problems.

there are some common misunderstandings, I may address them works well provided you are comfortable with rather should be a huge part of as student's grade as

number of additional problems of their own choice. This is also an incentive to come to class on time,

Algebra The questions are grouped by difficulty so students otherwise they'll miss this check and won't receive

before starting the lesson, but I refuse to let this homework shallow homework assignments that you won't need they need a safe place to make mistakes as they

check/review process take more than fifteen minutes. My class to reveiw. The only problem is that it is quite a bit of learn, but it does need to count for something, if

choose the problems that are appropriate for them. credit for their homework. This, along with any

meets for 45 minutes, just four times a week, so I really can't spare work, but once I have been doing this for a year, I only to motivate them to try it. My only truly

Fewer students choose the hard problems than I'd actual homework grades, counts for 10% of their

it. Students can to come to me during lunch or free periods if they should have a library of questions I can reuse instead passionate feeling about homework is that if

like, but enough do that it's worthwhile. The idea homework grade. (I used to have homework count

need to go over it more, but I really encourage them to help each of "reinventing the wheel" every day. you're going to assign it, it should be worthwhile

is actually to leave a good chunk of questions as 60% of their grade! I'm a recent convert. In

other first. to the student to do it. This is rarely

undone to come back to when its time for review. classes where the problems are more in depth, I

accomplished by textbook problems, in my

have homework count for more.)

experience!

I usually aim for students to spend between fifteen

and twenty minutes on homework, but I think I

overshoot often and the average around thirty.

Partly, this is their fault though; the number of

questions they must do beyond the required problems is determined by their behavior in class. I write the ideal number on the board at the beginning of class and raise and lower it depending on how well-behaved they are.

Much happier with current system than old one (daily

collected M, W, F, with a few exceptions. We

hw review, checking HW in class). Problems: getting

review it in class before collecting it, and I try to They need practice! And some challenge. Little

Textbook: reading section, 5 - 10 practice new 5 times a week, 47 minutes. HW review at most 3 days a week, them graded and returned in timely manner, HW

Alg II/Trig stuff, ~5 review

scan and post answer keys on my website.

often just twice a week. Roughly 20 minutes each time. copying, students not completing HW. Not sure how

math was learned without pounding a head

Students help me grade them during lunch (for against a wall for an extended period.

to get students to improve skills like

which they get "service credit"), checking them for

neatness/organization.

completeness and accuracy.

One class uses a conventional text book and the

other uses a book written by two math department

members. The thing that works is that students

have answers for the problems assigned and are

required to do the homework, check the homework

and come to class already knowing what they I am thrilled this this system. I also collect hw much

see above

don't understand. The burden is on them to figure meet 200 minutes a week/4 classes total, one is a long block. more in the beginning of the year and less so as they

out what they need help with. I do check to make spend the first few minutes going over HW questions anywhere get into the habit. Any homework I collect has alreay

Geometry, sure they have done and checked each

grades of 0-3. Most get a 3, some a 2, 1 if horrible

from 30 minutes to none at all if everyone is all set. been corrected by the students.

to practice what they have learned

and 0 if not done at all. If it is completed late to help them assess if they know what they are

assignment, but it is not a culture of me correcting

Alg II homework to give credit for correct answers. They

(except for absence) they can earn up to 2 pts.

I ask kids to let me know what they have questions on and put them Those who use the geometry workbook never pass in

expected to know

Not graded on how correct it is, but on if they have

get credit for doing the HW and checking it. This on my document viewer. homework, I walk around and look at what they have

completed and checked it.

works really well with my students, who for the done at the start of class.

most part of academically inclined (independent

school). This is a new job for me and the first year

I have used this method. Having taught for 26

years, I can say this method really works! Th kids

spend 30-45 minutes on HW.

Page 3

I was very happy with the methods of randomization

Homework is 10% of final grade, tests / quizzes / Homework is important, but not the end all be all.

for collection and choosing. If forced the learners to

finals combines are 75 % of final grade, and It is a method for the learners to practice, but

be at the top of their game, because every

projects, in class work is the other 15%. We meet alternating days for 1.5 hours. 25 minutes going over other methods can be used as well. The more the

assignment could be collected, and every person

homework, 25 - 35 minutes on lesson for new assignment. learners feel part of the class, then the more

Textbook could be chosen. If the dice selected you, you did

Grading homework is by completion, we go over likely they will do practice on their own.

I try for 15 to 25 minutes of problems, with the not have the option of saying no. You could not claim

all questions in class and answers are provided We go over every problem asked, usually by asking a classmate to

ones I assign the hardest problems in the book. 5- the teacher was picking on you. (of course, iep's and

either through the book or on the board. come up to the board and do the problem. Learners are selected I never called it "homework", I called it

Algebra II 7 problems.

through a dice roll, row first, position in row second if there are no

other accommodations are made when legally

"Assignments" and this year I will call it

necessary.)

Homework is collected on a random basis. A dice volunteers. "Practice". That better describes the purpose and

The learners will need to do more problems to do

roll for odd / even, where one learner selects odds intent of the assignment.

these, but how many more is up to them. Homework became not a burden, but something to

or evens, and a different learner selects evens I rarely go over problems myself, because I know how to do the

do because everyone could be chosen. Very few

collect or odds collect. If the dice say the problems, the learners need to work them. I will also require a writing element to every

learners never did their assignments, and every

assignment is not collected, then the grade is left Practice I put on the board just to reinforce the

learner was at the screen doing problems throughout

blank in the gradebook. idea of thinking instead of just doing.

the year.

the problems on the board at the beginning of There are things I like and dislike about both

I tried two different systems over the course of this

class. Everyone was given a red pen to grade and systems. I'm trying to come up with a good way to

past year (my first). In both cases, I created the

correct their own work. The grading system combine them for next year.

assignments since I don't have access to a

rewarded students for correctly fixing their 1. It was consistent and clear. The students knew

traditional textbook.

mistakes: 3 points for getting a problem right, 2 what was expected and the routine was helpful. They

1. I created a worksheet with 5-10 practice

points for getting it wrong and correcting it, 1 point enjoyed being able to write their answers on the

problems directly related to what had been most

for getting it wrong and not fixing it, 1 point for not board, and they could quickly tell how well they had

recently studied in class. I deliberately tried to We're on a modified block schedule. Each week, my class meets for

doing it before class but copying it down from the done on the assignment. By walking around and

keep assignments short in the hopes of convincing three 55 minute periods and one 102 minute period.

board. Then I would glance over the papers, check glancing at their work, I could also get a quick feel for

more students to do them. Most problems were 1. In this system, it usually took 4-7 minutes to go over homework,

for accuracy, add up the points, and record their which problems they'd gotten and which they hadn't.

straightforward and similar to examples, but the depending on the number of problems and how many questions my

scores. What I didn't like about it... it didn't engage them.

Algebra 1 assignments also all contained an optional

2. I graded all the assignments. This was a lot

students had. Once the problems were on the board, I would give

Homework completion was fairly low. Some students

challenge problem that pushed to a higher level. them time to check their work and answer any questions that they

more time consuming, especially since some refused to even copy down answers from the board

2. For the last unit of the year, I tried something a had.

students took full advantage of the chance to earn in class, so I was still giving out zeroes while offering

little different. I created three different levels of 2. In this system, we didn't go over the homework during class at

extra credit by completing additional assignments. them free points. Also, since I consistently kept the

practice problems - 10 easy, 5 medium, or 3 hard. I all. I graded it and handed papers back as I got them graded.

I did check for accuracy, giving both a completion problems fairly low level, it didn't challenge any of my

let the students choose which level they wanted to

grade and an accuracy grade. higher-achieving students. They got used to not

do, and allowed them to do more than one

being challenged, and then when offered a

assignment if they wanted to. The assignments

Homework isn't a set percentage of their final challenge, couldn't figure out how to handle it. Finally,

were still fairly short, but it allowed for more

grade - I use a point system for each assignment. because I kept assignments short, some students

flexibility in terms of the students finding a level of

For each unit, homework probably adds up to 100- really did not get as much practice as they needed.

problem that fit their skill level.

150 points, tests are usually 100 points, projects 2. This system had a LOT of paperwork. Since I have computers and a printer in my classroom, I just had students print ou

are 100 points, plus you have other stuff thrown in there too.

During the first few minutes of class, while

students are copying the assignment for the

current night, checking answers to problems

(which I will post, if not from a book, or give a

handout for), or putting their problems on the

board, I walk around class checking homework. I

give a check for fully completed, a check minus if

they are missing even one problem or a few

problems aren't fully worked out and a zero if no

work is shown, only partially complete or not done.

Yes. I have been teaching 15 years students of

various levels, various demographics and all courses

I usually make up my own assignments. I draw I only check homework sporadically, depending on

from weak Algebra I to AP Calc. (By the way, I use a

Algebra II from various textbooks and my own brain. In

particular, I usually use real data for modelling

the class. I check more frequently at the

beginning of the year than at the end. I check less

We meet for 4/5 days for 50 minutes. Amount of time going over very different method for grading AP Stat and Comp

homework depends. Anywhere from 5 to 20 minutes. Sci homework).

A problems and self-created problems for other often for honors classes.

applications.

I have tried various systems over the years and this

I count homework from between 5 - 10% of the

works best. I get the most homework participation.

grade (less for honors classes, more for less able

classes). I probably check 10 homework

assignments per quarter. If I check more, like 15,

sometimes I'll drop one homework. On average,

the quarter grade drops a point for every

homework missed.

shows it to me later that day or the following day,

I'll give part credit (check minus).

HW is somewhat of a means of conveying to

I assign HW generally in a repeat-and-review parents a seriousness about the material at my

Somewhat. My kids are abnormally good about their

format. Students repeat a range of problems I pick it up, give it a score out of 3 points. Points school. Negatively, students who easily can

HW, though I'd give my overall system a C rating. I'm

related to the work we did in class and do 5-10 are lost for missing process, headings, or complete their HW tend not to need it, and those

5 times. 45 minutes each. We often spend 5 minutes reviewing HW not happy about the lack of structure to the HW

Algebra 1 review problems. Textbook. 15-20 minutes. (I sloppyness. It is not graded for accuracy - though

problems. system and I think it's missing some pizazz. I'd like

who can't may struggle and give up. Yet,

teach a 45 minute middle school classes, most of checking answers is highly encouraged. It positively some amount of struggle is important.

the HW to fit in better with the classwork this coming

my kids have a period set aside for their HW at represents 30% of student's grade. I'm intrigued by simplified, 1 to 2 problem HW

year.

school) assignments. I may have to experiment with

them next year.

Everyday I check the homework (3 or 4 students

Usually from the textbook. help me in turn doing that, a student checks the I tried to establish a help communication line with

I've 4 hours a week and I alternate geometry and homework of 6-7 mates then tells me and shows I teach math & science (Italy's middle school - kids 11 to 14 years them via gmail. It has begun to work only in the

grade 6-7 arithmetics so the kids usually dont'have me his own) old). 4 hours math & 2 hours science a week, some double After a year I could say I'm happy with 6 grade last weeks, and I hope I've the same kids next

geometry& homework for the next day but, for example, from Then I ask if they had any difficulty in doing them periodes, so I usually see them 4 or 5 days a week. because they were fast learners but I should have year to improve the system.

monday to wednesday. and I correct the difficult ones with the class. Checking and correcting homework could take from 10 minuts to given more homework to the 7 graders. The purpose in homework is to consolidate the

arithmetics I calculate about 15-20 minutes/night for the 6 Sometimes I collect and grade them but they count the whole lesson if they have problems in understanding them things they learned, to exercise the abilites, gain

graders and up to 30 min for the 7 graders as one third of a written test (I usually do 4 to 6 speed and self assurance.

written and 1 to 2 oral tests in 4 months)

Page 4

Every day I do a completion check; students circle

or highlight the problems they had trouble with so I

In general. Because my students aren't likely to

can see at a glance, and if there are enough

complete homework if it isn't easily manageable, I

students struggling with the same one, I will

find ways for them to get most of their independent

I pull the most relevant problems (aligned to the address it in class. Otherwise, I post the answer 5 days a week; 63 minutes per class. We never spend more than 10

practice during class time. I need to do a better job of

practice we did in class, and scaffolded from most key (a day or two behind) and then collect the minutes going over homework, and that happens probably once or

continuously spiraling review problems on the

similar to more challenging) from multiple packet on quiz day. At that point I spot grade for twice a week. When I've given an assignment that I anticipate will

homework; sometimes I use one or two problems to

textbooks and resources and arrange them on a correctness (if a student misses one or two, they'll raise questions, I'll add space on the next day's Do Now (silent

preview the next day's lesson and generally have

worksheet-- usually about 10 problems per lesson. get an A, three or four, a B, etc.) and assign a warmup) for students to ask specific questions, and as we go over

good results so I need to consistently do that as well.

Geometry The worksheets are stapled into a packet that grade that is primarily correctness but also a few it, other student will chime in to help (but not give the answer).

My more struggling students would certainly benefit

have about a week's worth of work (the time from points based on whether or not the homework was Students are encouraged to see me outside of class, to work with

from more problems, and because I teach at a

one short quiz to another). The homework can completed every day I checked. This way students their classmates, and to check the answer key-- I tell them I have no

college prep school in an area where high school

generally be completed in half an hour or less. It aren't harshly penalized for having a busy day and problem with them turning in perfect homework every time as long

graduation rates are below 48%, I think part of my

sometimes incorporates review or preview missing one night of homework, but there is also as they gave it a good faith effort and then checked their work and

goal with homework should be to prepare students

problems as well. incentive to keep up with the homework (and it is understood their mistakes.

for the rigor and quantity of homework they will have

usually too much to do all in one night anyway). As

to do in college-- which is way more intense than

a result, students receive a homework grade once

what I ask right now.

a week on average, and all of these homework

grades are worth 15% of the quarter grade

Algebra 2 and above, it's unavoidable. The

curriculum is so packed that there isn't enough

time for adequate practice in class. I have

It's usually from the textbook, unless the topic is considered various not-too-painful ways to collect

not in the textbook, then it's a worksheet I make up and grade it more often, but nothing has stuck

or copy from someone else. I decide all the I usually just check it for completeness. I'm happy in that the students who consistently do it yet. For example, I could issue each student a

Algebra 2 homework assignments while planning the unit Occasionally (every 2 weeks or so?) I let them

My classes meet every day for 43 minutes. Usually I project

seem to perform better overall. I think the practice is bound homework workbook where they should

answers on the screen as I am walking around and checking. I

or and give the students a calendar that shows the know ahead of time that I will collect it, and I

assignment for every day of the unit. I try to assign collect and grade it. (Usually only for worksheets.

encourage them to ask their neighbor if they missed one and don't

worthwhile. I am unhappy because there's no way to write all their assignments, and collect them

know if a student did her own work. Also my system every 1-2 weeks. I have considered daily quizzes

know why. (Honors students seemed more inclined to do that.) Then

Precalculu a variety of problems that attack the concept from Grading free-form work ripped out of notebooks is

I only do a dramatic performance of a problem if they ask me. It

relies on them checking their own work and figuring to assess whether they did their homework and

different directions. It shouldn't take a kid more too annoying.) I count all this for only 10% of their out their own misconceptions instead of (I think) a how much they understood, but it seems unfair to

s than 15-20 minutes. I think a few make a sincere grade.

takes anywhere from 2-10 minutes.

higher quality, more helpful interaction with me. do so before offering them assistance with what

effort every night, a few don't even pretend they they had trouble with.

tried, and a fair number copy their assignments.

It would be easier to convince me that homework

is unnecessary for Algebra 1 and Geometry. But I

still give it to them, too. It seems like far less of

them actually do it, though.

Not happy at all with the homework system. Students be Homework as Preparation for Class

were to dependent on me to show them how to do Discussions. I plan to spend a LOT more time in

the problems and always would say, "It looks so easy class having students work problems and a LOT

when you do it." They say that because the hardest less time with me at the board. I'm studying

At the beginning of the year I checked for

I choose the most interesting problems from a thing about hard problems is figuring out how to start. Philips Exeter's Harkness Method as a way to

completion and only about half the class was really We meet for 45 minutes on Monday, then 1.5 hours two other times

AP pretty standard text. I think my kids spent between

5 minutes and 2 hours on homework, depending

doing their HW. So I then started collecting and during the week. I usually spent about 20 minutes talking about the

And I think watch ME do problems is one of the worst

ways to teach that skill. I also am a very slow grader

help me see teaching in a different way. I think

that looking at class as student-lead discussion

grading for right and wrong using a grading scale homework. I would do the problems on the board based on student

Physics on the kid and their commitment to learning the

that allowed them to get about 10% wrong and still questions.

(two toddlers at home) so I would let the HW pile up will help create a more meaningful homework

stuff. and then just whip through a pile and give everyone experience. Also, I don't plan on grading HW at

get 100%.

really high grades. Quarter grades seemed to be all. You have to do the HW to learn the stuff we're

boosted by at least 5% from HW, which seems like trying to learn so you'd better do it.

too much given then some of those kids were really

not putting much effort into that HW. Hit me on twitter if you need more Sam. Sorry it

took me so long. --welikesnow

I collect it about twice a week. We grade it in class We meet 5 days for 45 minutes. We spend about 10 going over independent time to practice what we learned in

Usually practice problems from the textbook. I Overall, yes. It is still a lot of work and assignments

Algebra think they spend about 20 minutes a night.

first. On the days I don't collect it I give them 10 homework. I read out the answers first and then if there are

tend to pile up on my desk.

class. I don't give endless drills but a few of each

points for having the completed assignment. questions they ask at the end. type so they know and I know if they understand

how to do the problem.

textbook, no collecting, graded on effort, grade

between 0 to 3, walk around room and see what

they did, if they tried every problem=3, if kid

4 times - 3 times for 45 minutes and 1 time for 60 minutes

doesn't do it can turn it in later for a max of 2.5,

we go over hmw for about 15 minutes most day (but can range from

they have all the answers, we only discuss the

5 to 30)

ones they had difficulty with - at midterm and end

we list on the board which problems gave them difficulties then we

textbook, nightly, 45 minutes of term I figure out their hmw average which

only attach a handful of them - the one most commonly asked about

AB every two weeks, a Problems Set with 6 tougher weighs 10% - for most it is a boost, but there are

- if the student still needs help it is up to him/her to seek out extra

YES - it works for me and it works in most of my

long answer problems to do on top of their nightly always a few in which heir hmw average is lower class - although I do not have Problems Sets for the practice, practice, practice

help outside of classtime

Calculus assignments, maybe I give them two nights off of than their quiz/test average - I do not believe in younger students.

the textbook to work on the Problem Set grading hmw b/c it should be a time for practice

For Problem Sets I grade like a test and write on the work they

not perfection - they should be allowed to make

handed in - I do not go over it unless I see a theme I want to

mistakes in their hmw

address to entire class - otherwise, they are more than welcome to

come see meoutside of classtime about what they got incorrect

Problems Sets are collected every other week and

are graded like a quiz or test - they count 20%

towards overall average

Page 5

I walk around the class and check homework 2-3

Overall, I'm pretty happy with my system. I like to put

times per week while the students are engaged in

the responsibility on the students to self-evaluate

I usually choose homework questions from the some other activity. I just ask them to take out

Algebra - textbook that directly relate to the topic covered in their homework and put in on a corner of the desk

We have 75 minutes classes, 5 days a week for 18 weeks. I don't how well they are understanding the material and I

usually go over homework. I expect the students to check their feel that my system does that. It is a bit tedious to

9th Grade class and sometimes lead into the topic for the

next day. We have 75 minute periods, so I usually

so I can see it. I do not include homework

completion as part of their grade, but I don't tell

answers in the back of the book and come in for extra help in the walk around the class and check that the homework

morning if they were having difficulty getting the correct answers. is complete, but it saves me collecting it and having

(I teach in give them the last 15 minutes in class to start the them that and nobody has ever asked if it counts

Sometimes there will be a question that many students had trouble to go through mounds of paper later on. I don't check

homework, and then I expect them to spend or not. I keep a checklist for each unit, and if a

Canada) approx. 15 minutes at home. student has not completed their homework 3 times

with and we will go over this one together in class. the homework with my older students - I just tell them

that I will be able to tell if they are not doing their

during the unit they are assigned a detention at

homework by their grades.

lunch to complete it.

I was very unhappy with the old way of doing

The old way was graded based on completion. I homework. I felt that taking class time going over

rarely would collect homework, but would go over work that many students didn't do took away from I still can't pin down what the purpose of

I used to do problems from the textbook and/or answers in class and stamp calendars based on new instruction and began to create a terrible cycle of homework should be. I like the idea of students

practice workbook. Most kids would spend completion. Calendars would be collected at the wasting class time. The kids who didn't do being able to have some choice on what they

anywhere from 15-60 minutes on homework. end of the 6 week period and grade was assigned Class meets 5 days/week for 94 minutes. Old way would take at homework were not engaged during this time. Some would like to do. I am currently working on

based on the number of "completed" assignments. least 15 minutes per period. I would go over answers and then work didn't need the practice and it was a waste of their prescribing tasks students need to do based on

Algebra 1 This year I started doing something different and HW was no more than 10% of grade. any problems that students had trouble with. time as well. System was too tight...one size fits all how the do on a common formative assessment.

we called it "After School Learning." I gave doesn't work for HW. Once the tasks are completed, then the student

students a list of approved activities ranging from With After School Learning, I would allow students ASL takes 20 minutes once every two weeks. can re-assess. This way the homework a

basic skills practice to creating a GeoGebra to share their accomplishments with their groups I was a bit happier with ASL, but not much. Some student does is tied to their grade, but it is

worksheet to help explain a concept. and they would receive a grade based on the log kids just jumped through the hoops, but some really indirect. The homework becomes the way a

they kept and had their parents sign. Still no more took the opportunity to stretch themselves and try student shows that they are ready to re-assess.

than 10% of grade. some things that they would have never been able to

do. System was too loose.

If we are doing meaningful assignments and

I am starting my first year of teaching so I don't practice in class, is homework necessary? If we

At my school, they tell us how much homework is

have any experience to fall back on besides Since I would only be assigning 2-3 problems per night I would are formativeley assessing each concept a

worth as opposed to tests and the final. As far as As I said before, I haven't used this system, just one I

None student teaching. What I've read is an idea I'd like

grading, I think I would check for completion and

definitely go over each problem. Hopefully within 10 minutes or less.

would be interested in trying.

student masters, then what is the point of

to try. Assign 2-3 problems each night where it is My class will meet daily for 50 minutes. homework? Also, if we do give homework, maybe

then work the problems in class.

embarassing too NOT finish the work. it should look like standardized tests in order to

prepare them for testing.

In my class, homework is an opportunity for

students to practice the material on their own,

much as on the quizzes and exams they will be

"on their own." I limit myself to 10 problems, I

choose each carefully according to what I have

observed/recorded over the years as difficult

concepts for students combined with some

Homework is collected & scored by completeness. Classes meet every other day for 100 mintues. I spend the first 15

"easy" practice to maintain basic skills.

(It is expected that all solutions are correct minutes going over homework. I am happy with my current homework system.

because of how I handle HW during classtime). When students enter they begin a warm up exercise that is Students seem to think it is fair, but sometimes

Some of the warm up problems often reflect the

I choose 10 problems from the textbook. Most Homework is 15% of the overall grade. It is scored projected via LCD or written on the boards. Before students enter I complain that the problems are "too hard." I would

Algebra 2 students spend 15-30 minutes on the homework. +5 (complete) +3 (missing 1 or 2 problems) or +1 write "homework questions" on the board, followed by "page like to streamline the grading process, I prefer to

homework questions that students typically have

questions about. If they ask me to explain a

(missing 3 or more problems). #/problem#s." During the warm up time (first 5-7 minutes) students focus my grading time on quizzes & other progress

problem that is parallel/similar to a warm up

Students may resubmit a +1 to raise their grade to write page/problem #'s on the board if they have questions on the monitoring assessments completed in class.

question, I will present the warm up solution and

+3. problems.

let them retry their homework problem.

if they were not able to complete it. I want them

to take my explanation of a similar problem and

apply it themselves, so I give them this extra

time.

Homework is important as a formative

assessment to gauge whether students are ready

to progress on to more difficult "authentic"

problems. The class should not be about

homework, but the HW should prep the students

Neither grade it nor collect it, but give roughly-

to do what the class *is* about (which IMO is

weekly quizzes that come verbatim from the

problem-solving).

assigned list. I include the exercise number on the

quiz problem to assure students that the HW had I feel like I'm doing my part and making it simple for

This summer I am going with no quizzes at all

been assigned. There are 12 of these quizzes @ students to do homework, and providing incentives

Calculus Assign exercises from the textbook. Impossible to 20 points each; I count the maximum score as 4 times a week @ 50 minutes. I spend almost no time going over for doing so. But I'm not happy with the system,

and instead giving take-home assessments worth

about double what a quiz would normally be, and

(college gauge the average amount students spend per

night on this, because it varies greatly from

being 220, so students can miss up to 20 points on

these quizzes before having any negative effect on

homework, as this is considered best left for office hours. (Again, I

teach college.) In my summer class this term I do set aside 10

because despite all the incentives, students still don't

do the homework. They ignore the HW, do terribly on

these include basic mechanics problems as well

as more advanced problems. I give students a

level, first student to student and among all students their grade. An average score of 18 is therefore a minutes per class for homework because office hours are hard to quizzes, and then give up. My system in that sense

list of exercises and expound on why they need

according to the proximity of the next assessment. "perfect" score, allowing students to make some come by due to the unusual scheduling. does not really work.

semester) limited mistakes. (These are formative

to do them, and on the take-home assessments I

give suggestions for working certain exercises

assessments, and I explain to students what that See below for possible changes.

from the book before trying one of the

means.) Students who score above 18 on average

assessment problems. That's working pretty well

end up with extra credit. Quizzes count for about

so far.

20% of the grade total.

A colleague and I are also going to experiment

with WebWorks, an online homework system,

this fall to see if it might get students working

more stuff.

Page 6

Typically i do the following:

list of assignments from the text (I use Geometry

by Lang/Murrow). I label them "Recommended" We have a partial block schedule. 3 normal classes of 45 minutes The homework I describe is for my Geometry

and "Suggested." The recommended problems are and 1 block day of 80 minutes. On a great day, it should appear to classes where I want the students to do more

the ones I tell the students are the minimum they the students that we spend the entire period on homework. Let me thinking. Homework, in my mind, is a way of

should be able to do if they understand the topic, explain. extending the work we do in class, but in a

the suggested are if they want extra practice. I do meaningful way, thus the emphasis on answering

not "require" any problems. When students come in with their "3 questions" I ask them to post metacognitive questions rather than just drill and

questions they have generated as part of the assignment on the practice. I reserve the D&P type homework for

For actual homework however I will usually tell board. I will reserve another part of the board to put up to 3 More or less. This year I strayed from this for a specific students who need it and only as

I assess for completion. Did they answer the

Geometry them "Problems section 4.3" They are then to do

questions I asked in a reasonable way. In addition

problems. I usually ask some volunteers to work the problems on a number of reasons and found less buy in than during appropriate. Additionally, I do something

as many or as few problems as the feel necessary. side board, and I generally only refer to them if there are significant the years where I did it faithfully, so I will return to it completely different in my AP Calculus BC class.

Reg/Honor Helping students realize that some practice is

there is a classtime component I will describe in

errors or one of them hit an important idea I felt was relevant. next year. Coming up with ways of helping the In that class it is a problem-based class. The

the next question. Homework is rarely more than

s necessary is part of my goal, along with deciding

20% of my grade, typcially 10-15%.

students create questions is difficult, but we do a lot primary textbook we use is a book of roughly 400

what is reasonable to be doing. What they turn in Otherwise we start addressing the questions that were raised. Often of modeling and sharing to help. problems - many borrowed from the Phillips

though are the answers to 3 questions: I toss the questions back out to the students. Some questions I give Exeter Academy curriculum - that we work

1. "What did you learn?" They can refer to definitive answers to, but not all. On the great days the questions through during the year. In this class doing the

whatever occurred in class the day before that posted - often the what if's - lead us directly into what I had intended problems is essential because they are the

resonated or something that they finally to cover with them, so it looks to them as if we spent the entire curriculum.

understood while reviewing their notes or doing period just answering their homework questions. I have found that it

problems. gives them a lot of ownership, and the questions they come up with Great survey by the way! I can't wait to see the

2. "What specific question(s) do you still have?" get better and better. results.

They must make the questions specific and not of

the "How do you do #13?" variety. If they say they can't think of a question, I tell them to come up with a "What if...?" type question. Asking questions is a huge part of what I teach.

3. "What specific problem did you have?" This is reserved for the nights when their are problems involved (I also give assignments with just reading or other activities.). Here is where they can identify the one problem that they just could not get. They

Fridays. However, I am always checking to see

who did or did not complete a nightly assignment--

that goes to work habits rather than grade. I

usually assign the odd number problems because

I do spend a good deal of time-- although I am Students need to practice the concepts taught in

not only are the answers in the abck of the book (

We meet 5 days a week for only 46 minutes!! I usually do not spend getting faster at looking at almost 200 homework class-- If I had more time within my classroom--

so students could work backwards to solve the

too much time going over the homework-- because of the packets ( that's 4 to 5 assignments in each). I look for even just 15 minutes more-- I think I would give a

Homework is from the textbook with about 15-20 problems) but our school subscribes to

homework requirements. Students will come in early or at lunch if particular homework problems as well as checking to lot less days of homework. I'd love the chance to

problems that we start in class. Most of my hotmath.com which has the solutions to the odd

Algebra 1 students tell me it takes them about an hour or number problems online. I expect my students to

they had any problems with the homework. When I first started make sure students have checked and marked all try that system-- but with the short class periods--

teaching I spent so much time going over homework that I found it odd number problems. It has be come easy to spot I am stuck having them practice outside the

so... ( some less) use hotmath.com-- whenever they cannot arrive at

difficult to teach the new concept well enough to expect them to do those who are attempting to 'cheat' the system by classroom.

the answer. Students are required to check and

the homework accurately. just marking the odds. Inevitably, those students will

mark their odd number problems with the answers

mark something correct that is obviously not. I do hope you publish the results of your survey!!

in the back of the book. In fact, students will earn

only 3/5 points for a homework assignment-- if

they have not checked and corrected their work.

Homework is worth only 10% - 15% of the grade (

6th grade is 15%, 8th grade is 10%)

To me, homework is an opportunity for the

students to get some practice with the types of

Of course I'm not happy. I wish that I could check

problems that I expect them to be able to solve,

I mostly make my own worksheets. They are Almost strictly based on completion. I walk around every problem on every student's assignment for

and a chance for me to find out where there are

typically alternate versions of problems that we did and check for completion while they are working correctness every day... and I wish that I could

We meet daily for 55 minutes. I put answers to the homework misconceptions and/or concepts that need to be

in class with a couple that go beyond, require on the opener. Homework ends up counting for 15- provide problems that encourage more critical

problems on the board for the students to check after they complete remediated as a class or with an individual. I

some critical thinking (I'm not always creative 20% of their grade. Occasionally (about once a thinking at an appropriate level for each student

Geometry enough to come up with them). I usually give 2-3 week), I give a short quiz at the beginning of class

their openers. I only spend time on the homework when students

individually (in the "regular" geometry class, there is a

played with giving homework that is optional, but

have questions, and I spend as much time as it takes to answer all the only students that ever did it (even in my AP

worksheets each week and they shouldn't take in which the problems come directly from the wide range of ability levels). Also, I'm not at all happy

questions - usually it doesn't take more than 10-15 minutes. Calculus class) were the ones that didn't

more than about 20 minutes to complete on homework - students are allowed to use their with the practice problems provided by our textbook,

necessarily need the extra practice - of course,

average. homework on the quiz. and coming up with my own (particularly in

the students that needed the practice were the

Geometry) tends to be very time consuming.

ones that took the opportunity to get out of

homework.

It varies. If a small number of students turn it in, I

From the textbook (that the students keep at grade each problem. If a large number of students I think the key is to assign the number of

Class meets: 3 times a week. Day 1 (45 minutes), Day 2 and Day 3

home), no more than 10 problems. At most 30 turn it in, I'll pick 3 or 4 problems and grade those. problems that you are willing to grade on the day

(1.5 hours)

Algebra 2 minutes (if they know what they are doing) and 1 If almost everyone does then I grade on

I go over commonly missed problems or mistakes probably 10

Yes. its due. Also, for the students, having homework

hour if they don't. (Block Scheduling, class meets completion. My goal is to give the papers back due every class encourages them to consistently

minutes on average.

every other day) after the daily warmup, if not, then at the the end work outside of the home.

of class or the next class.

I'm not incredibly happy with the way I check

The homework is usually odd problems from the homework. Since I only spend about 5 minutes One cool idea that I might try next year is to start

textbook (so that students can check the problems checking the whole class, I feel like students can using a Smartboard spinner (courtesy of Sam J.

before coming to class). Homework takes about a I usually give students a warm-up problem at the probably do a pretty weak attempt and get away with Shah) that will randomly decide how we check

half-hour. beginning of class and come around the room and it as long as they've written enough down. I feel like homework each day. (If it lands on 1, hw is

Pre- check the homework for completion. I check the 4 days a week for 50 minutes per class. We usually spend 20 to 25 the time we spend going over homework is valuable checked by walking around the room. If it lands

In Geometry Accelerated, I scan in the page numbers, first problem, last problem, and minutes going over homework. for about half the class (the half that doesn't use this on 2, hw is collected and I grade it. If it lands on

Calculus SOLUTIONS for the students to use when glance through to see if they have shown their time to space out). One thing that I have started 3, everyone corrects their own and hands it in. If

checking answers. This is only a good idea if work, graphs if applicable, etc. doing which helps is giving the class a two or three it lands on 4, trade homework with a partner and

you're sure that students wouldn't simply copy question post-homework review quiz on a semi- grade it. If it lands on 5, homework doesn't get

your solutions. regular basis. This helps everyone pay closer checked)

attention during homework review.

Page 7

I have students check their own HW (by putting up

the answers). They mark their own score (e.g., -

5). I collect the assignments and check to see if Overall, I'm fairly happy. I'd like to spend less time

they attempted every question and showed their grading HW, but it seems like most of the students

work. I also assess how accurately they checked get the hang of it within the first several weeks and I

their work and deduct participation points if they My school is on an alternating block schedule (classes meet every found that I was spending much less time at the end

didn't check at all or checked really inaccurately (I other day for 100 minutes), but there is a "zero" period that meets of the year than I was at the beginning.

usually warn them one or two times before doing every day (for 50 minutes). I teach Geometry on both the block and

this). I score each assignment out of 10 points. daily schedule. I spend about 5-10 minutes going over HW One thing I think I might handle differently next year This was my first full year of teaching. To me, the

They get full credit if they attempted every problem questions at the beginning of each 50 minute class and 10-15 is late work. I allowed students to turn in purpose of HW is to provide students with an

I usually pick HW problems from the textbook.

(following the directions that were provided) and minutes in the 100 minute class. We go over every question that assignments up to one week after they were due, for opportunity to practice skills and receive

Geometry Occasionally I will give a worksheet. I think most

showed their work. Otherwise, I estimate what students ask, unless there are a ton of questions, in which case I up to half credit. But I found that it was a hassle to feedback. It is also an opportunity for me to

kids spend less than 30 minutes on HW per night.

percentage of the problems the student did do and cut it off. If there are only a few questions being asked, I might toss check the work and that I would often forget to assess how well they are understanding the

score the assignment accordingly (students can in a couple of others (e.g., "How did you approach Problem #4?"). I transfer the score from my hard-copy grade-book to material, before they take a quiz or a test.

score anywhere from 0 to 10, at 0.5 intervals). If I write the questions on an overhead and try to engage them in the the electronic grading system. I like the idea of

have time (fairly rare), I provide feedback on problem-solving process, but sometimes I just do the whole problem accepting late work (so that students have more

individual problems or, if I see that a student is for them. motivation to do the missed assignment...most

really struggling with a concept, I just write a note students won't do it if it's not worth points), but it's

to encourage him/her to see me. If it seems like kind of a pain in the neck. How do other teachers

the class as a whole is not understanding handle this?

something, I'll take time the next day to review it.

Our dept. policy is that HW is worth 15% of a student's grade.

Page 8

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