Question

Has anyone had to deal with Pearson's CME Algebra 2 book? Do you have any tips on how to use it if you are forced to? How can it be made more age appropriate?

Answer 1

@kropot72

Answer 2

CME= chocolate my eat
switch it
EMC= eat my chocolate

Answer 3

CME ???

Answer 4

It's of the one curriculum they have. It's continuing math education I believe, but I mean in a book for high school students we have the phrase "proof left as exercise"

Answer 5

ohh okay

Answer 6

what grade kids learn alg 2?

Answer 7

10th. It is supposed to be inequalities, complex numbers, exponents (just check out the khanacademy.org curriculum for it)

Answer 8

The book requires a BA in math just to understand it

Answer 9

I've had more readable abstract algebra b9oks

Answer 10

age doesn't matter :O u have to be mature
hmmm yeah

Answer 11

u r in 10th grade :O u r very smart :)

Answer 12

do u have access to the book ?

Answer 13

I mEan half of the concepts in this book were only covered in specialized upper level college courses. I don't get how I am supposed to teach from a book that is above the heads of anyone without a math degree

Answer 14

Not online acess

Answer 15

if i were u id throw it all out i wud rebel against the system

Answer 16

http://gyazo.com/925d4814b24749f7543c73adb5018440

Answer 17

teach the kids what they need to learn

Answer 18

this is a pretty good book for self paced learning even for highschool students

Answer 19

but i guess algebra2 requires some background

Answer 20

I have to make lesson plans out of this book for my classs, and that isn't the book

Answer 21

oh i see

Answer 22

do u have a lesson plan for any chapter yet, i wanna see wat its like

Answer 23

No, I mean this book assumes a theoretical and practical knowledge of algebra 1

Answer 24

I don't even know where to start

Answer 25

the one i attached is alg1syllabus.. i dont have access to alg2.. you may download lesson plans and use them as refereence
http://www.mathmediator.net/php/alg2.php

Answer 26

it is part of this program: cmeproject.edc.org

Answer 27

essentially, this was the start of the rotten core program

Answer 28

ACtually they are suppose to be learning geometry

Answer 29

what. what type of school is this?

Answer 30

Geometry is ninth grade for most kids.

Answer 31

And just your basic public school

Answer 32

no. geometry is basic for all kids in louisiana. Your school must be a step ahead

Answer 33

well yea

Answer 34

what are they having problems with?

Answer 35

I would love to try and help

Answer 36

No, there is more than one class and more than one level they can be in. The majority are in alg 2

Answer 37

I mean there are seniors in algebra 2 sometimes, others are in calc 2 depends on the kid

Answer 38

at least that is how I remember high school working in my bottom 15% of the state school

Answer 39

This is essentially extracurricular right? They won't be seeing this on standardized tests right? I think if you're teaching this you should try to enjoy it and not stress them or yourself out about it, just get them interested in math and have fun with some of it.

Answer 40

but anyways, this is for my class, not real students.

Answer 41

I am in a teaching class, and I will have to teach a lesson for non-math majors and my 35+years experience teacher

Answer 42

The issue I am having is that the book she gave me gives me a headache due to the crazy crap they do. Like renaming stuff that doesn't need renamed or calling things the wrong name etc. I mean do you expect someone just learning algebra 2 to prove things you do in college number theory?

Answer 43

Just a single lesson? Then teach them an intro to complex numbers. Show them that it's really not much different than a number line, it's now just a number plane. Complex numbers are just rotations, so do a simple set of pictures and diagrams and blow them away with it I think would seem fun.

Answer 44

I guess, picking a topic out of a book that requires background knowledge of things I can't guarentee they know(there are people who couldn't pass algebra 1 in this class)

Answer 45

So I just, am at a loss for 1. Using this book(I don't want to. It sucks, I'd rather develop my own) 2. making something the general public would understand with no knowledge of number systems, and 3. this needs to be a 50 minute class, an intro will not cut it. They have to learn something more

Answer 46

Yeah it seems sort of awkward because you're trying to prepare a lesson for an audience that isn't your audience lol.

Answer 47

Am i just overly anxious?

Answer 48

like am i just overcomplicating it?

Answer 49

You sort of sound like you might be. How much will you be getting the class to participate?

Answer 50

Not much, the introduction to the lesson is this part like 10 minutes, but then once we pick this topic we have to do the whole thing on it. So participation during the development stage of the lesson and synthesis stage will occur, but I need a topic from this highly theoretical book, that essentially requires no math knowledge to learn

Answer 51

Or start with knot theory or real analysis and teach them constructing real numbers using dedekind cuts or cauchy sequences :P

Answer 52

(jk)

Answer 53

this is the book https://www.google.com/shopping/product/1987167963667112443?q=pearson+cme+project+algebra+2&prds=hsec:specs,paur:ClkAsKraX1D5kzz0uLQHPYIHnTD_cM8KGidjN3j1Z0U1vcIS9hZeUSJXlCIQFE65kz6qKYmfjj298HY-Lk4U1Az14wXAbAFCMaXDs0OVA1OQLfU4kSzp_GLXBxIZAFPVH70pkaUc-2qJ_lT8AniUe9vIgH0J5g&ved=0CAkQ4SsoAA&ei=5ia2VN7jGYmdgwThm4S4DQ

Answer 54

Who's going to know if you are or aren't relying on the book? I doubt anyone will know the difference between what you're telling them and what's in that book that they're not going to read lol.

Answer 55

lol

Answer 56

the teacher of the class will, otherwise she wouldn't have given me it

Answer 57

Was your teacher ever a college level professor of mathematics?

Answer 58

no, history and she has had math students many times before for this course

Answer 59

I took a college course in place of algebra 2, so I don't even have a course to compare this to

Answer 60

I guess the key thing here is, what exactly are you being graded for? How important is this book in that? I mean what you lecture about and what is in the book in real life can be pretty separate things. I wouldn't let it weigh you down so much if you think that's what it's doing.

Answer 61

I wanted to do exponents(one of my favorite things to teach) but that requires knowledge of the distributive, associative and commutative properties

Answer 62

It's the audience combined with the book that's freaking me out I think

Answer 63

What's holding you back from teaching exponents?

Answer 64

This isn't a real class, just assume last class you taught them the distributive property etc... lol

Answer 65

but what if only half of them understand that? What if I just have a bunch of blank stares? Most are english or bio majors

Answer 66

then a history and aforeign language

Answer 67

They've heard of exponents before, they're in college.

Answer 68

Besides, is that really the goal here? Are you graded on teaching something or are you being graded on how you teach something?

Answer 69

... before I got the book, i was tryng to come up with a topic, so I asked what math did you get to. 80% were like "as soon as they put letters in, I was lost"

Answer 70

both, definitely both. The effectiveness of the teaching is graded very high

Answer 71

I think you're wrong and should talk to your teacher about this.

Answer 72

How should you be held accountable for whether or not they understand any math concepts? It's a teaching class, it seems like you should be graded on, "Was the speaker clear and concise?", etc...

Answer 73

I don't have her till tuesday :/ we only got the assignment today, but I can't sleep. It's keeping me awake. This book makes me feel like an idiot, I swear.... They changed terminology and symbols and the processes so much that I can't just open it and understand what's written on the page

Answer 74

and no, it would be nice if that was the case, but we are graded on how well we engage the students and what the students learned on top of that

Answer 75

You should email her and ask to meet during her office hours before then. You are completely capable, you're just freaking out. Try to relax a little, I'm sure you'll be fine.

Answer 76

I mean have you ever heard of "Pippins and Cheese"?

Answer 77

lol no

Answer 78

I mean the first chapter of this book was my set theory/analysis class for cripes sake

Answer 79

How about "Lagrange Interpolation"?

Answer 80

Your teacher is going to fail you because you couldn't teach all these bio majors what Lagrange Interpolating polynomials are! Prepare for the storm.

Answer 81

But this is why the chapter/section I choose is so important, but if any of them look at this book they are gonna be like WTF?? because it uses like set notation and things you don't learn until calc3 ish

Answer 82

like when was the first time you saw this function is a mapping of R onto R

Answer 83

Good luck. I'll start digging the hole for your burial after your presentation. <3

Answer 84

:) thanks. I just am still dumbfounded that this is a book used by schools

Answer 85

granted, I cannot find a single review on it and it was done in 2008

Answer 86

On a scale of 1 to 10 how likely do you think your professor expects you to teach some kind of concept from Real Analysis?

Answer 87

1 She expects a high school level class. My issue is, is this what high school teaches now? Is a BA in math the same knowledge you have when you finish high school now?

Answer 88

Look around you if you really want an idea what's being taught in schools. It's pretty clear I think. ;)

Answer 89

I think I'll take your advice and do complex numbers, an intro and history type of thing

Answer 90

haha good point

Answer 91

i will say, I never touched the binomial thm till number theory though

Answer 92

I had touched Pascal's Triangle which in a sense you sort of start to see the binomial theorem if you multiply larger than a quadratic the pattern starts to shine through which is nice but not especially complicated honestly.

Answer 93

I think it's mostly the sigma notation and stuff that people get lost in, the idea in and of itself is simple.

Answer 94

I've never covered Pascal's triangle sad as that may sound

Answer 95

I should teach you right now then, it's like worth your time!

Answer 96

Ok!!

Answer 97

side note, why are they calling an isomorphism an "Affine Transformation"?

Answer 98

Just start the triangle out and it naturally follows, take the two numbers (nothing means 0) and add them up right below it.

Then you can see that each row represents the coefficients on the terms when you multiply it out: \[\Large (x+y)^0=1 \\ \Large (x+y)^1 = 1x+1y \\ \Large (x+y)^2 = 1x^2 + 2xy+1y^2\]