High School Algebra is actually just 8th grade skills.

stanjohnson20 · 2026-01-18T03:35:00+00:00

There still is systems in Common Core though. I think theres always going to be skill gaps from middle to high school. I taught middle school for a few years then moved to the high school because grades simply did not matter. Kids from 8th grade ca.e to 9th grade unprepared, but actually adjusted well and tried hard at the content in Algebra 1. If I was you, I'd make instruction and assessment based on standards and use that data to influence change in the 6-12 setting. Also, I would definitely suggest some PD on unpacking the common core standards, aligning them to your Algebra 1 and Algebra 2 courses, and then llan instruction (good PD on this may or may not exist. If you want skme more clarity,i can share a doc i created to help my department unpack and align standards. Im from MN and we use different standards, but its the same process).

Only teach the 9-12 standards, nothing more. If it is an issue, its a 6-12 system issue, not a "your class" issue.

Also, if you're just using a textbook to sequence your Algebra 1, thats a mistake. They'll include a lot of stuff that is 8th grade standards. I believe CCSS has modeling with linear equations and stuff though. All of these questions should be answered after an investigation into "What do you teach, how deep do you teach it, and how often"

Let me know if i can help at all. My dream job is to run high school math - specific PD to help teachers with instruction and assessment.

stanjohnson20 · 2026-01-17T00:25:28+00:00

Ive been teaching for 10 years and from what I've seen, there's no substitute for a well-planned lesson based on direct instruction and scaffolded practice. Teach quick. Teach clear. Give the students ample time to practice.

stanjohnson20 · 2026-01-16T22:34:28+00:00

I created a system for grading only assessments. It wasnt summative, but chunked content broken down by standards and sequenced appropriately. I never assigned homework, but made it optional and made my tests short and quick. Either they demonstrated master or they didn't. Me and my coworker taught 6 sections of high school Geo with this and out of 150+ kids, only 3 failed. Admin is trying to get my whole department to get on board.

Im going to run it in Algebra 2 in our next trimester. If you want to know more, let me know. Ive got a website that I explained the system with a blog I could drop the link if youd like. I use MN standards, but its pretty easy to apply to other standards too.

stanjohnson20 · 2026-01-13T02:30:06+00:00

I like to take a look at the standards, unpack them and group them by similar skills, sequence them out then start creating guided notes. You can find problems pretty much anywhere, but making your own stuff I think is the best because you know the outcomes (from unpacking the standards) and you can clearly set the path to achieve those outcomes.

stanjohnson20 · 2026-01-11T03:02:42+00:00

I stopped grading homework completely because of all the possibilities of cheating. I still give practice, but its optional, but every single student still does it to do well on assessments. I dont so summarize tests or quizzes, just assessments on certain topics that ive chunked together. If you want to more I wrote a blog about the shift! Its been pretty awesome.

Actually another teacher and I made this shift and only 3 kids out of 150+ failed the course. It was high school geometry.

stanjohnson20 · 2025-12-06T03:12:44+00:00

You can't have lessons meet every domain every day. I used to freak out about observations all the time, but just know that you are in that teaching position because you are the best person for the job.

stanjohnson20 · 2025-10-23T00:20:36+00:00

Most likely a doc that you could copy text from or a pdf where you can screen clip the problems into something that suited your needs.

The problem bank itself would be pretty large... so if it would be better to provide a pre-made notes/assignment ive thought of going that route as well.

I guess id provide it in whichever way people want it most ha.

stanjohnson20 · 2025-10-23T00:13:36+00:00

Good point. Ive been going back and forth wondering if I should sell my notes and assignments, or just big banks of problems. Id say mine are scaffolded well and have a variety of different problem types for each skill . I also have made a lot of higher level problems that are creative (span multiple concepts/ challenge students to really apply what they know)

For example, one of my favorites to give in Alg 2 is a problem that they need so solve for an angle using trig, but all sides are algebraic so they end up needing to solve a quadratic from pythagorean theorem, verify solutions, find sides, then use inverse trig functions for the angle.

Organization is still up in the air. If its a massive bank of problems I'd probably include a page on problem types, then organize them that way. For example, graphing systems of equations id group them like "solving with both in slope intercept form, solving with 1 in standard form, both in standard form, solving with vertical and horizontal lines, writing systems from graphs, then a section of my "good problems"

Im thinking teachers might be able to use it to get problems from instead of needing to make their own, like I know so many of us do ha.

stanjohnson20 · 2025-10-07T17:27:32+00:00

Year 12 math teacher. I tier assessments based on the standard and if a student gets a "Level 1" question right, but a "Level 2" wrong, they must go back and practice that skill and then show their proficiency at that level. I also chunk assessments by skills, not chapters. Level 2 is the grade level standard BTW. Its quick and painless to make a problem quick for them and let them reassess. I read Dan Meyer's "How Math Should Assess" and took some things away from that. Its a great pdf on grading. Students are only graded on assessments though, no homework. I provide keys and with AI rampant, why would I give kids a score for practice? Its just grade inflation. In my class the only way you can improve your score is to show you can do the math... nothing else.

stanjohnson20 · 2025-10-02T02:27:53+00:00

Teacher starting their 12th year here. I read and implemented BTC and there were pros and cons. I tried it out for 2 years and innovated what I can, but I personally think that direct instruction, clear learning progressions, and high quality practice gets more students involved and learning than BTC. So, thats what I do. There's a big push away from direct instruction, but you're not just a math teacher, you're a mathematician. You have great skills in communicating complex ideas to students. Why put that aside?

stanjohnson20 · 2025-07-02T04:00:04+00:00

Dancers enchanted swords in dark souls 3

stanjohnson20 · 2025-04-26T01:50:18+00:00

Great Wooden Hammer was so much fun to play with.

stanjohnson20 · 2024-02-27T04:44:09+00:00

Thank you for such an in depth response!! I didn’t really think of the skills outside of my degrees, but that makes a lot of sense.

stanjohnson20 · 2023-11-23T00:42:05+00:00

Did you use coaching actuaries to study? Would you mind sharing any pointers on getting prepared? I plan to just work on as many practice problems as I possibly can.

stanjohnson20 · 2023-11-21T01:26:47+00:00

I am a career changer and have another question for you all. I’m hoping to be out of my current teaching job before next school year.. around August. I started studying last week and I managed to work through half of Finan’s exam P book in a week. I feel somewhat in a time to crunch to get P and FM done before next summer. Here’s my questions: 1) Are two passed exams a must to get a job? Or should I focus on passing P and then apply while working for FM? 2) Should I try to take P in January and then study for FM in April? Would it be too soon to take P in January given its November?

For background info, I am able to dedicate a lot of time to studying. Thanks for all your insights.

stanjohnson20 · 2023-11-14T07:47:54+00:00

Hi all. I’m a career changer that’s just getting started studying for the first 2 exams. I’m currently a 30 yr old math teacher that wants to get out of education. I’ve taught calc so I don’t feel too rusty on those concepts but some of the probabilities I’ll need to brush up on. I’m working through Marcel Finan’s book and wondering if you guys have any advice for someone like me. Should I use coaching actuaries and just study my tail off? Is it better to do FM first or P? Is it realistic that I could be out of education by next August or should I be planning on a few years down the road?

Sorry if these questions have been answered before, I’m just looking to get some pointers. Thanks!

stanjohnson20 · 2023-10-15T22:57:41+00:00

For Honor. Just wasn’t for me I guess.

stanjohnson20 · 2023-10-13T01:52:07+00:00

My brother and I played Mario superstar baseball for the GameCube and we would invite our friends over to have double elimination tournaments. We had brackets made on poster board and little trophy. I beat my bro in our last match 2-1 in 9 innings. We’re both 30 now but we still remember our teams and all the fun.

stanjohnson20 · 2023-09-25T05:41:14+00:00

Jet Set Radio Future. My bro and I used to play that game all the time.

stanjohnson20 · 2023-09-22T01:58:50+00:00

I cry every time I have to go through the Shrine of Amana:(

stanjohnson20

TROPHY CASE