Pick a
class What is your homework?
I assigned ~5 problems of increasing difficulty
from the book as independent practice (in class or
Algebra 2 at home) due two schooldays later. It should have
taken half hour max, but most of my students
tended to give up at the first difficulty.
I chose the homework based on where we get with
the material, so it often gets modified at the end of
class. I enter class with an idea of what the
homework will be, and sometimes I have to totally
rewrite it at the end of class depending on where
we get to.
Algebra II Sometimes the homework is material I have come
up with, though sometimes (for drill work) I assign
On days when we have a lot to get through, or
homework from the textbook. Most problems are
when I'm feeling behind, I don't check homework.
odd problems so students can check to see if they
are getting the problems right.
Then I calculate their homework grade by: (# of pts
they earned)/(# of pts possible)
I intend most students to spend 20-30 minutes on
homework.
Homework counts for 25% of my students' grade.
PreCalculu a selection of 5 to 10 problems from the text... it
should take the kids about a half hour
s and then we review any unanswered questions...
(disclaimer: don't know how successful this is, but
here it is) After I know what the objective in the
class is, I look through the text to see if there are
about 10 problems that nicely cover the obj in a
alg 1 variety of difficulty levels. If there are not enough
problems, I'll cobble together a worksheet from
through various sources that do what I want. Sometimes I'll
make the problems into a puzzle sheet, so that the
precalculu kids will have immediate feedback. I think the kids
s spend 1/2 hour a night on hwk (or more likely slap
it together the day it's due). I think more than 10
problems or so belabors the point. If they're
practicing wrong, it's bad, and if they're practicing
right, it's enough.
I assign from the textbook. However, I do not
choose evens, or odds. I assign problems that will
give them practice. I usually give two or three of
geometry the type C (hardest) problems. My students spend
30 to 45 minutes on HW when assigned. (Three
or four times a week.)
We're on block schedule. So I teach 3 days a
week. They get homework after each class. The
quickest kids actually finish it in class. I'll be I correct homework daily, but they have up until the
Algebra II honest... I haven't assigned any problems from the day of the chapter test to turn it in.
textbook all year. I've given them my own
worksheets.
Hon. Alg. 2 Worksheet. A couple minutes.
Trig
Grading homework
We met daily for 55 min.
Check for completion. (Which connected to yes/no
on yellow card as well as working toward a
Homework review varied. They one my students preferred was me
homework pass in my class.) Went over answers
projecting the problems on the board and one of them writing the
as class. Was not factored into final grade this
answers. I would work problems students had missed. I didn't like
year.
this method as much because it took up to half the class period.
This is my biggest weakness. I don't have time to
collect and grade (even selectively) all homework.
So I walk around while the class is working on a
warm up problem, and check to see if a student
has the homework and has attempted all
problems. I give that student 3 pts. The student
who has done less work gets less. The student
who has done no work gets 0 pts.
four points, based on how much effort they put into
it... I just glance at it and make a judgement call...I
have them compare and discuss for a few minutes
department policy is that it is 20% of total grade
I grade homework on completion and some extras.
At the start of class I put answers on the overhead
and they correct their own homework IN A
DIFFERENT COLOR. I allow for questions.
Hopefully, this takes 5 or so minutes. They sit in
groups of 4-6 and pass their papers to one person
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
100% - mostly done, corrected, corrected in a
different color, title to indicate where problems
hwk for about 5-8 minutes at the beginning of class.
were from, name, date.
I take off about 5% for every piece that's missing
from this list.
If it's late it's docked on a sliding scale.
Homework is usually 25% of their total grade.
All homework is completed in a spiral notebook. I
put the answers on the white board, and while they
are grading their own work, I make a note as to
who has the HW. Each assignment is worth 2
points. HW is no more than 15% of the grade. It
may be less.
My class meets 3 times a week because of block schedule. 1 hr
and 40 min each class. We rarely spend over 5 minutes going over
hw.
Completion only. HW is 20% of their final grade.
Homework during classtime
My class meets for 50 minutes, 4 times a week.
I usually spend about 5-10 minutes going over homework, if the
homework was routine. Sometimes we spend 10-20 minutes going
over homework, if the homework was too hard for them.
When class starts, I project the solutions to the homework on the
SmartBoard. (For textbook homework, I project only the even
solutions because students are expected to check the odd
solutions.) Students check their answers. Then I ask students for
questions they'd like to go over. I write those numbers down on the
SmartBoard. When we have got a good number, we go over them.
Usually it's me going over them at the board. If two questions are
similar enough, I work one of them and say the other one is solved
in exactly the same manner.
5 times a week for 40 minutes... I spend anywhere from 10 to 20
minutes going over homework... I have the students review the
homework and any questions they can't answer themselves, I go
over for them.
Class meets for 42 minutes, HW is usually discussed in the first 15
minutes. Once in awhile, it may take the entire period. Students
will also stop by before school to ask questions about HW. Once in
awhile, students start on HW in class.
It's worked OK for Algebra II. It would never work for
Algebra I . I have to collect theirs every day.
every day, for 45 minutes. 10 minutes spent going over HW and
checking it. Kids ask questions about difficult problems.
Page 1
Speak now or forever hold
Happy? your peace!
Not really happy with this system. Completion rates
are low. Might consider trying to incorporate into
grade, but I already feel that my school relies too
heavily on "packet completion." I need a way to allow students to practice on their
own. Where's that magic button?
The junior/senior English teacher assigned weekly
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):
(1) Homework quizzes [students keep a neat
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
solution you have for problems 2 and 3." This
way they are working for completeness and
I'm not happy with it. I'm not happy with the fact that I
correctness, and ask questions, because a
made homework 25% of their grade, but the way I
homework problem might come up on this
graded homework was just for an attempt. It was an
homework quiz.
artificial inflation of their true understanding.
(2) After students have checked their HW
I think I should have had more expectations than just
answers, have students spend a few minutes at
to attempt problems. Some students tried and in fact
the beginning of class talking with each other (in
did get away with doing the bare minimum. I'm also
groups of 3) about homework problems they had
not happy with being at the board explaining the
trouble with. Have some sort off way for them to
homework, and I'd rather call students to the board to
be accountable for the discussion.
do it. But even though I do that occasionally, I feel too
much time pressure to get through the
(3) Provide tiered homework, wish some required
lesson/curriculum to do that all the time.
basic problems, some required medium
problems, and some optional challenge
problems.
(4) Randomly collect homework and grade it
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
I dislike it. I can see the value in homework, but there
show me they could do it and if they could, then
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
give them classtime to practice and then check it
reason it works in this class is because in our school,
off when they were done. We were doing the
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.
I'm mostly happy. I'm not happy with their sloppily
I think hwk is necessary. You can't be a good
"player" without practicing. The purpose of hwk is
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
hone your skills.
their homework away when they get it back. I will
reflect on these things to try to "fix" them.
Ms. Cookie (math teacher mambo)
Once in awhile, I forget to check to see who has the The purpose of HW is to practice what is learned
HW completed. Also, I have caught kids trying to in class. I teach gifted and talented students, so
pawn off previous homework as the current one. I my method works well for them. I also give a
am happy with my system, and do not like HW to be chapter syllabus with HW listed at the beginning
a major part of the grade. (Quizzes can be redone, of each unit. If students miss one or two
test grades are final) assignments, it doesn't hurt their grade.
Hate it. Not sure how to improve it, though.

I don't necessarily think I'm successful with this
method. I use the same problem bank as our test
questions, using a program called ExamView.
Change up the numbers, and make them all open
response problems.
Algebra II
It exposes them to the types of questions that's
going to be asked on the tests, though it doesn't
really promote their understanding, but rather their they get it back (although I'm really bad at
ability recall a "process" on how to solve a specific checking this).
problem. But their test scores are higher now :X.
Algebra 1 HOmework is given on a sheet (tons of copying)
(middle but it is only 4 questions: 1 standardized test
question, 3 open response, 3 of the questions are
school directly from classnotes and 1 is an extenstion
honor's problem. My students reported to spending 15
minutes to 1 hour on the work.
class)
My homework is a variety of questions at different
Math C30 difficulty levels. It is practice. It also functions as
(Saskatche part of the pool of possible exam questions.
Students spend a varying amount of time on it,
wan, from very little (0-15min) (very good students and
very poor students) to quite a bit (~1hr)(these are
Canada) the diligent workers in the class).
Gr.12
Advanced
Functions
(a
Homework is assigned mostly every night, usually
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
bet that students spend, on average, 45 minutes a
e for night working on their homework.
factor into their final grade at all.
Calculus/V
ectors in
our
province)
When we come into class, we check the answers
together. I will solve a problem or two on the
A page of practice that goes along with the lesson
board that I have learned over the years is
of the day. A short page of review skill that keep
confusing. Other than that, I expect them to ask
the skills fresh in their minds.
for clarification if a problem is wrong.
5th grade These are provide by the textbook company, but
general I'm not always happy with them. I would like the
time to try to come up with better practice. They
math probably spend 20 minutes a night on this.
I do not assign it every night, but there is usually
something.
One problem per night. Back when I was
Algebra 1 ambitious, I would include a practice and a
challenge problem. Nowadays it's just a practice.
Homework is due either every other day or at least once per week.
I provide students with the answers on the back of
Spend about 10 minutes taking questions on homework on the "in
their homework and leave it up to them to check
between" days that it is due, then it is due the following class at the
their own work and ask questions for the ones they
beginning of the period. Sometimes I forget though (because I don't
were unable to get on their own during class time.
usually write it on the agenda...which I guess I should), so I go over
homework questions at the beginning of the class.
If its complete and on time, they get full credit. I
don't check if its right or wrong. If its incomplete,
If an assignment is assigned, I often give them about 15 minutes to
get started on the assignment and get initial questions out of the
way.
I glance at the homework. Homework is graded
with a check - attempted, check minus - one or
more not attempted, zero - not done. Homework
grades are 10% of final grade. The bigger portion
of their grades are projects, quizzes and tests.
When grading homework (which I very rarely do),
it is a cursory glance to see if they attempted the
practice problems. It is given credit under the
assignments portion of the class.
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.
They "grade" their own. If it's wrong, they are
expected to take a minute right then to figure out
why it was wrong. Usually it's a silly mistake. If
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
next work time.
I don't give any grades. I don't assess it. The final sure the skill got cemented.
test/quiz is their grade. The homework is just them
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
and right answers alike. I just need a jump-off
point for discussion with my students. I give their
homework a stamp at the same time I give their
opener a stamp. One problem means I can have a
brief conversation with each student about their
work without wasting class time.
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.
Not at all. I feel like the students don't get enough
If it were my choice, I wouldn't grade homework
feedback because I don't spend enough time in class
or even count it as credit.. It should be
going over it. Nor do I have enough time to give
something that the students do if the need the
individual feedback.
additional practice. If they are proficient, it won't
Students aren't accountable for their homework being
help them to do it 20 more times. And if they
don't understand it, it won't help if they do it 20
turned in. Partially my fault for being lazy and not
times wrong, or copy it from a friend to get the
grading them right away, but just not finding the time
credit.
in class to be able to hold them and know who turned
it in.
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.
We meet 5 days for 56 minutes. We spend about 10 - 20 minutes
Homework is to see if students can apply what
going over homework. I glance at the homework (while they are
we did in class on their own without me. and to
doing bell work) and individually ask students to present their I "did" homework like this for about 6 weeks. It
answers (we have a document camera) - Students who are asked worked pretty good.
see if they can make that big jump from "regular
problems" to applying the concept of what we did
to share work have correct and incorrect answers (good mistakes
to a new problem.
made).
I have 50 minute classes, and spend the first 10 minutes going over Homework is suggested practice in my classes.
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
on students to complete homework, and I am not
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
assignment or a test, I only have to ask, "How much
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
work at practice towards the end of class. If I miss 3 or 4 classes in know they are weak. The mediocre middle tends
a row, I may give a period to practice skills.
realizes that they didn't do very much homework.
to practice the least.
Homework tak-up is also my nemesis. In this class, I posted I want to work on assigning fewer drill-type
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
problems were still there.
leaders. When I have tried this previously, time has
interested in checking out some on-line forum to
become an issue. I am happy with the multiple
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
because I can often ask more probing questions
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
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.
(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.
Very happy. My goal is to get them to master the
Class is an hour every day. skills. What we do between introduction day and test
day is just practice and teaching to get them there.
We spend about 10 minutes going over homework. I project the Homework is just a step in the path. I don't really
answers, they check. Sometimes I collect the homework before care how they walked, or jumped, or skipped. All I
going over it, because I want to see their performance. Usually the care about is that they get to the end of the path.
homework I collect is for a brand new skill. I think that I shared all of this in the above
Usually, we all get to the end of the path mostly responses. :)
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
back and work with them. By giving them practice
mistake. But if it's not, they rework it until it's right with help from homework, or meeting with them during lunch or
me. I try to follow up with more practice problems so they can make stopping by their desk with a spontaneous practice
problem. So homework is not some separate
thing...it's just a different way to practice and learn.
Our class meets three times a week. We go over the one homework
I'm happy. I'm tempted to make homework a larger
problem right after the opener. Then it's done. Homework review,
percent of the class grade to compel more
next to disciplinary conflicts, has been the most efficient way I know
to waste classroom time and sink classroom morale. I could
completion but I'm really not certain that increasing
homework completion will increase overall student
probably unpack that assertion over ten pages but for the sake of
achievement. I have a lot of doubt about that.
time I'll leave it there. Keep that stuff short, swift.
Page 2

I choose four to five problems from the textbook.
Algebra II My feeling is that if the assignment is very short,
they should be embarassed not to complete it.
We have workbooks that are too long with too
many problems. I choose specific kinds of
problems for students to work before the next
class. I don't really know how much time my
students spend on their homework.
Math
Suggestion: Pick HW problems strategically. Do
Review not assign too many problems. Work several in
class. Have students create an "exit card" with
one problem each day that demonstrates whether
they have mastered a specific kind of problem or
concept.
I make all my homework problems. Sometimes I
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,
which is a story for another place and time.
I give students a sheet of questions at the end of information about what they know. I rely on
most classes. Some of these are marked as
required, but most are not. Aside from the
required questions, they have to do a certain
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
choose the problems that are appropriate for them. credit for their homework. This, along with any
Fewer students choose the hard problems than I'd actual homework grades, counts for 10% of their
like, but enough do that it's worthwhile. The idea homework grade. (I used to have homework count
is actually to leave a good chunk of questions
undone to come back to when its time for review. classes where the problems are more in depth, I
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.
Textbook: reading section, 5 - 10 practice new
Alg II/Trig stuff, ~5 review
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
don't understand. The burden is on them to figure
out what they need help with. I do check to make
Geometry, sure they have done and checked each
assignment, but it is not a culture of me correcting
Alg II homework to give credit for correct answers. They
get credit for doing the HW and checking it. This
works really well with my students, who for the
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.
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
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
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
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
For my Math Review students who are college really old. Therefore, a more "targeted"
freshmen, homework is only about 10-15% of their approach, I believe, will allow me to measure
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
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
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
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
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
kinds of problems they need to focus on with their only reviewed two more workbooks before the
tutor. end of the semester, but the last six weeks were
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.
I used to think homework should challenge all
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
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
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
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
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
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
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
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
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
as 60% of their grade! I'm a recent convert. In
other first. to the student to do it. This is rarely
accomplished by textbook problems, in my
have homework count for more.)
experience!
Homework is %15 of final grade. Assigned daily,
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
5 times a week, 47 minutes. HW review at most 3 days a week, them graded and returned in timely manner, HW
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.
I am thrilled this this system. I also collect hw much
see above
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
spend the first few minutes going over HW questions anywhere get into the habit. Any homework I collect has alreay
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
(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
on my document viewer. homework, I walk around and look at what they have
completed and checked it.
done at the start of class.
Page 3

Textbook
Grading homework is by completion, we go over
I try for 15 to 25 minutes of problems, with the
all questions in class and answers are provided
ones I assign the hardest problems in the book. 5-
either through the book or on the board.
Algebra II 7 problems.
The learners will need to do more problems to do
these, but how many more is up to them.
I tried two different systems over the course of this
past year (my first). In both cases, I created the
assignments since I don't have access to a
traditional textbook.
1. I created a worksheet with 5-10 practice
problems directly related to what had been most
recently studied in class. I deliberately tried to
keep assignments short in the hopes of convincing
more students to do them. Most problems were
straightforward and similar to examples, but the
Algebra 1 assignments also all contained an optional
challenge problem that pushed to a higher level.
2. For the last unit of the year, I tried something a
little different. I created three different levels of
practice problems - 10 easy, 5 medium, or 3 hard. I
let the students choose which level they wanted to
do, and allowed them to do more than one
assignment if they wanted to. The assignments
were still fairly short, but it allowed for more
flexibility in terms of the students finding a level of
problem that fit their skill level.
I usually make up my own assignments. I draw
Algebra II from various textbooks and my own brain. In
particular, I usually use real data for modelling
A problems and self-created problems for other
applications.
I assign HW generally in a repeat-and-review
format. Students repeat a range of problems
related to the work we did in class and do 5-10
Algebra 1 review problems. Textbook. 15-20 minutes. (I
teach a 45 minute middle school classes, most of
my kids have a period set aside for their HW at
school)
Usually from the textbook.
I've 4 hours a week and I alternate geometry and
grade 6-7 arithmetics so the kids usually dont'have
geometry& homework for the next day but, for example, from
monday to wednesday.
arithmetics I calculate about 15-20 minutes/night for the 6
graders and up to 30 min for the 7 graders
Homework is 10% of final grade, tests / quizzes /
finals combines are 75 % of final grade, and
projects, in class work is the other 15%.
Homework is collected on a random basis. A dice
roll for odd / even, where one learner selects odds
or evens, and a different learner selects evens
collect or odds collect. If the dice say the
assignment is not collected, then the grade is left
blank in the gradebook.
1. In this system, students put the answers to all of
the problems on the board at the beginning of
class. Everyone was given a red pen to grade and
correct their own work. The grading system
rewarded students for correctly fixing their
mistakes: 3 points for getting a problem right, 2
points for getting it wrong and correcting it, 1 point
for getting it wrong and not fixing it, 1 point for not
doing it before class but copying it down from the
board. Then I would glance over the papers, check
for accuracy, add up the points, and record their
scores.
2. I graded all the assignments. This was a lot
more time consuming, especially since some
students took full advantage of the chance to earn
extra credit by completing additional assignments.
I did check for accuracy, giving both a completion
grade and an accuracy grade.
Homework isn't a set percentage of their final
grade - I use a point system for each assignment.
For each unit, homework probably adds up to 100-
150 points, tests are usually 100 points, projects
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.
I only check homework sporadically, depending on
the class. I check more frequently at the
beginning of the year than at the end. I check less
often for honors classes.
I count homework from between 5 - 10% of the
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.
If a student makes up a missed assignment and
shows it to me later that day or the following day,
I'll give part credit (check minus).
I pick it up, give it a score out of 3 points. Points
are lost for missing process, headings, or
sloppyness. It is not graded for accuracy - though
checking answers is highly encouraged. It
represents 30% of student's grade.
Everyday I check the homework (3 or 4 students
help me in turn doing that, a student checks the
homework of 6-7 mates then tells me and shows
me his own)
Then I ask if they had any difficulty in doing them
and I correct the difficult ones with the class.
Sometimes I collect and grade them but they count
as one third of a written test (I usually do 4 to 6
written and 1 to 2 oral tests in 4 months)
I was very happy with the methods of randomization
Homework is important, but not the end all be all.
for collection and choosing. If forced the learners to
It is a method for the learners to practice, but
be at the top of their game, because every
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
could be chosen. If the dice selected you, you did
likely they will do practice on their own.
not have the option of saying no. You could not claim
We go over every problem asked, usually by asking a classmate to
the teacher was picking on you. (of course, iep's and
come up to the board and do the problem. Learners are selected I never called it "homework", I called it
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.)
volunteers. "Practice". That better describes the purpose and
intent of the assignment.
Homework became not a burden, but something to
I rarely go over problems myself, because I know how to do the
do because everyone could be chosen. Very few
problems, the learners need to work them. I will also require a writing element to every
learners never did their assignments, and every
Practice I put on the board just to reinforce the
learner was at the screen doing problems throughout
idea of thinking instead of just doing.
the year.
There are things I like and dislike about both
systems. I'm trying to come up with a good way to
combine them for next year.
1. It was consistent and clear. The students knew
what was expected and the routine was helpful. They
enjoyed being able to write their answers on the
board, and they could quickly tell how well they had
We're on a modified block schedule. Each week, my class meets for
done on the assignment. By walking around and
three 55 minute periods and one 102 minute period.
glancing at their work, I could also get a quick feel for
1. In this system, it usually took 4-7 minutes to go over homework,
which problems they'd gotten and which they hadn't.
depending on the number of problems and how many questions my
What I didn't like about it... it didn't engage them.
students had. Once the problems were on the board, I would give
Homework completion was fairly low. Some students
them time to check their work and answer any questions that they
refused to even copy down answers from the board
had.
in class, so I was still giving out zeroes while offering
2. In this system, we didn't go over the homework during class at
them free points. Also, since I consistently kept the
all. I graded it and handed papers back as I got them graded.
problems fairly low level, it didn't challenge any of my
higher-achieving students. They got used to not
being challenged, and then when offered a
challenge, couldn't figure out how to handle it. Finally,
because I kept assignments short, some students
really did not get as much practice as they needed.
2. This system had a LOT of paperwork. Since I have computers and a printer in my classroom, I just had students print ou
Yes. I have been teaching 15 years students of
various levels, various demographics and all courses
from weak Algebra I to AP Calc. (By the way, I use a
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).
I have tried various systems over the years and this
works best. I get the most homework participation.
HW is somewhat of a means of conveying to
parents a seriousness about the material at my
Somewhat. My kids are abnormally good about their
school. Negatively, students who easily can
HW, though I'd give my overall system a C rating. I'm
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
problems. system and I think it's missing some pizazz. I'd like
who can't may struggle and give up. Yet,
positively some amount of struggle is important.
the HW to fit in better with the classwork this coming
I'm intrigued by simplified, 1 to 2 problem HW
year.
assignments. I may have to experiment with
them next year.
I tried to establish a help communication line with
I teach math & science (Italy's middle school - kids 11 to 14 years them via gmail. It has begun to work only in the
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
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.
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
the whole lesson if they have problems in understanding them things they learned, to exercise the abilites, gain
speed and self assurance.
Page 4

I pull the most relevant problems (aligned to the address it in class. Otherwise, I post the answer
practice we did in class, and scaffolded from most key (a day or two behind) and then collect the
similar to more challenging) from multiple
textbooks and resources and arrange them on a
worksheet-- usually about 10 problems per lesson. get an A, three or four, a B, etc.) and assign a
Geometry The worksheets are stapled into a packet that
have about a week's worth of work (the time from points based on whether or not the homework was
one short quiz to another). The homework can
generally be completed in half an hour or less. It aren't harshly penalized for having a busy day and
sometimes incorporates review or preview
problems as well.
It's usually from the textbook, unless the topic is
not in the textbook, then it's a worksheet I make up
or copy from someone else. I decide all the
Algebra 2 homework assignments while planning the unit
or and give the students a calendar that shows the
assignment for every day of the unit. I try to assign collect and grade it. (Usually only for worksheets.
Precalculu a variety of problems that attack the concept from Grading free-form work ripped out of notebooks is
different directions. It shouldn't take a kid more
s than 15-20 minutes. I think a few make a sincere grade.
effort every night, a few don't even pretend they
tried, and a fair number copy their assignments.
I choose the most interesting problems from a
AP pretty standard text. I think my kids spent between
5 minutes and 2 hours on homework, depending
Physics on the kid and their commitment to learning the
stuff.
Usually practice problems from the textbook. I
Algebra think they spend about 20 minutes a night.
textbook, nightly, 45 minutes
AB every two weeks, a Problems Set with 6 tougher
long answer problems to do on top of their nightly
Calculus assignments, maybe I give them two nights off of
the textbook to work on the Problem Set
Every day I do a completion check; students circle
or highlight the problems they had trouble with so I
can see at a glance, and if there are enough
students struggling with the same one, I will
packet on quiz day. At that point I spot grade for
correctness (if a student misses one or two, they'll
grade that is primarily correctness but also a few
completed every day I checked. This way students
missing one night of homework, but there is also
incentive to keep up with the homework (and it is
usually too much to do all in one night anyway). As
a result, students receive a homework grade once
a week on average, and all of these homework
grades are worth 15% of the quarter grade
I usually just check it for completeness.
Occasionally (every 2 weeks or so?) I let them
know ahead of time that I will collect it, and I
too annoying.) I count all this for only 10% of their
At the beginning of the year I checked for
completion and only about half the class was really We meet for 45 minutes on Monday, then 1.5 hours two other times
doing their HW. So I then started collecting and
grading for right and wrong using a grading scale homework. I would do the problems on the board based on student
that allowed them to get about 10% wrong and still questions.
get 100%.
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
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
points for having the completed assignment.
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
doesn't do it can turn it in later for a max of 2.5,
they have all the answers, we only discuss the
ones they had difficulty with - at midterm and end
of term I figure out their hmw average which
weighs 10% - for most it is a boost, but there are
always a few in which heir hmw average is lower
than their quiz/test average - I do not believe in
grading hmw b/c it should be a time for practice
not perfection - they should be allowed to make
mistakes in their hmw
Problems Sets are collected every other week and
are graded like a quiz or test - they count 20%
towards overall average
In general. Because my students aren't likely to
complete homework if it isn't easily manageable, I
find ways for them to get most of their independent
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
minutes going over homework, and that happens probably once or
continuously spiraling review problems on the
twice a week. When I've given an assignment that I anticipate will
homework; sometimes I use one or two problems to
raise questions, I'll add space on the next day's Do Now (silent
preview the next day's lesson and generally have
warmup) for students to ask specific questions, and as we go over
good results so I need to consistently do that as well.
it, other student will chime in to help (but not give the answer).
My more struggling students would certainly benefit
Students are encouraged to see me outside of class, to work with
from more problems, and because I teach at a
their classmates, and to check the answer key-- I tell them I have no
college prep school in an area where high school
problem with them turning in perfect homework every time as long
graduation rates are below 48%, I think part of my
as they gave it a good faith effort and then checked their work and
goal with homework should be to prepare students
understood their mistakes.
for the rigor and quantity of homework they will have
to do in college-- which is way more intense than
what I ask right now.
I think for these higher level math courses, say
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
considered various not-too-painful ways to collect
and grade it more often, but nothing has stuck
I'm happy in that the students who consistently do it yet. For example, I could issue each student a
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
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
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
out their own misconceptions instead of (I think) a how much they understood, but it seems unfair to
takes anywhere from 2-10 minutes.
higher quality, more helpful interaction with me. do so before offering them assistance with what
they had trouble with.
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.
Well, next year my guiding principle is going to
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
thing about hard problems is figuring out how to start. Philips Exeter's Harkness Method as a way to
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
(two toddlers at home) so I would let the HW pile up will help create a more meaningful homework
and then just whip through a pile and give everyone experience. Also, I don't plan on grading HW at
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
The purpose of HW is to allow the students
independent time to practice what we learned in
Overall, yes. It is still a lot of work and assignments
tend to pile up on my desk.
class. I don't give endless drills but a few of each
questions they ask at the end. type so they know and I know if they understand
how to do the problem.
4 times - 3 times for 45 minutes and 1 time for 60 minutes
we go over hmw for about 15 minutes most day (but can range from
5 to 30)
we list on the board which problems gave them difficulties then we
only attach a handful of them - the one most commonly asked about
- 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
class - although I do not have Problems Sets for the practice, practice, practice
help outside of classtime
younger students.
For Problem Sets I grade like a test and write on the work they
handed in - I do not go over it unless I see a theme I want to
address to entire class - otherwise, they are more than welcome to
come see meoutside of classtime about what they got incorrect
Page 5

I usually choose homework questions from the
Algebra - textbook that directly relate to the topic covered in
9th Grade class and sometimes lead into the topic for the
next day. We have 75 minute periods, so I usually
(I teach in give them the last 15 minutes in class to start the
homework, and then I expect them to spend
Canada) approx. 15 minutes at home.
I used to do problems from the textbook and/or
practice workbook. Most kids would spend
anywhere from 15-60 minutes on homework.
Algebra 1 This year I started doing something different and
we called it "After School Learning." I gave
students a list of approved activities ranging from
basic skills practice to creating a GeoGebra
worksheet to help explain a concept.
I am starting my first year of teaching so I don't
have any experience to fall back on besides
None student teaching. What I've read is an idea I'd like
to try. Assign 2-3 problems each night where it is
embarassing too NOT finish the work.
I choose 10 problems from the textbook. Most
Algebra 2 students spend 15-30 minutes on the homework.
Calculus Assign exercises from the textbook. Impossible to 20 points each; I count the maximum score as
(college gauge the average amount students spend per
night on this, because it varies greatly from
level, first student to student and among all students
according to the proximity of the next assessment. "perfect" score, allowing students to make some
semester)
I walk around the class and check homework 2-3
times per week while the students are engaged in
some other activity. I just ask them to take out
their homework and put in on a corner of the desk
so I can see it. I do not include homework
completion as part of their grade, but I don't tell
them that and nobody has ever asked if it counts
or not. I keep a checklist for each unit, and if a
student has not completed their homework 3 times
during the unit they are assigned a detention at
lunch to complete it.
The old way was graded based on completion. I
rarely would collect homework, but would go over
answers in class and stamp calendars based on
completion. Calendars would be collected at the
end of the 6 week period and grade was assigned Class meets 5 days/week for 94 minutes. Old way would take at
based on the number of "completed" assignments. least 15 minutes per period. I would go over answers and then work
HW was no more than 10% of grade. any problems that students had trouble with.
With After School Learning, I would allow students ASL takes 20 minutes once every two weeks.
to share their accomplishments with their groups
and they would receive a grade based on the log
they kept and had their parents sign. Still no more
than 10% of grade.
At my school, they tell us how much homework is
worth as opposed to tests and the final. As far as
grading, I think I would check for completion and
then work the problems in class.
Homework is collected & scored by completeness.
(It is expected that all solutions are correct
because of how I handle HW during classtime).
Homework is 15% of the overall grade. It is scored
+5 (complete) +3 (missing 1 or 2 problems) or +1
(missing 3 or more problems).
Students may resubmit a +1 to raise their grade to
+3.
Neither grade it nor collect it, but give roughly-
weekly quizzes that come verbatim from the
assigned list. I include the exercise number on the
quiz problem to assure students that the HW had
been assigned. There are 12 of these quizzes @
being 220, so students can miss up to 20 points on
these quizzes before having any negative effect on
their grade. An average score of 18 is therefore a
limited mistakes. (These are formative
assessments, and I explain to students what that
means.) Students who score above 18 on average
end up with extra credit. Quizzes count for about
20% of the grade total.
We have 75 minutes classes, 5 days a week for 18 weeks. I don't
usually go over homework. I expect the students to check their
answers in the back of the book and come in for extra help in the
morning if they were having difficulty getting the correct answers.
Sometimes there will be a question that many students had trouble
with and we will go over this one together in class.
Since I would only be assigning 2-3 problems per night I would
As I said before, I haven't used this system, just one I
definitely go over each problem. Hopefully within 10 minutes or less.
would be interested in trying.
My class will meet daily for 50 minutes.
Classes meet every other day for 100 mintues. I spend the first 15
minutes going over homework.
When students enter they begin a warm up exercise that is
projected via LCD or written on the boards. Before students enter I
write "homework questions" on the board, followed by "page
#/problem#s." During the warm up time (first 5-7 minutes) students
write page/problem #'s on the board if they have questions on the
problems.
4 times a week @ 50 minutes. I spend almost no time going over
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
minutes per class for homework because office hours are hard to
come by due to the unusual scheduling.
Page 6
Overall, I'm pretty happy with my system. I like to put
the responsibility on the students to self-evaluate
how well they are understanding the material and I
feel that my system does that. It is a bit tedious to
walk around the class and check that the homework
is complete, but it saves me collecting it and having
to go through mounds of paper later on. I don't check
the homework with my older students - I just tell them
that I will be able to tell if they are not doing their
homework by their grades.
I was very unhappy with the old way of doing
homework. I felt that taking class time going over
work that many students didn't do took away from I still can't pin down what the purpose of
new instruction and began to create a terrible cycle of homework should be. I like the idea of students
wasting class time. The kids who didn't do being able to have some choice on what they
homework were not engaged during this time. Some would like to do. I am currently working on
didn't need the practice and it was a waste of their prescribing tasks students need to do based on
time as well. System was too tight...one size fits all how the do on a common formative assessment.
doesn't work for HW. Once the tasks are completed, then the student
can re-assess. This way the homework a
I was a bit happier with ASL, but not much. Some student does is tied to their grade, but it is
kids just jumped through the hoops, but some really indirect. The homework becomes the way a
took the opportunity to stretch themselves and try student shows that they are ready to re-assess.
some things that they would have never been able to
do. System was too loose.
If we are doing meaningful assignments and
practice in class, is homework necessary? If we
are formativeley assessing each concept a
student masters, then what is the point of
homework? Also, if we do give homework, maybe
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
"easy" practice to maintain basic skills.
I am happy with my current homework system.
Students seem to think it is fair, but sometimes
Some of the warm up problems often reflect the
complain that the problems are "too hard." I would
like to streamline the grading process, I prefer to
homework questions that students typically have
questions about. If they ask me to explain a
focus my grading time on quizzes & other progress
problem that is parallel/similar to a warm up
monitoring assessments completed in class.
question, I will present the warm up solution and
let them retry their homework problem.
Students may turn in homework the next morning
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
to do what the class *is* about (which IMO is
problem-solving).
I feel like I'm doing my part and making it simple for
This summer I am going with no quizzes at all
students to do homework, and providing incentives
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
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
quizzes, and then give up. My system in that sense
list of exercises and expound on why they need
does not really work.
to do them, and on the take-home assessments I
give suggestions for working certain exercises
See below for possible changes.
from the book before trying one of the
assessment problems. That's working pretty well
so far.
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.
 Typically i do the following:
At the beginning of each unit/chapter I hand out a
list of assignments from the text (I use Geometry
by Lang/Murrow). I label them "Recommended"
and "Suggested." The recommended problems are
the ones I tell the students are the minimum they
should be able to do if they understand the topic,
the suggested are if they want extra practice. I do
not "require" any problems.
For actual homework however I will usually tell
Geometry them "Problems section 4.3" They are then to do
as many or as few problems as the feel necessary.
Reg/Honor Helping students realize that some practice is
s necessary is part of my goal, along with deciding
what is reasonable to be doing. What they turn in
though are the answers to 3 questions:
1. "What did you learn?" They can refer to
whatever occurred in class the day before that
resonated or something that they finally
understood while reviewing their notes or doing
problems.
2. "What specific question(s) do you still have?"
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
Homework is from the textbook with about 15-20
problems that we start in class. Most of my
Algebra 1 students tell me it takes them about an hour or
so... ( some less)
I mostly make my own worksheets. They are
typically alternate versions of problems that we did and check for completion while they are working
in class with a couple that go beyond, require
some critical thinking (I'm not always creative
Geometry enough to come up with them). I usually give 2-3 week), I give a short quiz at the beginning of class
worksheets each week and they shouldn't take
more than about 20 minutes to complete on
average.
From the textbook (that the students keep at
home), no more than 10 problems. At most 30
Algebra 2 minutes (if they know what they are doing) and 1
hour if they don't. (Block Scheduling, class meets
every other day)
The homework is usually odd problems from the
textbook (so that students can check the problems
before coming to class). Homework takes about a I usually give students a warm-up problem at the
half-hour.
Pre-
In Geometry Accelerated, I scan in the
Calculus SOLUTIONS for the students to use when
checking answers. This is only a good idea if
you're sure that students wouldn't simply copy
your solutions.
We have a partial block schedule. 3 normal classes of 45 minutes The homework I describe is for my Geometry
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 students that we spend the entire period on homework. Let me thinking. Homework, in my mind, is a way of
explain. extending the work we do in class, but in a
meaningful way, thus the emphasis on answering
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
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
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
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.
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
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
Otherwise we start addressing the questions that were raised. Often of modeling and sharing to help. problems - many borrowed from the Phillips
I toss the questions back out to the students. Some questions I give Exeter Academy curriculum - that we work
definitive answers to, but not all. On the great days the questions through during the year. In this class doing the
posted - often the what if's - lead us directly into what I had intended problems is essential because they are the
to cover with them, so it looks to them as if we spent the entire curriculum.
period just answering their homework questions. I have found that it
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
get better and better. results.
Homework is collected in a packet once a week on
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
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
hotmath.com which has the solutions to the odd
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
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,
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
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
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
20% of their grade. Occasionally (about once a thinking at an appropriate level for each student
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
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
homework - students are allowed to use their with the practice problems provided by our textbook,
necessarily need the extra practice - of course,
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
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
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)
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
completion. My goal is to give the papers back due every class encourages them to consistently
minutes on average.
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
homework. Since I only spend about 5 minutes One cool idea that I might try next year is to start
checking the whole class, I feel like students can using a Smartboard spinner (courtesy of Sam J.
probably do a pretty weak attempt and get away with Shah) that will randomly decide how we check
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
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
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
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
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
question post-homework review quiz on a semi- grade it. If it lands on 5, homework doesn't get
regular basis. This helps everyone pay closer checked)
attention during homework review.
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 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.

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