DesChyko:
Perhaps the objectives of the teacher in this particular lesson for JSS3 is better achieved by eliminating twice.

Stop speaking grammar the objective can't be what is not in the curriculum.
You don't test for extracurricular in math exam

Mrshape:

Stop speaking grammar the objective can't be what is not in the curriculum.
You don't test for extracurricular in math exam

What if the said student(s) isn't great at multiplying through or manipulating signs or adding/subtracting directed numbers and the teacher's objective objective is to ensure that he/she gets better in that by instructing him/her to repeat that particular method.

This solution is right. But does it follow the teacher's specific instructions and is it in line with the teacher's objectives for the class?

You are a teacher yourself. I think you have at some point devised a plan with specific instructions for addressing your students weaknesses.

DesChyko:


What if the said student(s) isn't great at multiplying through or manipulating signs or adding/subtracting directed numbers and the teacher's objective objective is to ensure that he/she gets better in that by instructing him/her to repeat that particular method.

This solution is right. But does it follow the teacher's specific instructions and is it in line with the teacher's objectives for the class?

You are a teacher yourself. I think you have at some point devised a plan with specific instructions for addressing your students weaknesses.

What if the teacher never said she must eliminate twice?
What if he only EXPECTED her to do it?
The text book he approved was used by the student he approved it for.
There is no way she would have known that he WANTED her to eliminate twice when he never told her.

HellVictorinho:


What if the teacher never said she must eliminate twice?
What if he only EXPECTED her to do it?
The text book he approved was used by the student he approved it for.
There is no way she would have known that he WANTED her to eliminate twice when he never told her.

If it was all about the textbook, the teacher's input is ultimately unnecessary. I simply highlighted something which the OP failed to lend credence to: "The teacher's specific instructions". It is left for the OP to find out if there was anything as such.

If you check the post he quoted which I replied to, I expressly mentioned the class which owned that topic for the term. That suffices to tell you I'm doing more than just guessing at.

From experience, kids find substitution easier and less error-prone.. For me, I will now adopt this idea of eliminating twice because it addresses two problems I come across with students of that class
1. More exposure to multiplying through and subtracting directed numbers.
2. Eliminating any variable regardless of position.

The student is right eliminating once and substituting.

Unless the teacher just want to prove a point, but it is useless eliminating twice.

We mathematics teachers should learn to make maths easy for the learner's.

I always told my students you can solve anyhow so far you didn't go against the stated mathematical law and instructions given.

Why will students be eliminating twice

That is absurd to me, first time hearing this

Regardless of the instruction of the teacher, he erred because the teacher is making mathematics burdensome to the students and most learn to accept conventional practices that has been used since time immemorial

DesChyko:


If it was all about the textbook, the teacher's input is ultimately unnecessary. I simply highlighted something which the OP failed to lend credence to: "The teacher's specific instructions". It is left for the OP to find out if there was anything as such.

If you check the post he quoted which I replied to, I expressly mentioned the class which owned that topic for the term. That suffices to tell you I'm doing more than just guessing at.

From experience, kids find substitution easier and less error-prone.. For me, I will now adopt this idea of eliminating twice because it addresses two problems I come across with students of that class
1. More exposure to multiplying through and subtracting directed numbers.
2. Eliminating any variable regardless of position.

The teacher is only trying to bring a norm, nothing about class objective...he/she is directly telling everyone that care to know that it is wrong to substitute after eliminating the very first time, since we are told to eliminate

A new norm is what he/she is trying to bring to Mathematics which to me is negligible and therefore nonesensesical by deviating from the norm

DesChyko:


What if the said student(s) isn't great at multiplying through or manipulating signs or adding/subtracting directed numbers and the teacher's objective objective is to ensure that he/she gets better in that by instructing him/her to repeat that particular method.

This solution is right. But does it follow the teacher's specific instructions and is it in line with the teacher's objectives for the class?

You are a teacher yourself. I think you have at some point devised a plan with specific instructions for addressing your students weaknesses.

Mrshape, I am of the opinion you write to the school demanding an explanation and apology for the marks reduction in your student.

Stating categorically that external exam such as SSCE, NECO, CAMBRIDGE etc. Should be the basis for reduction and implementation of new facts.

That he/she can't change the rules because of personal feelings. There must be one needs in the determination of what is right and what is wrong.

Unless it isn't a worthy assessment and he/she just want them to use his/her method rather than the norm. Which invariably doesn't mean that the normal way isn't right.

The person must in clear terms clearify to you and the students her stand point.

Mrshape:

DesChyko:


If it was all about the textbook, the teacher's input is ultimately unnecessary. I simply highlighted something which the OP failed to lend credence to: "The teacher's specific instructions". It is left for the OP to find out if there was anything as such.

If you check the post he quoted which I replied to, I expressly mentioned the class which owned that topic for the term. That suffices to tell you I'm doing more than just guessing at.

From experience, kids find substitution easier and less error-prone.. For me, I will now adopt this idea of eliminating twice because it addresses two problems I come across with students of that class
1. More exposure to multiplying through and subtracting directed numbers.
2. Eliminating any variable regardless of position.

The questions was using elimination method that's the only instruction.
That was an SS2 script. Not JSS3 she was trying to prove a point that in elimination their should be nothing like substitute in it.

I know students have problems with directed numbers, but at ss2 she was forming her own math

Mrshape:

That was an SS2 script. Not JSS3 she was trying to prove a point that in elimination their should be nothing like substitute in it

Oh. I see

Profmaojo:
Mrshape, I am of the opinion you write to the school demanding an explanation and apology for the marks reduction in your student.

Stating categorically that external exam such as SSCE, NECO, CAMBRIDGE etc. Should be the basis for reduction and implementation of new facts.

That he/she can't change the rules because of personal feelings. There must be one needs in the determination of what is right and what is wrong.

Unless it isn't a worthy assessment and he/she just want them to use his/her method rather than the norm. Which invariably doesn't mean that the normal way isn't right.

The person must in clear terms clearify to you and the students her stand point.

I have tod the student on Friday to return the script for the teacher to give her the complete mark.
If she don't I will write the school