San Francisco's decision to delay Algebra for all students until the 9th grade in the name of "equity," is a really bad one. Black parents didn't ask for this, and this strategy won't achieve the equity that they're looking for.
Hard to accept: A lot of "anti-woke" people believe that being woke is all just a lot of bad decisions like this. This belief is due to framing by the far-right: any bad policy is "woke." I help them understand that Black families don't want this and didn't ask for it.
Black 12 year old public school kids in San Francisco aren't given the opportunity to learn Algebra...
But Black 12 year old public school kids in Nigeria not only get to learn Algebra, but also how to do binary arithmetic. 🤷🏿♂️
Here's a full lesson of how Nigeria introduces algebra to 12 year olds:
Here's how Nigeria introduces a 12 year old to Binary, Octal, and Hexadecimal:
https://m.youtube.com/watch?v=XTkqbQXw1rM
And you'll notice that both lessons are taught by Black men teachers.
Black 12 year old kids in San Francisco *have* Chromebooks.
But Black 12 year old kids in Nigeria learn the prerequisites to *write the code* for Chromebooks.
Later, if/when Nigerian kids outperform Black US kids in math, we will blame the Black US kids, or their parents, or "wokeness," or "no dads in the household," or "they just don't value education" or "they lack immigrant work ethics," etc.
Our ability to victim blame Black kids in the US for poor academic performance knows no bounds.
People ask me why my volunteer work is so centered on the US, and not on Nigeria. This is the mandatory Math curriculum for Nigerian 7th graders (age 12):
https://classhall.com/lesson/mathematics-scheme-of-work-for-jss1-first-term/
The path to tech is already shorter from Lagos, than from Larkin street.🤷🏿♂️
JSS1 Mathematics Scheme of Work for First Term WEEK(S) TOPIC(S) CONTENT 1 Whole Numbers (a) Development of Number System: (Roman numerals, counting boards, abacus, etc.) (b) Place Value: Whole Numbers and Decimal Fractions (c) Counting: Tens, Hundreds… Trillions (d) Translating Numbers Written in Figures to Words and Vice Versa (e) Quantitative Reasoning: Simple coding, etc. 2 Basic Operations on Whole Numbers: (Addition and Subtraction) (a) Order of Operations: (PEMDAS/BODMAS) (b) Use of Number Line (c) Addition and Subtraction with Place Value (d) Addition and Subtraction of Positive and Negative Numbers 3 Basic Operations on Whole Numbers (Multiplication and Division) (a) Multiplication of Positive and Negative Numbers (b) Division of Integers (c) Word Problems 4 LCM and HCF of Whole Numbers (a) Rules of Divisibility (b) Definitions: Even, Odd, Prime and Composite Numbers (c) Factors, Multiples and Index Form (d) LCM and HCF of Given Whole Numbers (e) Quantitative Reasoning 5 Counting in Base Two (a) Counting in Groups of Twos (b) Conversion of Base 10 Numerals to Binary Numbers 6 Fractions (a) Definition and Types of Fractions (b) Conversion of Fractions to Decimals and Vice versa (c) Conversion of Fractions to Percentages and Vice versa 7 Fractions (d) Equivalent Fractions (e) Ordering of Fractions (f) Quantitative reasoning 8 Basic Operations on Fractions (a) Addition and Subtraction of Fractions (b) Multiplication and Division of Fractions Revision Revision of work done in First Term Examination JSS1 Mathematics First Term Examination RELATED TO: Mathematics Scheme of Work for JSS1 First TermMathematics Scheme of Work for JSS1 Second TermMathematics Scheme of Work for JSS1 Third TermMathematics Scheme of Work for JSS2 First TermMathematics Scheme of Work for JSS3 First TermMarking Scheme for JSS1 Mathematics First Term CAT 2
mekka okereke 
Cedar Fen Farm
Cedar Fen Farm