Here is a link to Mrs. Waldrip's website for her math students. At this point, I do not plan to shift any more students between math classes. If your child is struggling, I will drop you a note to let you know that they may need more support at home with their homework.
Monday - Module 18 - finish lesson 2 (612-614) and pages from old book
Tuesday - Module 18 - lesson 3 (615-620)
Wednesday - Module 18 - lesson 4 (621-626)
Thursday - Mod. 18 - lesson 5 (627-634)
Friday - Mod. 18 - test
Monday - Finish Module 17: 593-4, 597-598
Tuesday - Finish 596-597, computer problem, test review
Wednesday - Test, start Mod. 18
Thursday - Mod. 18 - lesson 1
Friday - Mod. 18 - lesson 2 (to 611)
Monday - Start Module 17! Pages 561-568, review probability
Tuesday - Mod. 17, lesson 2; pages 569-576
Wednesday - Mod. 17, lesson 3; pages 577-581
Thursday - Mod. 17, Finish lesson 3, start Lesson 4 pages 882-588
Friday - Mod. 17, finish Lesson 4, pages 589- 592; stem and leaf plot, iXL
Monday - no school
Tuesday - no school
Wednesday - 551-558
Thursday - test
Friday - test correction, CMAS practice
Monday - pages 523-529
Tuesday - pages 530-534
Wednesday - test; pgs. 535-536
Thursday - pages 537-544
Friday - 545-550
Monday - pages 496-502
Tuesday - Finish Lesson 3 and Review
Wednesday - test; pgs. 509-510
Thursday - pgs 511-518
Friday - pgs 519-524
Monday - Test (It's a hard one!!!)
Tuesday - go over test
Wednesday - Retake test / iXL
Thursday - Module 14 lesson 1
Friday - Module 14 lesson 2 to page 488
Monday - no school
Tuesday - pages 461-464
Wednesday - pages 465 - 471
Thursday - pages 472-477
Friday - Finish and review for Monday's test
Monday - pages 414-418, 447-448
Tuesday - test, pages 449-454
Wednesday - Finish Lesson 1
Thursday - Lesson 2
Friday - finish lesson 2
Monday - No school
Tuesday - Unit 11, Lesson 1, pages 387-394
Wednesday - Unit 11, Lesson 2, pages 395-402
Thursday - Unit 11, Lesson 3. pages 403-410
Friday - Unit 11, Start Lesson 4 (and Review) pgs 411-413, 419-420 Note: we will finish this lesson on Monday and take the test on Tuesday. There is no homework.
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Monday - Finish through page 440
Tuesday - Finish through page 446
Wednesday - module 12 test
Thursday - Unit test with conversion factors memorized (within systems, not between systems)
Friday - Project day
Monday - Module 10 pgs 366-376
Tuesday - Module 10 pgs 377-386
Wednesday - test
Thursday - Test corrections, Lesson 1
Friday - Start lesson 2 - no homework
Monday - Module 9 Lesson 4 (pages 343-352)
Tuesday - Module 9 Lesson 5 (pages 353-360)
Wednesday - test
Thursday - test corrections, iXL midyear, pgs. 363-365; homework - page 368
Friday - Finish iXL mid-year; pages 366-367, practice with protractor (Maybe pages 369-374 if folks finish iXL)
Monday - Test corrections, Are You Ready?
Tuesday - Module 9 Lesson 1 (pages 321-328)
Wednesday - Module 9 start 2 (pages 329-336)
Thursday - Module 9 Lesson 3 (pages 336-342)
Friday - iXL review - Happy Fall Break!!
Monday - no school
Tuesday - Module 5 Lesson 6 (pages 177-186)
Wednesday - Module 6 start Lesson 7 (pages 187-190)
Thursday - Finish Lesson 7 and Review (190-196)
Friday - Module test
Monday - Module 5, Lesson 1, pages 141-148
Tuesday - Module 5 Lesson 2, pages 149-156
Wednesday - Module 5 Lesson 3, pages 157-164
Thursday - Module 5 Lesson 4 pages 165-172
Friday - Module 5 Lesson 5, pages 173-176 (we will finish the last two pages in class on Tuesday)
Test on Module 5 is on Friday, November 15.
Monday - Test corrections, Module 8 Lesson 1
Tuesday - Module 8 Lesson 2
Wednesday - Module 8 Lesson 3
Thursday - Module 8 test (this is another short one)
Friday - Test corrections, optional retake of Module 7 test, Puzzle packet is due
Monday - Lesson 3, Pages 262-270
Tuesday - Lesson 4, pages 271-276
Wednesday - Lesson 5, pages 277-284
Thursday - Lesson 6, pages 285-294
Friday - test
Monday - no school
Tuesday - Review test, Mod. 7 Are you ready?
Wednesday - Retest on Module 6
Thursday - Module 7, Lesson 1 (pages 249-255)
Friday - Module 7, Lesson 2
Monday - pages 229 to 233 (should have finished in class); homework is 226-228
Tuesday - pages 234-236
Wednesday - pages 237-242
Thursday - pages 243-246
Friday - Test
Monday - no school (Note - we are saving Module 5 until later in the year.)
Tuesday - Module 6: Lesson 1, pages 199-206
Wednesday - Module 6: Lesson 2, pages 207-214 (Most kids had homework)
Thursday - Module 6: Lesson 3, pages 215-220 (Most kids finished in class)
Friday - Module 6 Lesson, pages 221-226 ( This is not homework, we will finish on Monday)
Monday - Retest Mod. 3 and performance task
Tuesday - Retest Mod. 4 and puzzles
Wednesday - Calwood
Thursday - Calwood
Friday - Calwood
Monday - Lesson 5: 105-107, 109-110
Tuesday - math test; iXL; hw - pg 111-112
Wednesday - test corrections, pgs. 113-119
Thursday - pg 122 D; pg 123; 125# 4-6; pg 127 #5-10; pg 135-138
Friday - Review homework, test on Module 4
Monday - math test
Tuesday - Test corrections, Module 3 Lesson 1 (pgs 79-84)
Wednesday - Module 3 Lesson 2 (pgs 85-90)
Thursday - Module 3 Lesson 3 (pgs 91-95) but skip pg 93: 9, 11, 13 and pg. 94: 18, 20, 22
Friday - Retest of Module 2; Module 3 Lesson 4 pgs 97-100 (in class)
Note: Module 3 test will be on next Tuesday.
Monday - no school
Tuesday - Finish lesson 1, Lesson 2 pages 53-59 but skip #12 on pg. 58 and just do odd problems on 59.
Wednesday - Review homework, Lesson 3
Thursday - Review homework, Lesson 4 through page 71.
Friday - Finish Lesson 4; test next week
Monday - Review Lesson 3 HW, Lesson 4
Tuesday - Review lesson 4 homework, Lesson 5 to pg. 38
Wednesday - Finish Lesson 5 (pgs 39-42) and review
Thursday - Module 1 test, Are You Ready, iXL
Friday - Start Module 2; we will finish lesson 1 on Tuesday.
Monday - switch classes! Set expectations, understand the layout of the binder. Complete pages 3-8
Tuesday - Lesson 2; pgs 13-20
Wednesday - (assessment)
Thursday - Lesson 3; pgs 21-26; work on assessment; ED
Friday - finish assessment... We will really start math routines next week!!!
The following information applies to the students who stay in BVSD and do not go to Summit, which has its own pathway. I will discuss this more at Back-to-School night.
The Advanced 1 math class is geared towards students who learn math concepts quickly without a lot of repetition. Students in this class typically have very solid number sense, have mastered their math facts, have excellent executive function skills, are strong readers and generally enjoy solving math problems. They typically do not resist doing math homework and are not too busy after school to make math homework a priority. For the record, students are expected to score 80% or higher on the Advanced 1 module assessments.
The students who complete this class will be put into Advanced 2 in middle school, so they will start Algebra (a 9th grade class) as seventh graders. This is the second year that this curriculum has been taught in BVSD (and the first year that Advanced 2 will be taught) so we are still in a transition period. The BVSD math pathway says that students can opt to take seventh grade math in sixth grade, but in reality, the Southern Hills counselors moved all of my students into Advanced 2 to start sixth grade. This puts extra pressure on our team to put kids into the right class this year! Prior to using this curriculum, I only had around a dozen students a year who compacted two years of math prior to high school and some students ended up accelerating too quickly and losing their passion for math.
I started the year with all of the students who completed 4/5 compacted math or scored "exceeds expectations" on the CMAS. The initial placement of students is provisional for the first three modules in my class. Students may be moved to Mrs. Waldrip's class throughout this window and I use their module test scores, class participation, homework completion, self advocacy along with the initial body of evidence to inform this decision.
The top half (or more) of Mrs. Waldrip's students will take Advanced 1 in 6th grade (or advanced pre-algebra at Summit) and will compact one year of math by high school. These students will all have the option of taking Calculus in high school, if that is important to your family! They often outperform the lower third of my class on state assessments and they gain a solid grounding with number sense and basic math skills (add, subtract, multiply, divide fractions and decimals with unfriendly numbers). In middle school, the Advanced 1 class does not move at such a fast pace (the class period is shorter by 20 minutes) and students are permitted to use calculators. Students in Mrs. Waldrip's class will have the opportunity to do math enrichment activities on a regular basis, whereas my class is more of a grind. Please reach out if you feel that this class would be a better fit for your student.
Students will switch for math for the first time on Tuesday, August 20. We use a body of evidence to determine the best math placement including last year's placement, multiple math tests, CMAS data, and teacher recommendations. Placement is a bit fluid for the first few weeks of school. This is my second year of teaching "Advanced 1" which compacts sixth grade and half of seventh grade into one year. Most of my class will take "Advanced 2" as sixth graders, putting them into Algebra 1 in seventh grade. Students in Mrs. Waldrip's fifth grade math will have the option of taking "Advanced 1" in middle school so they can take Algebra 1 in eighth grade. There is also a grade level track which has kids taking Algebra 1 in high school.
I do not test the speed of math fact recall, but I do know that students who are not automatic with their multiplication facts need to hold more information in their working memory and sometimes get bogged down in the middle of complex math problems. This is not to say that these students are not strong mathematical thinkers, they just need to work harder to find the correct solution. For this reason, I encourage my students to practice their math facts if they have not yet mastered them. Because calculators are not permitted on CMAS, we do not use calculators until later in the year. However, we will finish the entire book (18 modules) before CMAS and spend the last month of math doing project based learning activities.
I have been breaking the math book into smaller chunks so that kids have less weight to ferry between home and school. At the end of each module, I will staple your child's "packet" to their math test and send it home in Friday folders. We have a test (on paper) for every module but no unit tests. If a student scores below 80%, I have them complete a second test after they complete test corrections and ensure that they understand whatever they missed. We will also have access to iXL this year so that students can review, practice and accelerate independently.
Our math class is 65 minutes long to support the students who need extra help and to allow most of the "Advanced 1" students to start their "homework" in school. Homework should never take more than 45 minutes - if it does, please stop! If the homework is regularly taking more than 45 minutes and students are needing a lot of support from parents, please have your child talk to Mrs. Ellis. Homework should be a time to practice skills we learned in class. Students are not allowed to say "I don't get it" in my math class - they need to practice asking specific questions that helps them articulate where their understanding is lacking. When students have questions, I prefer that they bring them to school the next day. Thanks!