B2.1
Planning with Course and Unit Materials

B2.1 Planning with Course and Unit Materials

Teachers use course and unit materials (course guide, unit narratives, section narratives, teacher reflection questions, etc.) to inform their planning and understand the progression of mathematical ideas throughout the course. Teachers use IM dependency diagrams and content standards to understand the development of unit concepts across grade levels.

Implementing

Teachers use the course guide to inform their planning.

Teachers reference unit narratives, section narratives, lesson titles, and teacher reflection questions to understand the content and the goals of each unit.

Teachers can describe the progression of understanding throughout each unit, explaining how students develop mastery of the content over time.

Teachers use IM dependency diagrams along with content standards to understand the development of the unit concepts across grades.

Developing

Teachers use key sections of the course guide to inform their planning.

Teachers reference unit narratives, section narratives, and lesson titles to understand the content and the goals of each unit.

Teachers can describe the progression of understanding throughout each unit.

Teachers reference content standards to understand the development of the unit concepts across grades.

Organizing

Teachers can locate the course guide.

Teachers reference unit narratives and lesson titles to understand the content of each unit.

Teachers can describe a central concept in the upcoming unit.

Reflect

How do you use key sections of the course guide (e.g., Problem-Based Teaching and Learning, What’s in an IM Lesson, Advancing Mathematical Language and Access for English Learners, Universal Design for Learning and Access for Students with Disabilities, Key Structures in This Course, Scope and Sequence, Standards for Mathematical Practice) to inform your course planning?
How is collaborative course and unit planning supported through your school’s structures?
What opportunities do you have to understand vertical alignment in your school or district?

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