SDJ High School Math
Math: 45 minutes total per day following the A/B day schedule, with the exception of AP and articulated/transcripted coursework
Over the course of a week, lessons should provide students an opportunity to participate virtually in a balance of learning activities that build and require conceptual understanding, procedural fluency, and application.
It is important to continue to provide students the opportunity to engage with the math practices and discourse, in addition to the content. There are several reputable core-aligned companies, such as Illustrative Math, putting out daily practice problems and tasks for students to be able to do this. For those using Techbook as a resource, these are essentially the same types of items students are used to seeing with some modifications for synchronous, asynchronous, and blended learning environments.
Draft High School Math Curriculum
Continue to use the current HS draft curriculum pacing guides and start where you left off, with the understanding that review will be necessary and online learning will not look like face to face classroom instruction (see guidelines and supports below).
AP: Continue to follow AP provided curriculum. For AP specific questions, contact Brian Babbitts.
Any TC/AS course: Continue to follow BTC provided curriculum. For BTC specific questions, contact Kolleen Onsrud.
Core math courses: Continue to follow district curriculum. Links to the current draft copies of SDJ curriculum can be found below.
Integrated Math 1
Integrated Math 2
Integrated Math 3
Pre-calculus (and Integrated Math 3 Honors) draft in progress pacing guide
Students should spend the large majority of their time on the major work of the grade. The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. High School Common Core Math Standards
We focus deeply on the major work of each grade so that students are college and career ready and can gain strong foundations in thinking, learning, and doing math. You will need to pick and choose the most essential standards for students to master. Use the REAL priorities as a framework to guide your thinking here. Items of importance should meet all four criteria.
- Readiness: Prepares students for future courses and content levels.
- Endurance: Is valuable over time beyond a single test date
- Assessment: Adequately prepares students for national or state assessments.
- Leverage: Represents practices and content that are useful across multiple subjects and disciplines
Discussion and collaboration are still an essential part of learning and cannot be completely abandoned for more traditional teaching methods and skill and drill work. Students should always have a chance to try any activity themselves before being shown what to do or how to think. This can be done synchronously and videotaped following the district guidelines for students unable to attend a live virtual session. Asynchronously, it is recommended that students complete a task/activity with another classmate, via google docs, etc. and submit their work to the teacher prior to a virtual learning session. The teacher would then collect, sequence, and display (page 3) student work back to the class. For students applying conceptual and procedural understanding remotely and/or independently, especially with story problems, we need to think about access. Manipulatives, math language routines, SOS strategies, and the BUCKS annotation system (to name a few) can help support this.
Resources
Courses should continue to use their primary resource(s). For available online teacher and student resources, versions can continue to be accessed as they have been in the past.
Sample Approach Using Google Classroom
1. Welcome
2. Identify the essential skills and must do lessons for your course. Then, as you instructionally plan for these items, establish what can be done synchronously and/or asynchronously.
3. Choose specific tasks and problems to import into Google Classroom. For Techbook, you can also assign these directly within the resource. The goal is for students to get these ahead of time. They could do them solo, or in the best case scenario would do it via a shared google doc or over the phone, etc. with another classmate.
4. Teacher collect/display. Following the 5 practices of productive discourse, the teacher would select and sequence student work samples to show to the class or model. You could make your own as well. The teacher would then ask discourse questions or other high level discussion questions, including those potentially found in your resource (in Techbook there are sample questions that follow the five practices provided). For instance, examples could include: do we agree or disagree? Why or why not? (This could be done on the dashboard if you are using Techbook, but it is difficult for me to see if it can be left open from the time you pre-post the problem/task. Having it in google docs or submitted via a form is working well at other grade levels). These should be submitted to the teacher PRIOR to a synchronous learning session or online video instruction. These could be discussed during office hours or homework support and discussion times synchronously but cannot be videotaped. You would want to collect and display and record these and share with students asynchronously.
5. Mini lesson: Add Google Slides of the lesson and record videos of yourself going through the slides. There are resources below that can support you finding standards aligned video modeling, such as Khan and ACT academy, to name a few. This is the direct instructional component of the lesson and should include modeling through gradual release, clarification of misconceptions, etc. This can easily transition to synchronous types of environments for homework support or discussion times, but you will need to follow the district guidelines for synchronous learning.
6. Lesson synthesis
During any of these steps, you can also use Google Docs for students to pose and respond to each other’s questions during and/or outside the course of this time. The virtual platforms allow for some of this as well, synchronously.
Manipulatives
Manipulatives are an important part of the math learning experience. There are online manipulative tools available, and many are recommended by Techbook. We need to be mindful of access/equity for students. Not all students will have access to school-like manipulatives, so what can we use as alternatives (for example, household items such as macaroni noodles).
Desmos - An interactive platform where students can work on tasks, receive feedback, and collaborate. This page links to helpful information for using the tools during school closures. This post describes how to create self-checking tasks.
Helpful Resources
AP Central updates and instructional supports
- Khan AP courses: Khan/AP maps, College board exam information, and past free-response question links for Math and computer science, AP Calculus AB, AP Calculus BC, AP Statistics, and AP computer science principles
Discovery Education available through classlink
- DE Virtual learning support, guide, and DEN
- DE quick lessons
- Quicksearch links: includes items specific to Math Techbook and grade level
Curated, sortable resources:
- WiseLearn vetted resources and curated collections
- Education companies offering free subscriptions
- CESA Repository of Resources
Assessment tools:
Google Classroom - A free web service developed for schools to share assignments with students. This video shows how it works, and in this blog post, teacher Morgan Stipe explains how she sets up her Google Classroom with OUR
- LearnZillion provides free access (during this time) to 3-10 minute core-aligned math videos, lessons, and demonstrations. They are searchable by standard and align with the Illustrative Math curriculum for algebra, geometry, and algebra 2.
Wide Open School EL Supports
Google EquatIO is a math extension that allows you to write digital equations and insert, edit, and interact with digital math in the G Suite Environment, including Google Docs, Google Forms, Google Sheets, Google Slides and Google Drawings.
Illuminate Education