Embedded Files
M: meet the teacher whole group
M: meet the teacher whole group
A: activity time
A: activity time
T: teacher time small group
T: teacher time small group
H: hands on
H: hands on
At 74th Street we value and validate and affirm the mathematical knowledge Scholars already possess and bring with them. We also bridge the rich historical (often untold) tradition and legacy of mathematical genius with math principles and practices to give Scholars the confidence and experience needed in developing a positive math identity.
We believe in ambitious math teaching and collaborative inquiry and structure, results in deep math instructional change for excellence and equity.
All students can learn rich, relevant, and rigorous mathematics
All teachers can provide Ambitious Mathematics Teaching in addressing excellence and equity in mathematics instruction
All school leaders can support their teachers with Ambitious Mathematics Teaching
Parents are equal partners in supporting Ambitious Mathematics Teaching for their children
This year our school has adopted a new Math curriculum, Eureka. Additionally, our teachers spent weeks taking professional development courses in CGI, or Cognitively Guided Instruction. This curriculum and practice will help to drive the rich, relevant and rigorous math our scholars deserve. and our teachers want to facilitate.
Eureka Math
Eureka Math
Eureka Math was written by a team of teachers and mathematicians who took great care to present mathematics in a logical progression from grade PK—12. This coherent approach allows teachers to know what incoming students already have learned and ensures that students are prepared for what comes next. When implemented faithfully, Eureka Math will dramatically reduce gaps in student learning, instill persistence in problem solving, and prepare students to understand advanced math.
Cognitively Guided Instruction
Cognitively Guided Instruction
“CGI is understanding how children think mathematically in order to develop a sequence of problems and structures in math class that position students to see themselves as competent problem solvers and support them to engage in each other’s ideas so that they can build on their understanding of the underlying ideas of mathematics.” —Vanessa Hayward, Lawndale
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