Embedded Files
Transition to Technical Mathematics (TTM) is composed of 6 units of instruction including a capstone project.
See the units of instruction and associated KPIs as required by the Illinois PWR Act.
Each instructor and high school in D509 is expected to provide the same 6 units of instruction and teach to the same KPIs. Each TTM course should culminate with a capstone project which gives students an opportunity to explore a topic of interest that demonstrates what they have learned from the TM course.
All TTM instructors administer the same mid-course and final exams
Please see student and parent-facing information about Transitional Math courses for you to share.
Required Course Materials
Required Course Materials
All TTM instructors are required to design a TTM course syllabus which addresses the course requirements as documented
Each district provides instructors with a syllabus template from which to build their own syllabus:
Submit your syllabus here:
Please name your file following this format: (YOURLASTNAME _TTM2025) by September 1:
Each TTM course should adhere to these grading requirements in accordance with the Memorandum of Understanding between ECC and each school offering TCA.
Each TTM instructor will also administer common mid-course and end-of-course exams. The exams and solutions are provided to instructors prior to the exam period.
Instructors will submit the results of their exams to their district Transitional Math liaison (see list and contact information here).
Instructors will collect and submit one A, C, and F final and midterm exam each year.
Post U-46 A, C, and F TTM Midterm and Final Exam Samples here
When you submit your sample graded exams, please name the files following this pattern: YOURLASTNAME_TTM MIDTERM_A
The overall results of mid-course and end-of-course exams will guide ongoing professional development as well as needed course adjustments
TTM End-of Course Exam & Rubric
Instructional Resources
TM instruction should provide TM students with a NEW experience of previously learned math concepts. All TM courses are intended to be project-based courses that require students to apply their mathematical understanding to real-world applications. While this is especially true for the capstone project, the project-based approach is a required element of all TM instructors. Within the parameters of the required units and KPIs, TM instructors can use any materials and lessons that fulfill the expectation of problem and application-based mathematics instruction.
That said, there is no need for you to reinvent the wheel. This is a collaborative effort, and in the spirit of that collaboration, the following instructional resources are available for your use in teaching your TTM course
Collaboration Session Notes and Materials
Collaboration Session Notes and Materials
Folder for Portability Panel Work: For each unit, complete the spreadsheet and post at least one sample activity or task (formative) to the folder.
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