Mathematical

Reflections and Translations: October 13, 2015

Announcements

  • IMIII hard copy books are on the way! They are in trucks headed for the SUHSD and should arrive at school sites by next Friday (10/23).
  • Parent Guides for courses IM7-IMII (in English and Spanish) are available now on cpm.org. They offer parents an overview of the math topics that are in each course, along with examples and extra practice. Free to download!
  • 2014-15 Math Final Exams (IMI,IMII,IMIII,Math Analysis) have been released to assist with Final Exam creation this year. See below for more information!

Access Semester 1 Math Tasks Using the Links Below.

Teachers, plan to bring student work to the second quarter zone workshops in October. The scoring guide is consistent across tasks; teachers should NOT score student work before bringing it to zones.

Printing Tip: Be sure to download files before printing in order to preserve formatting.


IM7 and Compacted IM7

IM8

IMI and Compacted IMI

IMII

IMIII

Compacted IMIII

Pre-Calculus


Spanish-language tasks are on Canvas; contact Ivette Sanchez-Gutierrez if you have questions or need more information.


Tasks for students in Fundamentals math classes are also on Canvas; contact Carla Jacobs if you have questions or need more information on those.

2015-16 Math Final Exams

This year, teachers across content areas are given the option to use the 2014-15 version of the district final exam OR use a PLC-created final exam.


Due to the high school adoption of CPM this year, some 2014-15 Fall and Spring final exams no longer align with the way the curriculum is organized by semester. As a result, certain final exams have been released (in Microsoft Word format) to assist PLCs with their exam creation this year. The intent is to allow these PLCs ( that do not have a final exam that is aligned to the 2015-16 Instructional Guide) to use these past exams as a resource to build their own site-based final exam.


To access these released exams, visit the SUHSD Curriculum & Professional Development Course on Canvas. On the Math home page and look for "ARCHIVED TESTED CURRICULUM."


Other resources on Curriculum & PD Course: Find instructional guides, assessment and instruction resources.

Recently added: Report Issues with Spanish Translation in CPM using the link at the bottom of the "Written" Curriculum column.

This month's theme: Engaging Parents & Community Members

Family Math Nights offer opportunities for purposeful engagement

Olympian High School Math Site Specialist Melody Morris organized a Family Math Night on September 17th and over 80 people attended.
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UC San Diego’s Mentor Assistance Program (MAP) is a new campus-wide program, which will engage high school students in a mentoring relationship with an expert from a vast array of disciplines, from History, Marine Physical Sciences and Nanoengineering to Biochemistry, Pharmacology, Athletics and Computer Science. MAP’s mission is to provide a pathway for student researchers to gain access to UCSD faculty, post doctoral fellows and staff to mentor students in their own field of interest (i.e. independent study, class projects or Science Fair projects). Students may choose to communicate with a mentor over email or may indicate their interest to visit the mentor’s lab or work environment. MAP is an opportunity for students to take the first step into a potential career path. MAP students will build an early foundation for success in their academic career.

Encourage students to apply!

Click here for more information.

CPM Teacher Tip of the Week

Week 11:

Effective circulation techniques are essential to effective teamwork. Make your circulation purposeful with a specific path mapped out and a specific plan for each pass.


1st pass: Move around to make sure that everyone is on task and following directions. Do not answer questions except those that help teams begin their work, primarily clarifying questions. Do not check homework.

2nd pass: Make sure everyone is working. Ask/Answer questions that help students with their developing understanding.**

3rd pass: Ask/answer questions to help students complete the task.** Listen carefully to student thinking and encourage them to move on to the next problems or extend their thinking.

4th pass: Continue listening and asking questions that help students correct any errors you note. Ask higher order thinking, extension or reflective questions.


As you circulate, always be on the lookout for errors or misconceptions. Be sure to continually check for understanding and offer positive reinforcement. Design your routes so that you visit every side of every study team. Follow varied routes and stick to them. Don’t allow yourself to be pulled off course by teams that try to rely on your assistance instead of listening to each other.


Most teachers find it helpful to carry around an answer key or pages from the teacher edition when circulating. Do not carry a writing utensil with you. You do not want to find yourself doing the problems for the students. If you want to model something, find another student in the team or in the class who has done a step correctly and have them show the student or team the work they have done.


**When circulating and asking clarifying questions, feel free to restate the discussion points to add to the discussion. Encouraging students to reread the discussion points aloud to the team is a great way to get the conversation going. Remember that everyone on the team needs to agree to questions, and your response is best when it is a question that helps them answer their own question. Obviously some clarifying questions simply need to be answered.


CLICK HERE to see some videos on Circulation


For a list of all the Teacher Tips, click Here

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Annual CMC-South Conference is in Palm Springs November 6-7, 2015

Teachers, talk with your Site Curriculum Specialist about attending along with your PLC colleagues!


For more information, click the button below.

Want to Learn More? See Additional Resources below:


Math Curriculum Team

Katrine Czajkowski (Math curriculum specialist-High School)

Mimi Williams (Math curriculum specialist-Middle School)

Carla Jacobs (Special Education Support)

Ivette Sanchez (SEI and Bilingual Support)