Personal Brand Exploration Selk_Ingrid_DMBS_PB1_2024-01.pptx
Center for Mathematics and Teaching marketing presentation
1. While you are waiting…
Which is the better buy?
Solve using at least two different strategies.
2. The Center for Mathematics and
Teaching is a small nonprofit
dedicated to creating engaging
instructional materials for middle
school students and supporting their
teachers with professional
development.
19. Grade 6 and 7 Transition Materials
Grade 6
Grade 7
CCSS-M Packets
6
6
Introduction to Algebra
11
9
Open Source Packets
2
2
Coverage of CCSS-M
90%
90%
Full Program Available
Fall 2015
Fall 2015
(5 minutes) While setting up, ask participants to use blank paper (graph CMAT pad) to determine which is a better buy: “Flat and Round Tortillas” (3 for $0.60) or “Wrap it Up Tortillas” (4 for $1.00). Encourage participants to solve the problem using a strategy different than unit pricing (think about tables, graphs, or rules). No discussion needed. We will revisit problem later in this presentation.
Identify yourself and CMAT --Change to the who, how, what message CMAT is a small nonprofit dedicated to creating engaging instructional math materials for middle school students and supporting their teachers with professional development. Our team consists primarily of former classroom teachers and leaders who left UCLA in 2010 to pursue these goals. We are especially interested in making high quality materials accessible to struggling students and English learners. Identify crowd and their needs Determine by show of hands how many are middle school teachers, administrators, coordinators, etc.. State our understanding of their needs and ask what else is important to them as they review programs.
Give Component overview. Students work through 16 consumable Student Packets, and they have two Resource Guides that substitute for their textbook. These components are also available as files to upload to a tablet. Students would then use their own paper for the program. Program also includes consumable manipulatives for each student: cups and counters, and patty paper The Teacher Guide includes comprehensive planning information, lesson plans, assessment information, reproducibles, tasks, and correlations. The CD ROM contains all files, including assessments in word and PDF formats.
Walkthrough SP7. Each packet contains 3 lessons. There are 16 packets. There are 48 total lessons. Carefully organized, very efficient. Packets provide a manageable chunk of content in a structured workspace format to increase student success
(Focus on Lesson 2) – This multiday lesson includes structured workspace for an investigation (pg. 8) and questions where students reason abstractly and critique the reasoning of others (pg. 11)
Skill Builders give students ongoing practice on all important topics in the course. Fluency is attained through lessons and skill builders. For example, linear functions appears in 13 out of the 16 student packets.
A word bank on the inside cover and vocabulary activity near the end help students learn academic vocabulary
Each packet includes selected response questions, a knowledge check, and a home-school connection page with a line for parent signature.
Among the resources available for each packet are quizzes, tests, proficiency challenges, and tasks.
Students receive one consumable resource guide to accompany packets 1-9 and another one for packets 10-16. These include a comprehensive glossary, as well as explanations and examples.
Teacher ResourcesOrganizing information, lesson plans, assessments, tasks, and correlations available in print and on a CD. CD also includes answer keys and student pages for projection.
Walkthrough Scope and Sequence. Packet 7 is the 7th of 16 packets in the program. The entire program consists of 48 lessons (16 packets times 3 lessons per packet) that FULLY address the content and spirit of CCSS-M Standards and practices. It was our goal to fully capture the content and spirit of Common Core in a way that would challenge our best students, but also make mathematics accessible to all. Unlike most other programs, which were adaptations of existing curricula, MathLinks is a fully original program that was developed after CCSS-M was adopted in California. As a result, it is rigorous, comprehensive and efficient.
Discuss differentiation options. In the modified program, students spend most of their time in the packets. The first few packets review math from grades 6-7. In the basic program and enriched program, students work more quickly through review packets. They then spend more time on statistics and geometry, and on Proficiency Challenges and Tasks. Many Proficiency Challenges are variations of released items from the Smarter Balanced Assessments. Students apply concepts and knowledge in more complex situations when they complete Tasks.
Each student packet has a Teacher Packet chapter to accompany it in the teacher guide.
Guide includes standards correlations and packet planning information.
Math Notes provide additional content information for teachers For each teacher packet, Teaching Note 1 describes how students use Standards for Mathematical Practice. Notes 2, 3, 4 focus on instructional strategies for special populations.
Complete lesson plans
Grades 6 and 7 meet all requirements for supplementary programs. Full programs will be available in Fall 2015. They are going to be great. They are worth the wait!We recommend you combine them strategically with portions of Introduction to Algebra (our previously adopted program) to make a full program that is about a 90% match to Common Core. Next year only, those programs together will be only $25 per student.
Think of MathLinks as a 6-8 comprehensive program.Standards Maps and Correlations to CCSS-M Criteria will be available for complete programs
This plan combines portions of the second semester of our previously adopted algebra readiness program with the 7th Grade Transition program. This transition program covers about 90% of the 7th grade common core content and practices. Our full program will be ready in Fall 2015.
Plant a professional development seed PD is designed by the authors and delivered by authors and teacher leaders For the full year course, six days of PD is recommended, in 3 blocks of 2 days each. Three days are recommended for the transitional courses. PD is essential for success of this innovative and engaging program. In Monterey, EVERY district that participated in our PD reported teacher satisfaction and student achievement, and the ONE district that did not participate struggled with the program.
