Illustrative Mathematics

State SAGE Proficiency

Canyons School District

Draper Park Proficiency

Three Ways of Teaching Math 1. Teacher showed methods, students then solved the problems with them 2. The students were left for discover methods through exploration 3. The students were first given an applied problems to work on, even before they knew how to solve the problem; then they were shown methods The third group performed at significantly higher levels to the other two groups. Students became curious and their brains were primed to learn new methods, so that when the teachers taught the methods student paid greater attention and were motivated to learn. (A Time to Tell, Schwartz & Bransford 1998)

Key shifts in Mathematics Focus Coherence Rigor

Illustrative Mathematics Written by a team of teachers, professors, and other educational professionals. Piloted and refined in 175 classrooms across the country. Free resource provided by Open-up Resources. Highest-rated curriculum on edreports.org.

6th grade Illustrative Mathematics Scope and Sequence Grade 6 begins with a unit on reasoning about area and understanding and applying concepts of surface area. It is common to begin the year by reviewing the arithmetic learned in previous grades, but starting instead with a mathematical idea that students haven’t seen before sets up opportunities for students to surprise the teacher and themselves with the connections they make. Instead of front-loading review and practice from prior grades, these materials incorporate opportunities to practice elementary arithmetic concepts and skills through warm- ups, in the context of instructional tasks, and in practice problems as they are reinforcing the concepts they are learning in the unit.

Problem-Based Learning Students work on carefully crafted and sequenced mathematics problems during most of the instructional time. Teachers guide discussion and provide tools needed and explicit instruction as needed. Teachers strategically group students so they get the most out of their mathematical discussions. The value of a problem-based approach is that students spend most of their time in math class doing mathematics: making sense of problems, estimating, trying different approaches, selecting and using appropriate tools, evaluating the reasonableness of their answers, interpreting the significance of their answers, noticing patterns and making generalizations, explaining their reasoning verbally and in writing, listening to the reasoning of others, and building their understanding. Mathematics is not a spectator sport.

Typical Lesson in Illustrative Mathematics A typical lesson has four phases: A warm-up One or more instructional activities The lesson synthesis A cool-down

Unit 3: Unit Rates and Proportional Reasoning Lesson 6 “Are you ready for more”?

Questions?