1. An Approach to Creating Pacing Guides for Mathematics Laura G. Brake, M.Sc. Mathematics Achievement Specialist

2. PLC’s for Creation Best done in groups
Experience teaching at the grade level
One teacher per group with 5 years, or more, of teaching experience at that grade level
Subgroups of 4 are ideal, for when it is time to share and compare
Determine the group or PLC that will carry out the work

3. Sequencing the Order of Instruction
SS1 …
PR2 N5

4. Sequencing that Incorporates Foundational Outcomes
SP4, SP5,
SP6
SS1, SS2,
SP3
SS4 N6 …
PR3, PR4,
PR6, PR7
N3, N4, N7
N1, N5 …
This is an example from Math 7. Foundational Outcomes are in bold.

5. Weeks per Outcome •Have blanks grids available
• INDIVIDUALLY assign number of
weeks per outcome
• Share and Compare
• Discuss it out and make a group
decision for each outcome

6. Bridging the Gaps From “Bootcamp document:
page numbers aligned with outcomes

7. Cognitive Levels Cognitive Level 3 Jack reads 12 pages in one hour.
Write and solve an equation
to show how many hours
Jack will read to finish 48 pages.
Cognitive Level 2
Write an equation that states the
following two lines are equal
Cognitive Level 1
Solve:
2x + 4 = 12

8. Supporting Teachers Outcomes “Bootcamp” bridging materials
Alignment to sections of primary resource
When to administer foundational quizzes

9. Guiding Questions Who will create the Pacing Guides?
Are Foundational Outcomes to be incorporated?
Do you have existing “Bootcamp” resources for bridging skills?
Are cognitive levels well understood by instructional staff?
Today: 1) Discuss and make decisions to facilitate the creation of pacing
guides; or
2) beginning the process of creation now.
Sequencing
Weeks per Outcome
Bridging materials
Cognitive levels support document (appendix which is optional to provide at a later time)

10. Where to from here? Part 1 of 3 — The Benefits and Challenges of
Pacing Guides
Part 2 of 3 — An Approach to Creating
Part 3 of 3 — The Implementation of