High School

Teaching Practices

• The math lesson may begin with a thought-provoking question, mental math exercise, or motivational "Problem of the Day"
• Lesson objective is aligned with Common Core State Standards and students' IEPs
• Math lessons builds on prior knowledge and reviews previous concepts
• Math lesson uses workshop model and incorporates
  • a mini-lesson (short direct explicit teaching)
  • guided practice and exploration for students
  • independent practice 
  • share
• Teacher acts as facilitator of student learning
• Math lessons addresses all three learning styles
  • auditory
  • visual
  • kinesthetic
• Structured so that the beginning, middle, and end are congruent and support the lesson objective

Math Resources

• Use of concrete manipulatives and materials/tools/technology to support math concepts being taught
• Graphing calculators are used to encourage and support student’s mathematical explorations and to develop number sense
• Presentation of math concepts begin with concrete materials and move towards pictorial and abstract (symbolic)

Math Connections

• Interdisciplinary connections are made with other subjects
• Connections are made within mathematics
• Multiple opportunities for real-life applications

Math Problem Solving

• Students learn different problem solving strategies
• Students are presented with open-ended math investigations which have more than one method of solving and more than one solution
• Math lessons present a “Problem of the Day” or a “Problem of the Week” with opportunities for student discussion and justification of their answers
• Students are encouraged to explore different options for solving problems
• Math problems engage and challenge students

Math Communication

• Group activities that foster “cooperative learning, accountable talk, socializing intelligence, group sharing”
• Math lessons and workshops integrate literacy skills – speaking, reading, writing and listening – through student group sharing, math journals, use of experience charts
• Math word walls are evident in the classroom

Assessment

• Summary and “Exit Tickets”
• Opportunities for self-reflection: “What Did I Learn?”
• Use of rubrics by teachers and students to assess student learning
• Use of multiple assessments
• Meaningful homework extensions that supports instructional objectives; can be project-based and student initiated

Math Attitudes

• Lessons convey positive attitudes towards math and should be enjoyable
• Students are referred to as “mathematicians”

Web Resources

• Jefferson Math- Lessons with explanations; retrieve and manipulate Regents questions http://www.jmap.org/
• Regents Exams http://www.nysl.nysed.gov/regentsexams.htm
• Integrated Algebra 1 http://www.phschool.com/webcodes10/index.cfm?area=view&wcprefix=atk&wcsuffix=0099
• Unique (Alternate Assessment) http://unique.n2y.com/
• Math Triumphs as AIS (Foundations For Algebra, Foundations For Geometry) https://www.mheonline.com/program/view/2/16/637/0078884845/  *see intervention materials link
• Discovering Geometry: An Investigative Approach 4th Edition Student Textbook http://www.keypress.com/x5233.xml