**Houghton Mifflin Harcourt Algebra 1-Geometry-Algebra 2 (c)2015****Lial Trigonometry, 11th Ed.****Precalculus with Limits: A Graphing Approach, 7th Ed.***(Precalculus & Finite Math)***Stats: Modeling the World, 4th Ed.***(AP Statistics)***Elementary Statistics: Picturing the World, 6th Ed.***(non-AP Statistics)***Larson Calculus of a Single Variable, 10th Ed., AP Edition Updated****Fundamentals of Algebraic Modeling, 6th Ed.***(Intermediate Algebra)*

For **Algebra 1-Geometry-Algebra 2 **(A-G-A), each teacher will receive the following:

- Print Teacher’s Edition
- Classroom set of 15 print student editions

All teachers and students will have a digital license (web and app access) to access the full program, including PDFs and interactive features. The teacher license includes access to all ancillary teacher resources.

For the **“electives,”** (all courses above Algebra 2, including Intermediate Algebra), each teacher will receive the following:

- Print Teacher’s Edition & teacher resources
- Classroom set of 30 print student editions

Students will have access to an eText that can be downloaded onto the iPad mini for offline access.

]]>**HMH A-G-A Adoption Training**(**May 30 & 31**@ Longmont High School or**July 26 & 27**@ LSC Timberline Rooms; 8:00 AM – 4:00 PM; 1.0 credit)**Dance Math**(Friday, June 2; 9:00 AM – 5:30 PM; Sunset Middle School Gym; 0.5 credit)**Desmos.com**(Wednesday, June 7; 8:00 AM – 4:00 PM; LSC Timberline Rooms; 0.5 credit)**Developing Number Sense & Proportional Reasoning in Grades 6-8**(June 8 & 9; 8:00 AM – 4:00 PM; LSC Evergreen Room; 1.0 credit)**You: The Mathematician**(June 13-15; 8:00 AM – 4:00 PM [8 AM – 12 noon only on June 13]; LSC Evergreen Room; 1.5 credits)**IMP 1 & IMP 2 Training**(July 17-21; 8:00 AM – 4:00 PM; Silver Creek High School Room E206; 2.5 credits)

- 2016-2017: Review & evaluate candidate programs; determine one program for pilot
- 2017-2018: Pilot selected program in 1-2 classrooms per school
- 2018-2019: Implement selected program in all St. Vrain classrooms

Click here to see the adoption committee’s meeting notes and resources associated with this process.

]]>(1) **The role of student-driven questions.** Teacher questioning is important in facilitating classroom discourse and making important connections, yet we oftentimes leave *students* out of the question posing process. Fostering Student Questions: Strategies for Inquiry-Based Learning and Creating a Culture of Inquiry offer some ideas and protocols on how to develop a culture of student-driven inquiry based on questions, justification, and choice. Of course, good questions come from good tasks and learning experiences crafted by teachers. This is where the distinction between ** problems **and

(2) **Intentional Focus on the Standards for Mathematical Practice.** While all eight Standards for Mathematical Practice are important in terms of establishing habits of mind for emerging mathematicians K-12, particular emphasis should be made on two of them if we wish to transform our mathematics learning environments:

**SMP #1: Make sense of problems and persevere in solving them.****SMP #3: Construct viable arguments and critique the reasoning of others.**

If we make strides with these specific practices, our mathematics classrooms will feel and look very different. In addition, the role of student questions fits perfectly with these specific practices. But let’s not just limit these to the mathematics classroom, as these specific practices transcend all content areas and are good habits of mind for everyone within an organization. As a school department/faculty, when was the last time the team made sense of a school problem and persevered in finding a solution? When was the last time adult discourse occurred at a department/faculty meeting around critiquing reasoning and arguments (and not the people making those arguments)? When was the last time a meeting was driven by questions posed by the participants?

If we want students to carry the cognitive load and do the mathematical thinking in our classrooms, then we have to model these actions. As teachers, do we model posing questions around a problem? Do we model perseverance in solving problems, even when a solution strategy might lead to a dead end? Do we model complete mathematical arguments using proper academic vocabulary? If students never see their teachers perform these actions, it’s a tough ask to demand of them without some frame of reference.

Still not sure what this is all about or what the vision looks like? Mark Chubb (Instructional Coach in Niagara) offers some ideas in his blog post “Quick fixes and silver bullets…” that illustrates common practices that suppress mathematical thinking.

]]>- What are the concepts of Enactive – Iconic – Symbolic?
- How do these concepts relate to other educational theories?
- How can the concepts of Enactive – Iconic – Symbolic support the development of mathematical understanding by students?

There is also a document, Development of Number Sense & Computation in Grades K-5, that provides more detail with concept progressions across grades K-5 with specific representations and references from the Common Core State Standards.

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In other words, assignments should have a mix of ** problems** and

What are the potential benefits are rethinking mathematics homework in this way?

- Students may actually complete the assignment if it is shorter in length.
- Assigning a few purposeful exercises can reduce the chance that students may repeatedly practice incorrectly without timely feedback. The assumption is that timely feedback would come in class through daily formative assessment and opportunities to practice.
- Reducing the assignment set focuses the homework review routine in class the next day to meet specific learning goals. Adequate attention can be given the to skills along with appropriate discussion of the exercises. This is much more purposeful than teachers asking, “which ones would you like to see?” The teacher gives up all control and the opportunity to build connections is lost when homework review is left up to going over randomly-requested problems from the assignment set.
- Having a couple of contextual application problems that incorporate the Standards for Mathematical Practice help students investigate non-fiction texts in math class, which is a focus of the English Language Arts standards and all other content areas. Breaking down a problem to identify what it is asking is more cognitively complex than performing the computation(s) to solve the problem. Close reading and citing evidence have a place in mathematics, too!

Instead of treating mathematics homework as a right of passage that generations of mathematics students have endured, let’s focus on quality assignments that reflect rigor, as defined within the Colorado Academic Standards (** conceptual understanding**,

Support Articles:

]]>These curated resources, produced by reputable experts in the field, may help you create a dynamic learning environment that promotes mathematical understanding, thinking, and student voice.

- Mathematical Tasks as a Framework for Reflection: From Research to Practice (Smith & Stein)
- Selecting and Creating Mathematical Tasks: From Research to Practice (Smith & Stein)
- Thinking Through a Lesson: Successfully Implementing High-Level Tasks (NCTM paid article)
- The October 2016 issue of
*Educational Leadership*offers other ideas on general lesson planning with some direct applications to mathematics classrooms! (Some articles are paid access)

- How to Get Students Talking! Generating Math Talk That Supports Learning
- 5 Practices for Orchestrating Productive Math Discussions (summary)
- Never Say Anything a Kid Can Say! (NCTM paid article)
- Connecting Mathematical Ideas (book with classroom videos)

- PBS TeacherLine Tips for Developing Mathematical Thinking
- The Art of Questioning in Mathematics (Robert Kaplinsky)

Some thoughts on questioning in the classroom:

- If you want to know what a student is thinking,
. This avoids the “guess what’s in my head” type of questioning which can typically be lower-level recall.**ask a question you do not know the answer to** - Ask a questions that
. How many of your questions require students to answer with a second sentence (or even a single sentence)?**require students to respond with a second sentence (or more)** - What questioning sentence starters could you post in your classroom to encourage student-to-student questioning and explanation of thinking? How can these questioning sentence starters become a classroom norm among teacher-student, student-teacher, and (ultimately) student-student interactions?

So often, it is teachers that design the learning environment and set up the classroom rules and expectations. But do students have a say in designing ** their** learning environment that meets

- Do students have choice and voice in your classroom?
- What is “tight” and what is “loose” in the classroom? Who decides?
- How often do students have the opportunity to provide you with feedback on how the class is running and what should be improved?

The Science Behind Classroom Norming

Some teachers have even adapted the Seven Norms of Collaboration from Adaptive Schools (or had students adapt these norms with their language) to build common collaborative school norms for students and adults alike.

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