12/9/22
Happy Friday! Yes, it is the midwest and yes, it is snowing today. Fun times. Speaking of fun times, it was Special Lunch here today. Thank you to our PTO and all of the hard work put in by them to ensure our students have a fun and delicious meal. Just a couple of items this week.
Early Release
This Tuesday, December 13th is an Early Release. Students will be dismissed at 1:30 PM.
Current Patriot Consortium Mathematics Placement Process
The consortium has created criteria that define the four strands of mathematical proficiency to highlight the attributes of a proficient mathematical thinker. The criteria are grouped into three categories (See chart on the second page):
- Procedural Skills & Fluency (How well you can correctly use mathematics.)
- Conceptual Understanding (How well you utilize mathematical ideas, transfer your knowledge into new situations, and apply it to new contexts.)
- Problem-Solving with Adaptive Reasoning and Strategic Competence (How well you can apply strategies and sound reasoning.)
Over the course of the year, the mathematics teachers will be discussing these criteria with the students in class to create a portrait of each student. This portrait will be used to recommend the students to the mathematics course at Stevenson High School that matches their content knowledge as well as their level of mathematics proficiency at this time.
As a district and consortium, it is our vision that each student moves on to the next course in the sequence providing that there are no significant gaps in content knowledge. If there are significant gaps in content knowledge and a change in recommendation occurs, we will contact you. We feel that this process allows a mathematical picture of the student to develop over time, which will provide a more informed recommendation.
Course Sequence for Bridge Algebra 1 Students
-Algebra 1 with Mentor math or Algebra 1 with Math Guided Study will be recommended if students need to reinforce and refresh targets in Units 1-4
-Algebra 1 will be recommended if students have mastered targets in Units 1-4
Course Sequence for Algebra 1 Students
-Geometry will be recommended if students need to reinforce and refresh targets in Units 1-4
-Geometry Accelerated will be recommended if students have mastered targets in Units 1-4
Course Sequence for Geometry Students
-Algebra 2 will be recommended if students need to reinforce and refresh targets in Units 1-3
-Algebra 2 Accelerated will be recommended if students have mastered targets in Units 1-3
PORTRAIT OF A MATHEMATICALLY PROFICIENT STUDENT
Procedural Skills & Fluency
How well you can correctly use mathematics.
(skill in carrying out procedures flexibly, accurately, efficiently, and appropriately)
I can identify and use the most efficient method for the problem. (MP7)
I can use mathematical computations, terms, symbols, formulas, and language appropriately. (MP5, 6)
I can recognize the algebraic structure in problems and use rules or procedures to solve or simplify. (MP7)
I can solve problems with accuracy. (MP6)
Conceptual Understanding
How well you utilize mathematical ideas, transfer your knowledge into new situations, and apply it to new contexts.
(comprehension of mathematical concepts, operations, and relations)
I can use diagrams, pictures, and symbols to justify my work. (MP4)
I can understand and justify the “why” of the procedure. (MP3)
I can justify solutions algebraically, graphically, and numerically. (MP3)
I can explain my solution with sound mathematical reasoning using precise mathematics vocabulary and terminology. (MP3, 8)
I can determine the reasonableness of my answer. (MP2)
Problem Solving with Adaptive Reasoning and Strategic Competence
How well you can apply strategies and sound reasoning.
(capacity for logical thought, reflection, explanation, and justification and ability to formulate, represent, and solve mathematical problems)
I can select and use all the pertinent information to solve the problem. (MP2)
I can determine a solving strategy by forming logical relationships among concepts and situations. (MP7, 8)
I can represent a situation mathematically using modeling. (MP4)
I can retain and apply information and skills from previous units to solve problems alongside new concepts. (MP7,8)
I can make connections between multiple mathematical concepts to solve problems in unfamiliar situations. (MP7,8)
I can persevere when encountering new and difficult concepts.(MP1)
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Finally, I have to laugh when I do something that is so obviously wrong, yet, it happens and I have no excuse for it. The morning of this past Tuesday, I was asked to take the garbage out. I have no problem with taking the garbage out, it is one of those necessary things to do. The issue came when I then took the garbage container out to the street and left it out there, 24 hours before I should have. My first clue should have been to notice that no one on my cul-de-sac had their garbage out. An easy visual to pick up upon. Nope, I missed that one. There are two old guys on my street who live next door to each other but really do not like each other. The two of them remind me of the old guys from the Muppet Show. These two play a game of who can send a snarky email to the rest of the cul-de-sac quicker. “Please remember that garbage pick up is on Wednesday.” I am so tired of these two guys.
If you don’t shovel in time, you get an email.
Leaves aren’t raked, you get an email.
Park 8” from the curb, yep, email. You get the idea.
I would like to plot my revenge on these two yahoos, but what would I do? So far, my only plan is to run down the street, ring each of their doorbells, and hide. My luck, they have a video doorbell and another email will go out saying not to ding dong ditch your neighbor.