Integrated Math 

D64 transitions to Integrated Math in 2019-20

As announced in fall 2018, Maine Township High School District 207 is introducing Integrated Math in the 2019-20 school year. Because District 64 offers high school level courses to our advanced middle school students, our course offerings for Accelerated Math and Channels of Challenge math will also include Integrated Math beginning in the 2019-20 school year, too.

As we transition to this new curriculum, this webpage is intended to share: details about the program; tips for parents to support your child at home; and the anticipated trimester schedule of key topics.  As we move through this first year of implementation, we will continue to add resources to this webpage.


What is Integrated Math?

Traditionally, high school mathematics in the United States has been taught in the sequence of Algebra 1, Geometry, and Algebra 2. Integrated mathematics re-imagines these courses as Math 1, Math 2, and Math 3, where algebraic, geometric, and statistical thinking are embedded throughout all three courses. Spiraling concepts in this way supports the continued practice of mathematical skills and concepts to help embed them in long-term memory. 

After three years of Integrated Math, students will have mastered the concepts presented in a traditional three-year pathway. However, we expect students’ problem-solving and reasoning skills to be much stronger, because Integrated Math more deeply explores the relationships among algebraic, geometric, and statistical concepts. Through the Integrated Math curriculum, students are challenged to solve “math tasks” rather than simply focusing on mastering algorithms. 

How have D64 teachers prepared for the transition?

District 64 teachers began preparation for this course during the 2018-19 school year.  In collaboration with District 207 teachers, our teachers attended training in the fall of 2018 presented by the curriculum writers of the Mathematics Vision Project, the core resource we will use. In addition to meeting over the course of 2018-19 year, teachers met during the summer to finalize unit plans and will continue to collaborate this school year. Collaboration with the District 207 Math Department will also continue.

How will this impact District 64 offerings? 

In District 64, some students enroll in high school level math classes through an accelerated math course sequence. Because District 64’s math sequence aligns with District 207, 7th grade Channels of Challenge students and 8th grade Accelerated Math students will transition to Math 1 in 2019-20. Current 8th grade Channels of Challenge students will complete Algebra II. Beginning in 2020-21, 8th grade Channels of Challenge students will participate in Math 2. 

To best prepare students for this coursework, we have adjusted the learning targets and resources used in our current course sequence for Channels of Challenge Math and Accelerated Math. Our former resources for Pre-Algebra and Algebra did not support student mastery of learning targets needed for the integrated math courses (i.e., geometry including rotations, reflections, transformations, 2-D, 3-D; functions). In addition to better aligning with future courses, the adjusted sequence has the added benefit of creating an accelerated experience at grade 6 (previously an enriched course) where students explore advanced topics.  

The adjusted course sequence includes the use of the following resources: 

 

6th Grade

7th Grade

8th Grade

9th Grade

Grade Level Pathway

Course 1

Course 2

Course 3

Integrated Math I

Accelerated Pathway

Course 2

(formerly Course 1 Enriched)

Course 3

(formerly Pre-Algebra)

Integrated Math I

(formerly Algebra I)

Integrated Math II

Channels of Challenge Pathway

Course 3

(formerly Pre-Algebra)

Integrated Math I

(formerly Algebra I)

Integrated Math II

(beginning in 2020-21 school year)

Integrated Math III

What happens after students complete the required 3-year high school math sequence?

After completing three years of high school math, in either the middle school and/or high school setting, all students have the opportunity to participate in “traditional” fourth year courses in District 207 including: PreCalculus, Discrete math (dual credit), AP Calculus AB/BC, Multivariable Calculus, and AP Statistics.

What is the structure of an Integrated Math lesson? 

In District 64, as well as in District 207, the integrated math program uses the Mathematics Vision Project as a core resource.  As defined by the Mathematics Vision Project, lessons have a unique structure: 

  • Classroom Experience: During the classroom experience, students are actively engaged in solving a mathematical task. The task has been carefully designed to help your child deepen and connect key mathematical concepts. After students have grappled with a task, they participate in a teacher-facilitated discussion with classmates and share their problem-solving strategies. The teacher facilitates this discussion by highlighting student work.  Student thinking is shared, valued, and respected.  

  • Ready, Set, Go! Homework Assignment: Following each classroom experience, your child will be assigned a Ready, Set, Go! homework assignment.  These assignments have been correlated aligned to the daily classroom experience. Beginning in fall 2019, all District 64 Math I students will have access to online help videos to assist with homework. More information about this subscription will be shared with your child at the start of the school year. 

How can I best support my child in Integrated Math I?

  • Support your child’s teacher by valuing the classroom experience: Discuss the classroom task at home and ask your child to explain his or her thinking.
  • Encourage your child to fully participate in the classroom task by thinking “out-of-the box”, asking questions, viewing mistakes as learning opportunities, and contributing to classroom discussions.
  • If your student needs help, check that he or she is taking notes on the focus of the lesson and contact your child’s teacher if you are concerned. 
  • Remind your child about the Ready, Set, Go! homework help subscription.

District 64 and Maine Township High School District 207 hosted a unique, joint presentation (VIEW HERE) on Wednesday, October 17, 2018 regarding the introduction of Integrated Math beginning in the 2019-20 school year. 

For more information about Integrated Math in District 207, please see this webpage.

Key ideas and essential questions of Integrated Math I may be viewed by trimester below.

Key Idea

Essential Questions

Defining quantities and interpreting expressions

How can variables and mathematical expressions be used to show different ways of seeing a pattern?

Representing arithmetic sequences with equations, tables, graphs, and story context

How can we use mathematical representations to model a pattern?

Representing geometric sequences with equations, tables, graphs, and story context

How can tables and graphs help in writing recursive and explicit formulas?

Arithmetic Sequences: Constant difference between consecutive terms, initial values

How are explicit formulas different than recursive formulas? What are the advantages of using an explicit formula vs a recursive formula?

Geometric Sequences: Constant ratio between consecutive terms, initial values

How are the recursive formulas for geometric and arithmetic sequences alike? How are they different? How are the explicit formulas for geometric and arithmetic sequences alike? How are they different?

Arithmetic Sequences: Constant difference between consecutive terms, initial values

Can an arithmetic sequence be decreasing?

Comparing rates of growth in arithmetic and geometric sequences

What type of sequence grows faster?

Recursive and explicit equations for arithmetic and geometric sequences

How can we efficiently use the information in a table to write formulas for arithmetic and geometric sequences?

Using rate of change to find missing terms in an arithmetic sequence

How can I find missing terms in an arithmetic sequence?

Using a constant ratio to find missing terms in a geometric sequence

How can I find missing terms in an arithmetic sequence?

Developing fluency with geometric and arithmetic sequence

What conclusions can be drawn about a sequence, given just a few pieces of information?

Introducing continuous linear and exponential functions

What are the differences between discrete and continuous functions? Linear and exponential functions?

Connecting context with domain and distinctions between discrete and continuous functions

How can we determine if the model for a functions should be discrete or continuous?

Distinguishing between linear and exponential functions using various representations

How can I tell if a function is linear or exponential, given any representation?

Comparing growth of linear and exponential models

What type of function increases faster-- linear or exponential?

Interpreting equations that model linear and exponential functions

Are there different forms for writing equations of lines? What does each form tell us?

Building fluency and efficiency in working with linear and exponential functions in their various forms

What is the purpose of having different forms of equations?

Calculating and interpreting the average rate of change of a function in a given interval

How can I find the average rate of change of a function? What does the average rate of change mean?

Using a story context to graph and describe key features of functions

How do I describe key features of a graph?

Using tables and graphs to interpret key features of functions

How do I describe key features of a function?

Working to achieve fluency with the identification of features of functions from various representations

How do I interpret key features of a function?

Interpreting functions and their notation

What new understanding of features of functions emerge as a result of doing this task?

Combining functions and analyzing contexts using functions

How do I combine functions graphically and algebraically?

Using graphs to solve problems when given function notation

Explain why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the equation f(x)=g(x)?

Identify whether or not a relation is a function given various representations

When is a relationship also a function?

Matching stories, graphs and equations to assess how well you can connect features from across representations

How does each representation highlight key features and how can features be used to assist in matching functions given in various representations?

To come... 

To come...