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Warm-Up Exercise

Warm-Up Exercise You will need to use a calculator (unless you are a Math Wiz Kid). Follow the directions step by step, making sure to hit the equal key after every step. Key in the first three digits of your phone number (not the area code). Multiply by 80. Add 1. Multiply by 250.

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Warm-Up Exercise

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  1. Warm-Up Exercise • You will need to use a calculator (unless you are a Math Wiz Kid). Follow the directions step by step, making sure to hit the equal key after every step. • Key in the first three digits of your phone number (not the area code). • Multiply by 80. • Add 1. • Multiply by 250. • Add the last 4 digits of your phone number. • Add the last 4 digits of your phone number again. • Subtract 250. • Divide number by 2. • Do you recognize the answer?

  2. Polytechnic High School Mathematics

  3. The purpose of Talent Development High School Mathematics • To make “Mathematics for All” a reality in Talent Development High Schools • To prepare students for success with standards-based advanced mathematics courses and assessments • To help eliminate poor prior preparation and negative attitudes • To provide a year-long “double dose” of mathematics

  4. How does TDHS Mathematics accomplish these goals?

  5. Teachers and researchers working together to create transition courses that: • Builds upon the mathematical understandings that students already have • Incorporates effective instructional strategies designed for extended class periods • Provide productive and useful professional development

  6. 9th Grade Transition to Advanced Mathematics 1st Semester 2nd Semester Transition to Advanced Mathematics Algebra

  7. Career Academies 10th Grade 10th grade Geometry Foundations TAG 1st Semester 2nd Semester Transition to Advanced Geometry Geometry Foundations Geometry

  8. The units in each course challenge students to think and to make sense of what they are doing. Students are encouraged to learn from one another, to share and to respect ideas. Each course creates learning environments where students seek connections between mathematics and the real world.

  9. How Can I Survive 90 Minutes?!!

  10. Daily Structure and Organization • Problem of the Day (POD) 15 minutes • Homework Review 10 minutes • Setting the Stage 15 minutes • Whole Class Activities 40 minutes • Algebra connections/review 10 minutes

  11. Problem of the Day No Hands Math: Try to do the following problems in your head. Be prepared to explain your answers. Which of the following are prime numbers and which are composite numbers?  1)                7 2)                12 3)                19

  12. Problem of the Day Does this make sense? A student spends almost 60 hours a year putting on socks. Some of the following information may help: There are 365 days in a year. There are 24 hours in a day. There are 60 minutes in an hour. There are 60 seconds in a minute. There are 7 days in a week. There are 12 months in a year  Does this make sense? Explain in writing and to your partner.

  13. Materials • Student Journals for each Unit • Teacher Edition for each Unit • Teacher Manual (Binder) • 18 Week Planner • Instructional Strategies • Problems of the Day for 1st and 2nd Semester • Kit

  14. Professional Development and Implementation Support In order to succeed in a systemic fashion, the transition courses need to be accompanied by sustained professional development and implementation support. Curriculum Coaches Instructional Facilitators Monthly Workshops In-Classroom Support Implementation Checks Cross-School and Cross-District Networks

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