Salt Lake Center for Science Education

• Secondary Math II
• Mary Chamberlin
• Email: mary.chamberlin@slcschools.org

This year, we will be covering the state standards for Secondary Math III (those can be found on the UEN website). The main ideas are probability, properties of quadratics, trigonometry, and geometry.

Beyond math topics, I will work to develop the following skills with students: Self-advocacy, independent thinking, and responsibility. By self-advocacy, I mean learning how to work within the academic system and who and how to ask for help. I want you to learn to interface with their teachers and other adults, as well as take ownership of and responsibility for your own learning. Independent thinking means pursuing your own ideas for problem solving, rather than copying from someone else or searching for answers on the internet. I encourage group work for homework and in class, but group work means that everyone contributes. And finally, by responsibility I mean knowing what is happening when and making a plan to get it done.

Finally, I want to emphasize the process of learning rather than the correct answer. Too often in math, we strive for the right answer rather than a complete understanding. I would rather have a student who makes a thousand mistakes but learns from them, than a student who completes everything and cannot explain her thinking.

Secondary Math II Disclosure-

• Secondary Math III
• Mary Chamberlin
• Email: mary.chamberlin@slcschools.org
• Ralph Davis
• Email: ralph.davis@slcschools.org
• Davis Secondary 3 Disclosure Document
• Davis Secondary 3 Disclosure Document (Spanish)
• Chamberlin Disclosure

Chamberlin Disclosure

This year, we will be covering the state standards for Secondary Math III (those can be found on the UEN website). The main ideas are statistics, polynomials of order 3 and higher, the law of sines/cosines, and families of functions.

Beyond math topics, I will work to develop the following skills with students: Self-advocacy, independent thinking, and responsibility. By self-advocacy, I mean learning how to work within the academic system and who and how to ask for help. I want you to learn to interface with their teachers and other adults, as well as take ownership of and responsibility for your own learning. Independent thinking means pursuing your own ideas for problem solving, rather than copying from someone else or searching for answers on the internet. I encourage group work for homework and in class, but group work means that everyone contributes. And finally, by responsibility I mean knowing what is happening when and making a plan to get it done.

Finally, I want to emphasize the process of learning rather than the correct answer. Too often in math, we strive for the right answer rather than a complete understanding. I would rather have a student who makes a thousand mistakes but learns from them, than a student who completes everything and cannot explain her thinking.

• Secondary Math I 
• Maria Garcia
• Email: maria.garcia@slcschools.org
• Emma Chandler
• Email: emma.chandler@slcschools.org

THE FUNDAMENTAL PURPOSE OF SECONDARY MATHEMATICS I is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Secondary Mathematics I use properties and theorems involving congruent figures to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the algebraic and geometric ideas studied. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Ms. Chandler-Secondary Math 1 Disclosure

Ms. Garcia- Secondary Math I Disclosure

• At SLCSE, we believe that all students can learn math in a collaborative and caring learning environment. Our vision is that students will continually push themselves towards deeper understanding and higher achievement, guided by their own curiosity and the ideas of others. We believe students in a diverse mathematics classroom become better mathematicians because they have access to the divergent thinking of others and have more opportunities for speaking about and refining their mathematical ideas. As one of our students put it, “When you are working with kids who work at a different pace, it gives you the chance to slow down and really understand the process, not only to know how to get the right answer.”
• We do not believe that learning math is checking off a list of discrete topics and moving on. We believe that mathematics is an active process that provides us the opportunity to extend and deepen our understanding while identifying connections between topics that we are studying and have studied allowing us to build mastery along the way. We know that students, parents, and the world at large often have misperceptions about what students can achieve and we know that challenging our perceptions of ourselves and each other is vital to changing reality. For these reasons and more, we do not track students by perceived math ability, but by grade level in school.
• We have chosen our curriculum carefully to ensure that all students have the opportunity to be challenged as they develop their mathematical understanding through building a common language, utilizing a variety of mathematical models, establishing common expectations and mathematical culture in the classroom. Our curriculum is based on a spiraling review that enables students to be re-exposed to material several times throughout their mathematical career with new applications and extensions at each resurfacing. Lessons provide opportunities for heterogeneously grouped students to surface ideas, solidify understanding through small group discussions, and practice discrete skills. Additionally, keeping students in grade-level bands provides opportunities for powerful real-world experiences that come from the integration of math and science.
• We believe that all students have the right to access a challenging curriculum. All students in our system enroll in 4 years of Mathematics and have the choice to take AP Calculus or Concurrent Enrollment Mathematics classes during their senior year.

• Math Lab- Maria Garcia
• Mathematics Lab is an elective class that further develops students learning from their core math class. In Math Lab, students will be able to practice using appropriate tools strategically, constructing arguments and critiquing the reasoning of other, and develop precision and arithmetic. Students will also create connections to other content areas. The goal of Math Lab is to support students’ success in all classes, develop effective school habits, and expand student connections to other content curriculums.
• Math Lab Disclosure

• AP Calculus Disclosure Document
• AP Calculus Disclosure Document (Spanish)

AP statistics- Emma Chandler 

• AP Statistics Disclosure

• Mathematical Decision Making is a four-quarter course for seniors. The course includes mathematical decision making in finance, modeling, probability and statistics, and making choices. The four quarters of instruction are independent of each other, allowing students to enter and exit the course quarterly. Students will make sense of authentic problems and persevere in solving them. They will reason abstractly and quantitatively while communicating mathematics to others. Students will use appropriate tools, including technology, to model mathematics. Students will use structure and regularity of reasoning to describe mathematical situations and solve problems.
• Mathematical Decision Making for Life Disclosure