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Pearson2013Algebra 1, Geometry, and Algebra 2

Professional Development &Specialized Support ServicesSchool Achievement ServiceS

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ContentS

meet our experts ...................................................................... 6

implementation Path .................................................................. 7

Algebra 1, Geometry, and Algebra 2 ............................................. 8

new teaching Strategies Build Desired Student Behaviors in mathematicsWith a balanced focus on the new standards and current state testing

•Adopt new instructional strategies.

•ensure that students will be college and career ready.

• intervene with strong support to meet high expectations for all.

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common core? mathematical Practices? content and instructional shifts? college and career readiness? has there ever been a more challenging time for mathematics education? You’ve probably caught yourself thinking about ensuring that math students develop desired academic behaviors so they’re ready for college credit-bearing courses or immediate placement in today’s workforce.

meeting the Demands of mathematics instruction

in today’s classroom

( x–3) ( x– 4) = 0( 2 x + 5y) + (3x – 2 y)

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Adopt new Instructional Strategieseducators learn how to:

•change classroom instruction.

•EffectivelyimplementtheCommonCoreorcollegeandcareercompetencies.

•implement new rubrics to observe for instructional behaviors.

ensure that Students will be College and Career Readyeducators learn how to:

•teach for conceptual understanding and higher-order thinking.

•integrate classroom technologies into mathematics instruction.

•meet the content demands of the new standards.

Intervene with Strong Support educators learn how to:

•Differentiatemathematicsinstructiontomeetindividualneeds.

•teach to students’ misconceptions in addition to supporting basic skill development.

•integrate research-proven strategies.

We are not just about the what of the common core; we are about the howofeffectiveimplementation.

Weofferawidearrayofservicesthatfocusspecificallyonchangingclassroom instruction. Addressing misconceptions requires more than just re-teaching and traditional remediation. this shift in classroom practice requires substantial professional development support, such as side-by-side coaching to support implementation.

english language learners response to intervention common core State Standards

online Services

LeGenD

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“ Introducing concepts and skills in problem-solving contexts evokes

thinking and reasoning about mathematical ideas.” —Dr. randall charles

Author

meet our mathematics expertsPearson works with more than 1,000 authors and researchers to bring you practical, evidence-based professional development programs and resources. our close association with key authors and architects of the common core State Standards ensures that the spirit and pedagogical approach of the initiative is embodied in our educational materials, assessments, and professional development.

A few of the experts we work with include:

Dr. Randall Charles Pearson Algebra 1, Geometry, Algebra 2 Author

• Professor emeritus in the Department of mathematics at San Jose State University in california

• Served on the writing team for the nctm curriculum Focal Points

• Primary research has focused on problem solving and is credited with multiple publications on the subject

Dan Kennedy, Ph.D. Pearson Algebra 1, Geometry, Algebra 2 Author

• lupton Distinguished Professor of mathematics at the Baylor School in chattanooga, tn

• Frequent speaker at professional meetings on the subject of mathematics education reform

• conducted more than 50 workshops and institutes for high school teachers

Basia Hall Pearson Algebra 1, Geometry, Algebra 2 Author

• Serves as manager of instructional Programs for the houston independent School District

• Served as a department chair, instructional supervisor, school improvement facilitator, and professional development trainer during 33 years in education

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DriveteachereffectivenesswhilemeasuringthefidelityofyourAlgebra1,Geometry, and Algebra 2 implementationGet the Results You Want

Pearson’s wide array of Algebra 1, Geometry, and Algebra 2 professional development services coupled with additional mathematics, common core, classroom technology, and assessment professional development support will help you design an ongoing educator professional development plan.

these recommended road maps show how you can implement Algebra 1, Geometry, and Algebra 2

withfidelity—justpickyourfocusarea.

7

SteP 1

SteP 2

SteP 3

•thinking and Reasoning in Algebra 1, Geometry, and Algebra 2

•Algebra 1, Geometry, and Algebra 2: Implementing a Digital Path to Maximize Instruction and Learning

SteP 4

•Algebra 1, Geometry, and Algebra 2: Product Implementation essentials

•Focusing on the Mathematical Practices of the Common Core

•Coaching and Modeling

•Lesson Study

•Consultative Services

RoAD to SUCCeSS

•Algebra 1, Geometry, and Algebra 2: Performance-Based Assessment for Mathematics

•Algebra 1, Geometry, and Algebra 2: Using Assessment to Monitor Student Progress

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Foundational overview of the Common Core State Standards for Mathematics

nUMBeR oF DAYS: 1

Discover all common core State Standards for mathematics (ccSSm) components in this workshop. in this workshop, participants explore the framework of learning that these components provide for college and career readiness. they focus on the domains, concept categories, and learning progressions of the K–12 Standards for mathematical content. Participants also explore how to integrate the mathematical habits of mind required by the K–12 Standards for mathematical Practice.

oUtCoMeS:By the end of the workshop, participants will be able to:

• identify the domains and concept categories included in the K–12 Standards for mathematical content.

• identify ways to promote classroom discourse that help students developmathematicalproficiency.

• identify aspects of the mathematical practices that bring teaching closer to assessment.

• connect current practice and articulate the changes needed to implement ccSSm.

tARGet AUDIenCe: 9–12 educators

nUMBeR oF PARtICIPAntS: 30

ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 115216

ISBn: Prentice hall Algebra 1, Geometry, and Algebra 2 ©2011: 115205

Algebra 1, Geometry, and Algebra 2: Product Implementation essentials

nUMBeR oF DAYS: 1

explore the program components and interactive lesson structure in Pearson High School Mathematics Common Core. Participants build on their instructional skills as they analyze sample lessons and learn to implement the personalized instruction embedded in theprogram.Theyalsocollaboratetoidentifyandlearneffectivestrategies for managing a Pearson High School Mathematics Common Core classroom.

oUtCoMeS:By the end of this workshop, participants will be able to:

• identify the program’s organization, content, and supporting resources.

• Demonstrate a deeper understanding of the instructional philosophy, mathematical content, lesson structure, and assessment features in the Pearson high School mathematics common core program.

• Utilize the instructional technology embedded in the program to reach all types of learners.

tARGet AUDIenCe:educators, instructional coaches, Administrators, Paraprofessionals



Algebra 1, Geometry, and Algebra 2

Algebra 2Common Core

GeometryCommon Core

Algebra 1Common Core

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Using the Common Core in a Standards-Based Mathematics Classroom

nUMBeR oF DAYS: 1

investigate how to help students master the common core State Standards for mathematics (ccSSm). During this workshop, participants examine how to teach through problem solving in a standards-based classroom to help students make sense ofmathematics.Participantsexperiencethebenefitsofaninstructional model that considers what students know and the mathematically engaging aspect of problems and tasks while it builds acommunityoflearnersthatvaluesjustificationforanswersandmethods.


• Articulate a structure for teaching through problem solving that incorporates the Standards for mathematical content and the Standards for mathematical Practice.

• Identifyscaffoldedtasksasameansfordifferentiatedinstructionand an entry point for all students.

• connect common misconceptions to the potential opportunities for student learning.

• identify ways to promote purposeful student struggle and make mathematical relationships explicit.




Focusing on the Mathematical Practices of the Common Core

nUMBeR oF DAYS: 2

examine the impact that mathematical practices have on students byconnectingthemtoprocesses,proficiencies,andproblemsolving.Thefirstdayfocusesontheeightmathematicalpracticesas well as how participants can use existing resources to promote and routinely assess the mathematical practices. the second day examinesspecificconsiderationsfordifferentiationandsupportfor all students as participants unpack content standards while continuing to consider the routine integration of the Standards for mathematical Practice.

oUtCoMeS:By the end of the two-day workshop, participants will be able to:

• identify a structure for collaboration and use of the eight practices.

• Articulate ways to routinely promote and assess the math practices.

• DescribehowspecificmathematicalpracticesareembeddedintheStandards for mathematical content.

• identify the attributes of a rich, instructional, problem-based approach and how it can support access to the Standards for mathematical Practice.





Developing Mathematical Discourse in the Secondary Classroom

nUMBeR oF DAYS: 1

Explorehowtomakestudentseffectivepractitionersofmathematics and teach them how to explain their mathematical understandings, engage in mathematical discussions with their peers, deliver sound mathematical arguments and critiques, and communicate using academic mathematics language. Participants develop strategies for engaging students in rich mathematical discourse in alignment with Standards for mathematical Practice. they also learn how to develop students’ mathematical communication skills during their instruction.


• Definerichmathematicaldiscourse.

• identify opportunities during instruction that allow for rich mathematical discourse.

• Develop strategies for promoting mathematical discourse in a variety of classroom situations.

• Describe the importance of developing students’ mathematical language skills.

• Demonstratehowtouseeffectivequestioningtechniquestoengagestudents in rich mathematical discourse.

tARGet AUDIenCe:educators



Algebra 1, Geometry, and Algebra 2: Performance-Based Assessment for Mathematics

nUMBeR oF DAYS: 1

explore performance-based assessments in relation to the common core State Standards for mathematics (ccSSm) with a focus on the eight mathematical practices. Participants discuss the implications of performance-based assessments on classroom instruction and assessment. they review sample performance tasks, develop a template to create similar assessments, and learn strategies for implementation.


• Apply strategies to create and evaluate performance-based assessments.

• Use the sample performance tasks as a model for creating performance-based assessments.

• Use student samples as a model to evaluate student work.




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Algebra 1, Geometry, and Algebra 2: Implementing a Digital Path to Maximize Instruction and Learning

nUMBeR oF DAYS: 1

Discover how PowerAlgebra.com and PowerGeometry.com provide instruction, practice, and assessment for students. Participants learn how to support the implementation of the digital path in the classroom, and they explore how to make instructional decisions about independent activities for individuals and groups of students to maximize instruction.


• identify and explore online resources to support student learning in the classroom.

• Develop lesson plans for students using a fully digital path approach and a blended approach.

• Focusonmethodsofusingtechnologytoenhanceanddifferentiateinstruction in the classroom.

tARGet AUDIenCe:educators, math coaches, District math Supervisors




Algebra 1, Geometry, and Algebra 2: thinking and Reasoning in Algebra 1, Geometry, and Algebra 2

nUMBeR oF DAYS: 1

enhance learning and transferability by bringing thinking and reasoning to the forefront of instruction. Participants discover how to implement these strategies using the Algebra 1, Geometry, and Algebra 2 program.


• identify examples of embedded thinking and reasoning in the program and apply them in the classroom.

• implement strategies to enhance thinking and reasoning in the classroom.




Algebra 1, Geometry, and Algebra 2: Preparing Students for College and Career Readiness in Mathematics

nUMBeR oF DAYS: 1

learn how to transition from a traditional classroom to a more student-focused classroom. Participants learn strategies that create rigorous classroom lessons as they implement the Standards for mathematical Practice. Participants also explore opportunities within the Pearson Algebra 1, Geometry, Algebra 2 common core programtodeveloptheirstudents’mathematicalproficiencyastheyengage in student-centered learning experiences. they learn how to use program resources to build a deeper conceptual understanding of mathematics and to prepare their students for college and career readiness.


• explain the skills needed for college- and career-level mathematics.

• identify how mathematical discourse, reasoning, and strategic use of appropriate tools assist students in solving complex problems.

• implement strategies that encourage students to justify solutions and critique the reasoning of others as they solve diverse problems using multiple representations.

• learn techniques for facilitating a student-centered learning environment.

tARGet AUDIenCe: educators



this workshop is also available for online learning. visit PearsonPD.com for details on our online learning options.

Pearson Algebra 1, Geometry, and Algebra 2:

Preparing Students for College and Career Readiness in Mathematics: Self-Paced Course

eqUIvALent SeAt tIMe: 6 hours

PeR SeAt PRICInG


view free Algebra 1, Geometry, and Algebra 2 tutorials on myPearsontraining.com!

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1111877.637.1604 | PearsonPD.com

Algebra 1, Geometry, and Algebra 2: enhancing visual Learning Aspects with Algebra 1, Geometry, and Algebra 2

nUMBeR oF DAYS: 1

examine the Algebra 1, Geometry, and Algebra 2 program’s visual learning at an in-depth level, and apply that information to lesson planninganddifferentiatinginstructionforstudents.


• identify visual learning aspects found in Algebra 1, Geometry, and Algebra 2 and list ways to apply them in the classroom.

• Alignappropriatevisuallearningaspectstospecificstudentneeds.• Implementspecificvisuallearningaspectsinlessonplanningfor

Algebra 1, Geometry, and Algebra 2.




Algebra 1, Geometry, and Algebra 2: Job-embedded ServicesPearson’sthreelevelsofjob-embeddedservicesofferthemosteffectivewayforschoolsanddistrictstobuildcapacity.Tolearnmore about Pearson’s job-embedded services, visit PearsonPD.com.

Coaching and Modeling: ISBn: 112932

Lesson Study: ISBn: 117087

Consultative Services: ISBn: 117097

Build capacity! Pair any Algebra 1, Geometry, and Algebra 2 workshop with a day of consultative services.

Algebra 1, Geometry, and Algebra 2: Using Assessments to Monitor Student Progress

nUMBeR oF DAYS: 1

explore assessment components and investigate how students are assessed formally and informally throughout a chapter in Algebra 1, Geometry, and Algebra 2. in this workshop, participants work with the various types of assessments involved in the program, including an in-depth study of online assessment options (Success tracker). they also examine student work and assessment data as it relates to students’ understanding of mathematical concepts. Participants walk away with strategies that allow them to use their students’ assessment data to make decisions in their classrooms and differentiateinstructionfortheirstudents.

note:For districts that plan to implement the common core State Standards, those assessment strategies will be addressed.


• Describe how the mathematical concepts are developed and assessed from one lesson to the next.

• examine the assessment tools available within the Algebra 1, Geometry, and Algebra 2 program and describe how they are used.

• Determine how to use data reports from Success tracker to inform anddifferentiateinstruction.

• explore performance assessments in Algebra 1, Geometry, and Algebra 2 and learn how these apply to common core State Standards test preparation.

tARGet AUDIenCe:educators, math coaches, Specialists, Administrators



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Pearson Online Professional Learning Services Effective. Flexible. Connected.Complement your face-to-face professional development with high-quality online services delivered in self-paced, live online, and fused online modalities. Perfect for time-crunched teachers. Choose your duration and get the results you want!

PearsonPD.comPearsonSchoolimprovement.com 877.637.1604

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