Download AGA & Integrated Samples here.
Open Up High School Math is the only high school mathematics curriculum with every lesson structured around the 5 Practices for Orchestrating Productive Mathematics Discussions (Smith & Stein, 2018). This complete three-year high school curriculum is built upon the Comprehensive Mathematics Instruction Framework to meet the expectations of College and Career Ready Standards. Available in both Integrated and AGA course sequences.
Open Up High School Math takes the great student experience that was available in Mathematics Vision Project curriculum and enhances the teacher experience with what educators need right now. In partnership with Mathematics Vision Project, Open Up High School Math has been reimagined with the feedback of schools and districts over the past 2 years, ensuring the highest quality and standards alignment.
Available Summer 2021 in print and digital, this engaging, problem-based curriculum is designed to support coherence, focus, and rigor.
It's built to foster rich discussion and deep, conceptual understanding and designed using the 5 Practices for Orchestrating Productive Mathematics Discussions (Smith & Stein, 2018). Anticipate and monitor charts support teachers in anticipating and responding to student thinking in every lesson. Selecting, Sequencing, and Connecting charts guide teachers in using and advancing student thinking to reach lesson goals. Open Up High School Math encourages student communication and the development of problem-solving and reasoning skills.
Nurture the student learning journey. Find that within Open Up High School Math, meaningful connections are made explicit between lessons and units. Embedded teacher supports elicit and build on student thinking. Thought-provoking 5-Practices Discussion Charts are included to nurture intuitive student ideas so conversations can flourish. There are also intentional opportunities for students to use a variety of strategies, procedures, and representations.
Equitable engaging learning can be had with lessons that are authentically built around student thinking. Find accessible and meaningful real-world contexts to build on students’ knowledge. Within each lesson, students are immersed in meaningful learning opportunities that nurture a growth mindset. Retrievals provide students with guided support for the distributed practice problems. Embedded professional supports for both content and pedagogy meet teachers in a new way for today's classroom needs.
Differentiated to meet the needs of all students, you'll find low-threshold, high ceiling tasks that allow full student participation. Enrichment opportunities can be found throughout each course and lesson-specific supports for students with different abilities. Embedded signature mathematical language routines (MLRs) and language opportunities offer detailed guidance for developing students into mathematical thinkers and promoting mathematical literacy for all students.
To learn more about Open Up High School Math, contact us.
Download AGA & Integrated Samples here.
About the Authors:
Scott Hendrickson served as a teaching professor in the Department of Mathematics Education at Brigham Young University for 14 years. Previous to this assignment, he taught for 26 years in public education as a high school mathematics teacher. For 8 of those years he also served as a K-12 district math specialist. He is a past president of the Utah Council of Teachers of Mathematics and served 7 years on the UCTM board. Scott is a co-author of articles appearing in Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Teachers Engaged in Research: Inquiry into Mathematics Practice, grades 9-12. He was the 1994 Utah Teacher of the Year, and a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching (2003).
Joleigh Honey is the Mathematics Equity Specialist for the state of Utah and has over 25 years experience in mathematics education as a teacher and a leader. She currently serves as the President of the Association of State Supervisors of Mathematics (ASSM) and has served on several committees for the National Council of Teachers of Mathematics (NCTM). Joleigh serves as a mathematics expert on a wide range of projects, including the Conference Board of Mathematical Sciences (CBMS) Pathways Forum, the Advisory Board for the Mathematics Teacher Educator Program (MTE-P), the coordination of statewide initiatives that support improved outcomes for every student. Previously, Joleigh has been a classroom teacher, an academic coach, specialist, K-12 supervisor, and administrator. She earned an M.Ed in Instructional Technology and was awarded the Teacher of Teachers award from the Utah Council of Teachers of Mathematics. She is passionate about mathematics education and supporting teachers in assisting students to find the beauty, joy and wonder in mathematics.
Barbara Kuehl has worked with teachers nationally and internationally for several years providing professional learning experiences and mentoring. Prior to writing curriculum materials Barbara served as Chief Academic Officer in Salt Lake City School District. One of her responsibilities was to supervise and provide professional learning for district mathematics coaches. She has extensive experience in teaching and educational leadership including work as a high school mathematics teacher, district secondary mathematics specialist, and district K-12 mathematics supervisor. She served as the vice-president of the Utah Council of Teachers of Mathematics and was the Local Arrangements Co-Chair for the 2007 NCTM Annual Conference. Barbara served as a facilitator of the Developing Mathematical Ideas (DMI) seminars which is a part of the Mathematics Leadership Institute at Mt. Holyoke College, Massachusetts. Barbara is a recipient of the Lifetime Achievement in Mathematics Education award from the Utah Council of Teachers of Mathematics (2008).
Travis Lemon currently teaches secondary level mathematics, having taught various courses and grade levels for the last 22 years. He also works as an instructional coach supporting and mentoring mathematics teachers. Travis has a M.A. in mathematics education and achieved National Board Certification in Early Adolescent Mathematics. He was a recipient of the Presidential Award for Excellence in Science and Mathematics Teaching (2007) and honored to receive a Huntsman Education Award (2019). Travis has served on several committees for the National Council of Teachers of Mathematics (NCTM) and co-authored articles appearing in Mathematics Teaching in the Middle School and Mathematics Teacher: Learning and Teaching PK-12. He currently is an Associate Editor on the Editorial Board for Mathematics Teacher: Learning and Teaching PK-12. Travis was honored to be a contributor to The Five Practice in Practice [High School]: Successfully Orchestrating Mathematics Discussions in Your High School Classroom (2020). Travis has a passion for implementation of Effective Teaching Practices (NCTM, 2014) and student engagement in meaningful mathematical work.
Janet Sutorius served as a mathematics teacher for 30 years, teaching students how to make sense of and reason about mathematics. She was a recipient of the Presidential Award for Excellence in Science and Mathematics Teaching (2009). Janet is a regular presenter at the NCSM and NCTM conferences and has done so for many years. Her involvement with professional learning includes working with high school math teachers across the nation and internationally. She has been an author of high school mathematics curricula for more than ten years. She earned a B.S. degree in mathematics and a M.S. in mathematics education from Brigham Young University.