Need: Resources for Mathematical Modeling and Applications (MMA) and Advanced Quantitative Reasoning (AQR) that are aligned to state standards.
Solution: Using the TEKS standards we created a set of instructional core resources that were aligned to MMA & AQR standards. These resources included units around real world topics like banking, music, art, social sciences and architecture.
Need: Online courses for Mathematical Modeling and Application (MMA) and Advanced Quantitative Reasoning (AQR).
Solution: Delivered the MMA and AQR courses online through the Curriculum Engine.
Our programs are designed with equal intensity in conceptual understanding, procedural skill and fluency, and application.
Each lesson in the TEKS Mathematical Modeling with Applications & Advanced Quantitative Reasoning programs was written specifically to address the TEKS Standards for Mathematics. The Standards Correlations document in the Program Overview of each course provides a comprehensive list mapping the lessons to the TEKS MMA & AQR standards. Each course employs a problem-based model of instruction that supports and reinforces the eight Mathematical Process Standards (MPS).
The alignment document shows that all major and supporting standards for the TEKS have been addressed. The practice standards are taught throughout the program.
The alignment of this series to the TEKS MMA & AQR suggested unpacking documents ensures the connections between domains, clusters, units, and courses have been addressed. Each lesson intentionally relates new concepts to students’ prior knowledge, setting the foundation for future learning and allowing access to prior learning from major work in the grade or course.
Instructional strategies assist teachers in delivering instruction for ALL learners and learning modalities are provided for every lesson, with explicit instructions and suggestions for struggling readers, ELLs, and students with disabilities in the Program Overview. Conceptual activities, found in every unit, address multiple learning styles. We provide a set of Coaching Questions for each problem-based task, which provides scaffolding, differentiation, remediation, and enrichment for all learners. We provide a set of scaffolded practice for each lesson, which provides a DOK 1 & 2 level set of problems. Performance Tasks are included in select units, and the problem-based tasks are found in every lesson. Conceptual activities can also be opportunities for listening, speaking, reading, and writing mathematics content. Problem-based tasks, as well as practices, warm-ups, and guided practice, incorporate diverse protagonist names and real-world examples throughout the program.
The TEKS MMA & AQR resources provide ample opportunities for students to practice fluency and procedural skills with our scaffolded practice, guided practice, and practice problems by providing students flexibility in their use of procedures and skills to solve problems. These course materials also provide opportunities for building conceptual understanding through our alignment of conceptual activities, which include Desmos and GeoGebra activities and other OERs. Aligned conceptual activities can be found listed in the Table of Contents and accessible in the Curriculum Engine as learning objects. Problem-based tasks provide deeper understanding and integration of conceptual understanding in real-world applications by giving students the opportunity to access concepts and ideas from a variety of perspectives.
Our courses are available through a secure integration with your LMS and through Curriculum Engine (CE), our digital platform. Each course includes enhanced, interactive practices and access to the Desmos calculator.
Each course may also be purchases via our print-on-demand service for classrooms that need to utilize pen and paper for lessons.
Our instructional programs are high quality, accessible, and customizable to fit the needs of your district, teachers, classroom, and students.
Our OGAP program ensures your teachers have the tools they need to support each learner where they are at in the learning process.
