SFUSD Mathematics
  • Home
  • SFUSD Math
    • Contact
    • Our Vision >
      • Guiding Principles for School Mathematics
    • Secondary Course Sequence >
      • High School Pathways
      • Math Validation Test
      • Summer School Geometry
    • Conference & Community Presentations
    • In the News
    • FAQ >
      • Secondary Math FAQ
  • Curriculum
    • CCSS-M: The Common Core State Standards for Mathematics >
      • Standards for Math Practice
      • Overlapping Standards - Math, Science and ELA
    • The SFUSD Math Core Curriculum >
      • Using the Units
      • What does it mean to use the core curriculum?
      • History of the SFUSD Curriculum
      • Curriculum Development Teams
    • Accessing Core Curriculum Unit Plans >
      • Google Classroom
      • About the SFUSD Elementary Math Core Curriculum
    • Assessment
    • Feedback
    • Multilingual Glossary >
      • Multilingual Standards for Math Practice and Math Norms
  • TOOLKIT
    • Teaching Strategies >
      • Signature Strategies >
        • Math Talks >
          • Math Talks Resources
          • Sample Math Talks
        • Participation Quiz / Groupwork Feedback
        • 3-Read Protocol >
          • 3-Read Protocol for Kindergarten
      • Class Norms
      • Collaborative Group Work >
        • Group Roles
        • 3 Act Tasks
        • Group Work Success
        • Multiple Abilities Strategy
      • Math is For Everyone >
        • Teaching With Rich Math Tasks
        • Productive Struggle
        • Response to Intervention in Mathematics
        • Universal Design for Learning
        • Growth Mindset
      • Strategy Videos
    • Classroom Engagement >
      • 5 Practices for Orchestrating Productive Math Discussions >
        • Teaching Through Problem-Solving >
          • Using SFUSD Core Curriculum with TTP
      • Promoting Classroom Discourse >
        • Effective Questioning
        • Student Vital Actions
      • Formative Assessment >
        • Reengagement
        • Formative Assessment Lessons
        • Rubrics
      • Classroom Tools >
        • Manipulatives >
          • Manipulatives List
        • Centers
        • Math Notebooks
        • Rule of Four
        • Gallery Walk
        • Schedules
    • Math Content Support >
      • Partitive and Quotitive Division
      • Estimation
      • Fluency
      • Visual Model Progressions
      • Math Concept Videos
    • Professional Learning >
      • Beginning of Year Launch K-5
      • Collaborative Planning
  • Students
  • Educators
    • Complex Instruction
    • Site Based Support
    • Early Education
    • Resources >
      • Articles of Interest
      • Helpful Videos
      • Blogs and Other Resources
  • Families + Community
    • Resources for Families and Community >
      • Websites for Families and the Community
      • Family Letters
      • SF Loves Learning
    • Recursos Para Familias y la Comunidad

Instructional Choices

How are teachers making instructional choices to manage the pacing of the units?

Tasks
  • Some tasks allow students to grapple with new material or contexts while others allow for assessment of proficiency. When the task is designed to check the status of student learning, all students do not need to complete it for them to learn the focus content or for the teacher to formatively assess learning.
  • If, as part of a task, students successfully complete work that shows proficiency on a standard, teachers can adjust the next Lesson Series, leaving out particular lessons that are not necessary.
  • Some tasks take less than a day. Teachers can use the rest of the class time to move ahead. 
  • The Entry and Apprentice Tasks are designed to inform instruction. There is no need to prepare students to do them or for students to complete them proficiently.
Lesson Series
  • Think about the objectives of the Lesson Series and of the lesson in the context of the unit and the progression of standards. Some lessons may be shortened or left out. There may be parts of the lesson that not all students need to complete. 
  • For example, you may stop an activity before everyone is done with it and use a whole-class debrief to draw out the key mathematical content for all students.
  • When using College Preparatory Math (CPM) lessons, focus on the Core Problems. These are clearly noted in the first of the Teacher pages.
  • What does it mean to use the SFUSD Math Core Curriculum?
  • More about district assessment here.
  • For information about TK and PreK units, please contact the Early Ed Department.
Picture
  • If a lesson or Lesson Series has many additional pages for practice, a lot of worksheets, choose a few to use strategically
  • In elementary schools, use other parts of the day to incorporate some of your routines.  For example, do the calendar routine or a Math Talk during your Morning Meeting.
Picture
SFUSD 
Website
Picture
​SFUSD Technology
Picture
SFUSD 
Science
Picture
SFUSD Multilingual Pathways
Picture
SFUSD
Special
Education
Picture
SFUSD
Achievement
Assessment
Office