Let’s explain the Integrate Math Curriculum and the Review Sets!
What is this Integrated Math Curriculum?
Integrated Math Curriculum is a system of follow up work, or reviews, that was originally written for high school students in 2014. It was developed by me, Mike Waski, with support from my co-teachers. At the time, we were looking at possibly have to go to Common Core testing. We also felt we did not have enough review of old concepts in our current program. Most importantly, we were looking at ways to have more freedom in the classroom to do more integrated projects and a curriculum driven by the students. We really wanted to make sure that we could do any project at any time and make sure our students still covered at least the minimum skills they would need, at least according to the Common Core Integrated Math curriculum. So we developed this series of reviews which cover those concepts after months of discussions and years of observation.
What do the Review Sets consist of?
Each Review Set has 7 reviews of 12 questions each, an exam, and a retake exam. Answer keys are also provided.
Each Review Set introduces 2 or 3 new skill concepts which comprise approximately half the questions in the Review Set, whereas the remaining half of the questions are review questions from previously learned skills, with more emphasis on the more recently learned skills.
There are 96 questions per Review Set (including the exam) for a total of 1,536 questions per year. There is also a retake exam with 12 additional questions, if needed.
There are five year’s worth of questions from Montessori Integrated Math 1 (MIM1) through MIM5.
Could this be the entire curriculum for a year?
Skill-wise, yes, but it was is not meant to be the entire curriculum. Instead it is a series of follow-up work that should supplement a class full of work and activity. If students only do the review questions, they will be missing out on much math that is critical to their development, specifically experimentation and concept building! The way the lessons are to be given should be done with a Montessori approach, appropriate to the adolescent. Work with slope for example, should be done through graphing data in science, examining rates of change, etc., before the formal lesson on slope is given.
The skills presented here are not meant to be a driver of the curriculum, but more of an insurance policy freeing the child and adult to do mathematics that makes sense within the context of the larger environment. If students work through the reviews in a year they should have covered a minimum of skills. So if project work and other activities do not correspond to the skill concepts in the reviews, that is ok.