Transitional Math Syllabus Template Tech Math
Transitional Math Syllabus Template Tech Math
Course Name
Course Pathway High School Transitional Math 4 – Technical Math (CTE)
ISBE SIS Code 02153A001
Portability Code TM003
Course Duration (1 semester or 1 year)
Contact Information
Teacher Name
Teacher Email
School Phone Number
School Name
Community College Name
Course Description
Math course framework intended and designed specifically to transition students to post-secondary technical
pathways or careers. Course work should align directly with the post-secondary technical math or career pathway.
The course should encompass but is not limited to number sense and number systems, geometry, and basic
algebra delivered through authentic, contextualized, problem-based learning environments not limited to stand
alone courses, but may be incorporated into existing career and technical education (CTE) courses.
Evaluation
Course evaluation methods must meet the agreed upon grading structure in the MOU.
1
Course Materials
Include information on learning resources that are required and most frequently used such as
textbooks, statewide resources, open educational resources (include links when feasible), etc.
Units of study describe the organization of all the competencies and key performance indicators for the
pathway as well as the required emphasis on problem/project-based learning. A Content Competencies
spreadsheet corresponding to the units should accompany this syllabus.
Process Competencies
Transitional courses are intended to help students develop conceptual understanding and problem-
solving ability as well as college and career readiness. To that end, the courses include process
competencies related to mathematical and student success. While these competencies are not assessed
directly, they should be a part of instruction and assessed indirectly. See page 6 in the Competencies
and Policies Document at www.iltransitionalmath.org for more information.
Provide evidence illustrating how this criterion is being met. Evidence should address how the
process competencies as well as the standards for mathematical practice are included
throughout the course. Include a narrative describing how this criterion is met in your own
words.
Problem/Project-based Learning
Transitional math instruction provides students with the mathematical knowledge and skills to meet
their individualized college and career goals and to be successful in college-level math courses, while
aligning with the Illinois Learning Standards. These courses work to address the gaps in understanding
by working on bigger problems, emphasizing problem-based learning and projects, communication, and
integration of concepts, not just skill acquisition. Contexts used should be authentic whenever possible
and apply to the student’s college or career path.
Provide evidence illustrating how this criterion is being met. Evidence should address how
problem and/or project-based learning is incorporated throughout the course. Include a
narrative describing how this criterion is met in your own words. Also, include a sample problem
or project.