Algebra I Model Course
Background
Education Reform Act signed
into law by Governor Rell
May 26, 2010
• Includes many recommendations of the
ad hoc committee for secondary school
reform
• Graduation requirements are supposed
to take effect for the class of 2018
Education Reform Act Principles
Engagement
• Relevant, interesting and meaningful
learning opportunities
• Supportive environments that address
student needs at appropriate levels
• Structures and programs that help students
feel connected to the school community
Education Reform Act Principles
Acquisition of
21st Century Skills
• Locate, analyze, interpret and communicate
information in a variety of media and formats
• Solve problems creatively and logically.
• Collaborate with others face-to-face and via
technology tools.
• Develop leadership skills, habits of personal and
social responsibility, and adaptability to change.
• Effective use of technology tools
Education Reform Act Principles
Rigor
• Required content that provides a solid
foundation for continued education or the
workforce.
• Learning activities requiring higher-order
thinking, deep understanding of important
ideas, critical self-reflection.
• Emphasis on application of knowledge
and skills rather than rote memorization.
High School Requirements
starting with class of 2018
• 25 credits for graduation
• 8 in STEM areas with at least 4 in
mathematics (including Algebra I, Geometry,
Algebra II or Probablity/Statistics)
• Model curricula to be developed for 8 courses
• Common final examinations for Algebra I,
Geometry, Biology, English 2, American
History
First “model curriculum” to be
developed
Algebra 1
CT Algebra One Partners
(Curriculum Writing 2009)
• Associated Teachers of Mathematics in Connecticut
(ATOMIC)
• Connecticut Academy for Education in Mathematics, Science
& Technology, Inc.
• Connecticut Council of Leaders of Mathematics (CCLM)
• Mathematics Basic Skills Council of Connecticut (MBSCC)
• Mathematical Association of Two-Year Colleges of CT
(MatyCONN)
• Project to Increase Mastery of Mathematics and Science
(PIMMS)
Algebra One Model Curriculum
Course Overview
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Guiding Principles
The Big Ideas About Algebra
Course Level Expectations
Units and Pacing Overview
Unit Storylines
Instructional Strategies
Literacy Instructional Strategies
Assessments
Differentiated Instruction
Big Ideas
1. The fundamental structure of
algebra provides a systematic
method for identifying,
describing, extending, analyzing
and generalizing patterns.
Big Ideas
2. Algebra provides a way to use
numbers, symbolic notation and
arithmetic operations to model,
transform, simplify and solve
problems efficiently.
Big Ideas
3. Information may be represented by
physical models, diagrams, data
tables, graphs and symbolic
expressions. Algebra facilitates
correlation among these different
representations, which may give
different insights into the solution of a
problem.
Big Ideas
4. Algebra provides ways to describe
and classify relationships and functions
and use the classifications to derive
models that have practical realworld applications.
Big Ideas
5. Algebra provides a way to
explore and understand the
effects of parameter changes on
any function and its various
representations.
Big Ideas
6. Algebra is a process of conjecturing
about the relationships among
quantities and measures. It provides a
way to describe correlations,
summarize data sets, estimate and
make predictions, including
extrapolation and interpolation of data.
Big Ideas
7. Algebra provides the underlying
structure to make connections among
all branches of mathematics,
including measurement, geometry,
calculus and statistics.
Big Ideas
8. Innovations
in technology allow
users to explore and deepen their
understanding of new and longstanding mathematical concepts and
applications of algebra.
Technology Principle
The Algebra One Curriculum must make full use of
technologies that increase the productivity of
instruction and enrich students’ experiences. The
use of calculators, computers, data-gathering tools
and probes, interactive software and student
response systems should be pervasive throughout
instruction and assessment.
Pacing Overview
Unit 1: Patterns (3 weeks)
Unit 2: Linear Equations and
Inequalities (5 weeks)
Unit 3: Functions (3 weeks)
Unit 4: Linear Functions (6 weeks)
Pacing Overview
Unit 5: Scatter Plots and Trend Lines
(4 weeks)*
Unit 6: Systems of Linear Equations (5 weeks)
Unit 7: Introduction to Exponential Functions (5
weeks)
Culminating Experience: Model Projects (3
weeks)
*released unit
http://www.sde.ct.gov/sde/cwp/view.asp?a=2683&Q=320346
Common Core State
Standards
Governors and state commissioners of education
from 48 states, 2 territories and the District of
Columbia to developing a common core of state
standards in English-language arts and
mathematics for grades K-12. Common Core State
Standards Initiative (CCSSI) released their final
report in May 2010.
www.corestandards.org
Common Core State
Standards
• K-12
• Emphasis on Focus, Coherence, Conceptual
Understanding
• HS standards for “College and Career Readiness”
• Most HS standards identified as “core” with addition
standards for “STEM”
• CT Algebra One Model Curriculum well aligned with
these standards.
Mathematics and Science
Partnership Grant 2010-2011
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Field test phase 1
24 teachers
7 School districts
Curriculum will be improved on the
basis of feedback from the field test.
Field Test Phase 2
2011-2012
• Expand field test to include 8 additional
school districts
• Applying for grant from State
Department of Higher Education
• Contact Prof. Louise Gould if interested
in participating (goulds@ccsu.edu)