Integrating Khan Academy and
the curriculum
Worksheets and handouts
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What is this packet?
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The worksheets and handouts in this packet were designed to help teachers integrate Khan
Academy and their curricula to plan units in which students learn at their own pace while
still covering the required content
•
Teachers in our 2011-2012 pilots have used these worksheets successfully, and some of their
actual worksheets and handouts are included here for reference
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The numbers on each worksheet correspond to the numbers on the flowchart on the next
page. Each worksheet or handout has instructions at the top in a blue box. If the worksheet
is intended for the teacher’s planning, it has “teacher” written in the upper right-hand corner;
if it is intended to be given as a handout to students, it has “students” written in the same
place
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These worksheets were designed to be easily modified by teachers. Please feel free to delete
the instructions text boxes, move things around, and modify as much as you’d like!
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We’re still in the early stages of learning from teachers, students, and administrators about
what works well in the classroom, and we know that different techniques work in each
environment, so please take these worksheets and handouts as a helpful first start
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We’re sure there are many wonderful ideas you’ll discover along the way as you aim to meet
each student’s needs while covering your curriculum. Please share what you learn with us by
adding to our FAQs (khanacademy.org/toolkit/teacher-faqs)
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INTEGRATING KHAN ACADEMY AND YOUR CURRICULUM
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What topics or standards will this
unit cover?
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3
Is every student ready for this unit?
YES
What assignments do all students
need to do to master this unit?
Learn it
NO
Practice it
Students remediate as
needed and work on unit
content at own pace when
ready
Students work on individual
goals and unit goals at their
own pace
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Tie it all
together
How can students use goal-setting to learn the
content deeply and at their own pace?
INDIVIDUAL GOALS
UNIT GOALS




Small group
Peer tutoring
1-on-1
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What can I do to help students achieve their goals?
Whole group
Projects
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Other
How and when will I assess mastery of this unit?
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1
TEACHER
Which topics or standards will this unit cover?
List topics and/or standards you plan to cover in your next unit. Break the topic into subtopics if useful (e.g., “fractions”
could be broken into “understanding fractions conceptually,” “adding and subtracting fractions,” “multiplying fractions,”
“dividing fractions,” and “converting fractions”)
TOPICS / STANDARDS
Ex. Fractions
• Understanding fractions conceptually
• Adding fractions
• Subtracting fractions
• Multiplying fractions
• Dividing fractions
• Converting fractions
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2
Is every student ready for this unit?
TEACHER
A Filter the Progress Summary for exercises
that are prerequisites to this unit
B Identify which students are not yet proficient
in the prerequisite exercises (struggling,
unstarted, and started students are not yet
proficient)
C If some students are not yet proficient in
prerequisites, make sure they complete them
before starting the next unit
D Meanwhile, students who are ready can start
the unit
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TEACHER
Content sources
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•
•
This worksheet was designed to help you identify resources from Khan Academy and other sources for your unit
Fill out each column to keep track of resources for each topic or standard
UNIT: __________________________
TOPIC / STANDARDS
KHAN ACADEMY COVERAGE
GAPS
OTHER SOURCES
Example:
Linear inequalities
• KA videos: Equations and
Inequalities, Solving
Inequalities, Inequalities using
Addition and Subtraction, etc.
• KA exercises: Inequalities on a
number line, linear inequalities,
etc.
• Graphing inequalities on a
number line
• Kuta software: handout on
linear inequalities
Example:
CC 6.EE.1
• KA videos: Dividing Monomials,
Dividing Polynomials 1, etc.
• KA exercises: Exponents 1,
Exponent Rules
•
• TBD
•
•
•
•
•
•
•
•
•
NA
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STUDENTS
Unit assignments
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• List the topics students need to learn in this unit (breaking topics into sub-topics may help)
• Next to each topic, list the ways students can learn, practice, and prove they know the content. Indicate which
assignments are required vs. optional
UNIT: ______________________________
TOPIC
Example:
Adding fractions
NAME: _________________________________
LEARN IT!
PRACTICE IT!
PROVE YOU KNOW
IT!
(e.g., KA videos, teacher-led
lessons)
(e.g., KA exercises, book work,
handouts)
• KA video: Adding Fractions
with Like Denominators
• KA video: Adding Fractions
with Unlike Denominators
• KA exercise: Adding Fractions
with Common Denominators
• KA exercise: Adding Fractions
• Book work: Pg. 47, #7-25, odds
• Quiz: Adding Fractions
•
•
•
•
•
•
•
•
•
(e.g., quiz, presentation, project)
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3
STUDENTS
Sample unit guide from Jesse Roe, Summit San Jose
This unit guide allowed Summit students to move at their own pace through a unit on linear equations. At the start of
every class, students would pull out this unit guide so that they knew what to do next. It also allowed Jesse to know
exactly where each student was and who to focus attention on.
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3
STUDENTS
Sample unit guide from Zack
Miller, Summit San Jose
Each week Zack provided his students with a
guide with deadlines for certain goals.
Students worked at their own pace
throughout the week on Khan Academy,
projects, and assessments.
Guides like this help students know what to
do next while also helping Zack know exactly
how each of his students is doing.
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3
STUDENTS
Sample unit assignment sheet from Jen Johnson at Eastside Prep in East Palo Alto
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STUDENTS
Paper assignments tracker
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We’ve seen teachers use this worksheet when assigning students work outside of Khan Academy (e.g., from a textbook) in a self-paced unit.
Rather than grading many different homework assignments every day, make sure students have access to answers (e.g., assign odd problems,
print answer sheets).When students do textbook assignments, they should check their answers in the back of the book and calculate and record
their scores so that you can check this worksheet at the beginning of class to easily identify struggling students.
UNIT: ______________________________
TOPIC
Example:
Adding fractions
NAME: ______________________________
ASSIGNMENT
DATE
SCORE
• Book work: Pg. 47, #6-25
• Feb. 12
• 18/20
•
•
•
•
•
•
•
•
•
**Thanks to Suney Park & Jen Johnson at Eastside Prep for this idea!**
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Guide to Goal Setting
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STUDENTS
This handout was designed to explain the idea of goal-setting to students and to provide instructions on setting goals within Khan
Academy. You may want to have students choose some goals from the “unit assignments” handout and some individual goals, such as
topics they’d like to brush up on or more advanced topics they’d like to explore. You can check your students’ progress on their goals
by clicking on the goals report in the COACH tab
Objectives of goal setting
• Fill gaps in your knowledge and try new concepts you’d like to learn
• Manage your time and keep up with assignments
Two main types of goals
Individual Goals
Unit Goals
 Choose exercises you’re not yet
proficient in to fill gaps in your
knowledge or to try out new concepts
you want to learn
 Choose assignments from the “Unit
Assignments” handout that you’re
ready to do this week
How to set goals




Log in to Khan Academy and click on Vital Statistics under PRACTICE
Click “create a new goal,” and choose “custom goal”
Pick exercises and videos you’d like to add to your goal
Give your goal a name, and start learning!
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TEACHER
What can I do to help students achieve their goals?
With all of the data available to you on Khan Academy, it can be helpful to set some guidelines for yourself about what teaching
practices you’ll use in various situations. For example, you may plan to do small-group sessions if three or more students are
struggling with a common topic, or you may plan to use peer-to-peer tutoring if one student is struggling and another is proficient. For
more instructional strategy ideas, check out www.khanacademy.org/toolkit/instructional-strategies
Teaching Practice
Use when goal-setting and data indicate…
Small-group sessions
Peer-to-peer tutoring
1-on-1 sessions
Whole group instruction
Projects
Add your own practices
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TEACHER
Guide to Assessing Groups vs. Individuals
When students are learning content at different paces, it can be challenging to determine when to give tests or otherwise assess
mastery (e.g., through a project). Below are a few ideas for how you might balance individual needs and the needs of the curriculum.
They are meant to be thought-starters, and we hope they help you begin to explore how to give exams / assess mastery in this
individualized type of classroom setting. If you have other ideas that work well, please share them with us!
Balancing
Individual vs. Group testing
How do I assess my students?
 I will give each student the test when
he/she is ready. I will use multiple versions of
the test or will use an honor code and strict
procedures to ensure fairness if I only have one
version of the test.
 If students are very mixed in ability, I will
create 3 versions of each test and administer
them at 3 different times: when the first 1/3 is
ready, when the second 1/3 is ready, and when
the final 1/3 is ready.
Individual
Group
Students progress at
own pace and take
tests when ready
All students take
one test at one
time
 If 50% of students are significantly behind,
then the lagging group will all take a different
version of the test at a later date.
 If 80% of students master all sub-topics
within one week, then all students will take
one test at a predetermined time.
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TEACHER
How and when will I assess mastery of this unit?
It may be helpful to develop a plan for when you’ll give tests or otherwise assess mastery of this unit. If so, these
questions may help you begin to work through some of the philosophical and logistical decisions you’ll need to make
about assessment.
1. What summative
assessment will you give for
this unit?
Write your answers here
2. When will you administer
this assessment?
Write your answers here
Ex. At one pre-determined date, at many
different dates, or something entirely
different
3. What resources, systems,
and procedures will your
guiding rules require?
Write your answers here
Ex. Multiple tests, a written honor code
that everyone must sign, etc.
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