At Renton High School we teach all levels of math using Complex Instruction. This allows students to come together and share their math
strengths and understanding as the make their way through new math concepts. Having students rely on one another, first, for their
math knowledge deepens their understanding of the learning targets because as they work to find the ways to explain to one another
what they know, they solidify their learning at the same time.
Instruction comes through dialogue, exploration, and problem-solving. When looking at the IB Learner Profile, it becomes quickly
apparent that there are many connections between our CI math instruction and how IB values student learning.
CI relies heavily on risk-taking when students work through the various tasks. They know that the material may be unfamiliar to them
and are ready to forge through it together. They have to be open to new ideas, try new strategies and not be afraid to share what they
think they know.
CI also asks students to be inquirers, demonstrate that they are knowledgeable and are thinkers. The tasks they are asked to undertake
encourage them to ask questions and actively seek answers. They are to be engaged and excited in their learning, showing ownership
over their thoughts and beliefs. They are expected to explore concepts that are new to them and use what they know to expand their
understanding. They are also expected to make informed decisions and share them with their classmates.
As students work to communicate their learning during CI tasks, they are also challenged to work with integrity. They are to share ideas,
but not steal them. They must acknowledge where their ideas come from, when they are not their own. At the same time students may
be asked to share ideas in many forms, through presentation, posters, small group and whole group discussion, and even personally
reflect on concepts and their individual understanding.
The IB Learner Profile is clearly intertwined with the philosophies of Complex Instruction and math learning here at RHS.
Algebra 1-2 CURRICULUM MAP
CONTENT
SEPTEMBER
Multiple representations of linearity
relationships
SKILLS
ASSESSMENT
Identifying patterns, graphing
lines, making tables, writing
equations in slope-intercept form,
making connections between the
different representations
Computing the slope of a line,
graphing from standard form,
recognizing and writing the
equation for horizontal and
vertical lines, recognizing and
writing the equation for
perpendicular and parallel lines,
writing equations of lines given
various scenarios
Pre-test to check for
understanding before starting the
unit including solving equations
and multiple representations.
booklet/poster project that
requires students to explain the
connections between the different
representations. Short answer test
that covers the slope of a line,
graphing in standard form,
equations of horizontal and
vertical lines, equations for
perpendicular and parallel lines
and justifying their answers.
OCTOBER
Simplifying algebraic expressions and solving
equations
Combining like terms, distributive
property, multiplying polynomials
including quadratics, meanings of
minus, solving multi-step
equations with variables on both
sides,
NOVEMBER
Systems of equations
Solve by: graphing, tables,
substitution, equal values method,
elimination. Writing systems of
equations, applying systems of
equations to real-world situations
Pre-test to check for
understanding including
combining like terms, distributive
property, simplifying expressions
that involve both distributing and
combining, and solving equations
of varying levels. Short answer
quiz that has students simplify
algebraic expressions by combing
like terms. Short answer quiz that
has students simplify algebraic
expressions by distributing and
combining like terms. Short
answer unit test on simplifying
algebraic expressions and solving
linear equations, and multiplying
polynomials.
Short answer quiz that involves
solving a system of equations by
various methods. Short answer
unit test on systems of equations,
solving, writing, and applying to
real-world situations. Checks for
understanding throughout using
exit tasks. Booklet showing the
different ways of solving a system
and why different methods are
better than others at specific
times.
DECEMBER
Inequalities
JANUARY
Exponents and exponential functions
FEBRUARY
Functions
MARCH
Arithmetic and geometric sequences
Solving 1-variable inequalities,
graphing on a number line,
graphing linear inequalities,
graphing systems of inequalities,
applying inequalities to real-word
situations
Computations with exponents,
evaluating/simplifying square
roots and cube roots including
variables under the radicals,
create and apply exponential
growth and decay models,
graphing exponential functions
Evaluating functions in function
notation, finding domain and
range, recognizing parent
functions, understanding basic
transformations
Writing explicit rules for
sequences using An notation,
writing recursive rules, using a
rule to find a term in a sequence
Short answer unit test that has
students solve and graph linear
inequalities and systems of
inequalities as well as applying to
real-world situations. U.N. Group
Test.
Short answer unit test on
exponent computation,
square/cube roots, exponential
growth/decay, and graphing
exponential functions. Group
poster showing how to simplify
square and cube roots.
Families of functions
poster/presentation project that
requires students to justify the
domain, range, vertex, asymptote,
and symmetry of a specific family
of functions using a table and
graph and presenting to their
peers. Short answer unit test on
evaluating functions, domain and
range, parent functions, and basic
transformations.
Short answer unit test that asks
students to write rules for
sequences in An notation,
recursive rules, and using a given
rule to find the value of a specific
term in a sequence.
APRIL
Data and statistics
MAY
Quadratics
JUNE
Compare data sets using summary
statistics, describe how linear
transformations affect the center
and spread of a distribution,
analyze data and apply to real
world situations, write the
equation of a best fit line and use
to make predictions, be able to
describe correlations from a
scatter plot
Graphing parabolas, solving
quadratics by: factoring, quadratic
formula, square root method,
finding zeros on a calculator
Short answer unit test on
representing data mathematically
and analyzing the data, using lines
of best fit to make predictions.
Short answer quiz on graphing
parabolas and solving quadratics
by factoring. Short answer quiz on
solving quadratics using a variety
of methods.