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Algebra Curriculum Writing

Jessica Ciolkosz
Saint Mary’s University of Minnesota
Schools of Graduate and Professional Programs
EDUW 699 Independent Study
James Sauter Ph.D., Instructor
Summer 2018
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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) Standard #7: Teachers are able to plan

different kinds of lessons.

The teacher organizes and plans systematic instruction based upon knowledge of subject

matter, students, the community, and curriculum goals.

Knowledge- The teacher knows when and how to adjust plans based on student

responses and other contingencies.

Dispositions-The teacher believes that plans must always be open to adjustment and

revision based on student needs and changing circumstances.

Performances- The teacher creates lessons and activities that operate at multiple levels

to meet the developmental and individual needs of diverse learners and help each progress.

Wisconsin Teacher Standard (WTS) Standard #8: Teachers know how to test for

student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate

and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge-The teacher understands the characteristics, uses, advantages, and limitations

of different types of assessments (e.g. criterion-referenced and norm-referenced instruments,

traditional standardized and performance-based tests, observation systems, and assessments of

student work) for evaluating how students learn, what they know and are able to do, and what

kinds of experiences will support their further growth and development.

Dispositions-The teacher is committed to using assessment to identify student strengths

and promote student growth rather than to deny students access to learning opportunities.

Performances
The teacher appropriately uses a variety of formal and informal assessment techniques

(e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects,

student self-assessments, peer assessment, and standardized tests) to enhance her or his

knowledge of learners, evaluate students’ progress and performances, and modify teaching and

learning strategies.
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The teacher monitors his or her own teaching strategies and behavior in relation to

student success, modifying plans and instructional approaches accordingly.

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Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective(s)
For Wisconsin Teacher Standard (WTS) 7, “the teacher believes that plans must always

be open to adjustment and revision…,” it is very important to be aware of when the plan is not

effective. As a teacher, paying attention and listening to the students is very helpful when gaging

their prior knowledge and what possible struggles could be diverted because of the information

the students share. Taking on a new teaching position this year will give me the opportunity to

open my ears again to the students so that we will be able to move forward as a class. In order to

move on, there may have to be a review or reteach of material to make sure the students are

confident in their ability to gain more knowledge.

In regards to WTS 8, “the teacher appropriately uses a variety of formal and informal

assessment techniques…,” I am now a huge fan of the Fist-to-Five informal assessment. This

gives immediate feedback on how the students are feeling with respect to the concept being

taught. A very quick, easy, and assessing way for me to meet the needs of the students.
“The teacher monitors his or her own teaching strategies and behavior in relation to

student success…” write in pencil. Everything is apt to change. There is no certainty that the

lesson can be taught the same way twice. As the teacher in the room, we have to be able to

adjust, sometimes on the fly, to make sure the students’ needs are met. I know that I feed off of

the student energy in the room. I am also aware that I may need to cool it down as I can become

over animated for the students which could hinder their learning. I always need to be in check.

The classroom is meant for learning, no matter how, but there should always be learning. Being

enthusiastic about the topic is not bad, sometimes the enthusiasm is what needs to be in the room

for the learning. The teacher just needs to continue the monitoring.

Assessment of Student Performance Related to Standardized Expectations

I started teaching in the high school level with my own classroom three years ago. I

enjoyed teaching at the middle school level as I thought I could really make a difference with
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those students. I did not necessarily feel the same way about the high school students. I felt like

the student was already becoming who they thought they needed to be and I would not be able to

get through to them the concept that was needed to be taught. I am so glad I tried.
There are definitely the students that always struggle, those that always excel, and those

that fall in the middle. There are also the students that do not like to ask for help mostly because

they do not want others to find out they need help. I am hoping to help the students overcome

that feeling.
Starting in the new school will make for an interesting transition. I know the classes that

I will be teaching and will be focusing on the algebra class. I am not certain what the students

learned last year or which math series the school is using for resources. My priority for the

students is to help them gain the most knowledge during the year that they are able.

Assessment of Learning Environment While Learning Targeted Objective(s)

In a usual day, I start the class with a greeting, a little chat about a problem or upcoming

event, then go into checking the homework or taking notes. The class periods are forty-two

minutes long and I try to split the lesson with worktime. The lesson part of the class I use

informal assessment to understand the student prior knowledge of the topic. Using the quick

assessment I am aware if I should continue with more information or review a little background

information so that the concept can be fully understood. This informal assessment also shows

me instantly if all the students are actively involved in their learning. By asking the question and

looking for that immediate feedback, the students are able to quickly show me their

understanding of the topic before many other classmates have the opportunity to check to see

who might know more.

Assessment Conclusion and Essential Question to Guide Research

The self-assessment, assessment of student performance, and learning environment

assessment show that I will certainly need “to identify student strengths and promote student
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growth” to help them gain confidence in their ability to understand the concept at hand. I will

need to monitor my “teaching strategies and behavior in relations to student success, modifying

plans and instructional approaches accordingly” along with knowing that “plans must always be

open to adjustment and revision based on student needs and changing circumstances.” By

looking at the two pieces of information, the student side and the teacher side, the school year

should have great success. My research question will stem from WTS 7: How will the Algebra

class adjust to the new textbooks and given curriculum?

Research Summary
Understanding the curriculum being used to teach the class is key to success. Making

sure to use the resources provided by the school and that are aligned with the curriculum as

important as incorporating extra resources when needed to help the students retain the concept

presented.
In looking at the article “The Typical 10th Grade Math Curriculum,” by D. Russell, it

states that
In most schools in the United States, students may choose between several learning tracks

to complete the prerequisite four math credits needed for graduation wherein students are

expected to complete each of these subjects in the order they are presented, reaching at

least Algebra I before completing 10th grade: Pre-Algebra (for remedial students), Algebra

I, Algebra II, Geometry, Pre-Caluclus, and Calculus.

Not all high schools function the same way with the same requirements, but most of the school

offer the same common classes for the students to take. No matter what ability the student has for

math, by the time the student is in the 10th grade, they should be able to solve complex number

systems, graphing on coordinate planes, calculating variables and quadratic functions, problem

solve, and analyze sets of data and algorithms (D. Russell).

Referencing the Houghton Mifflin Harcourt textbook that will be used this year in

Algebra II, the sequencing of the units has alignment with the Common Core standards (Artifact
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A and B). The book also has an online version with extra resources, video clips, worksheets,

online worksheets and practice problems, along with online assessments. There are “How To”

videos and tutorials to help understand the working of the web tools and accessories. Knowing

and understanding fluently the navigation through the resources will be very helpful in

implementing the curriculum for both teacher and student.

The students that are in the class have taken different pathways, have had different

teachers and understanding of the concepts which will make the year a little tricky. By using the

quick informal assessments to check for understanding should definitely help, as the teacher, get

the instant feedback on the knowledge of the content and prior content. Being unfamiliar with

the text and online information will make the adjustment difficult, but there should certainly be a

way to teach the students the content necessary to move onto the next class with confidence.

Research Implications
How will the Algebra class adjust to the new textbooks and given curriculum? Using the

given textbooks and given curriculum to help guide the students on their learning adventure will

be a challenge that will be difficult. The time it will take and the extra work to prepare to be

ready for unknown questions could prove to be quite daunting, but the task is accepted.
The plan will be to take time to understand to concepts that need to be covered and

focusing mostly on the main standards. The rest can be added as time permits. It is difficult to

say, but with the ACT as the state assessment and test that gives the school’s report card, that the

need to teach to the test can be very real. There should be time to add the extras, but certain

focus will be on the main concepts that the students will engage with in the future.
Another plan will be to find added resources in the case that more examples are needed to

really make the concept comfortable to the students. There are a few websites that are very

useful and teacher friendly for the extra resources, these will be of great use this year.

Research-based Action Plan

Action Plan Summary Outline
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1. Design lessons with the goal in mind. Making sure to have the goal will help the

students and the teacher have the focus needed for the day.
2. Deliver instruction with lecture and active notetaking along with some technology and

other hands on opportunities.

Targeted Student Learning Objective(s)

The Wisconsin DPI resource on Common Core State Standards for Mathematics Guiding

Principles for Teaching and Learning: Research, Probing Questions, Resource, and References

number six: Responsive environments engage learners.

Meaningful learning happens in environments where creativity, awareness, inquiry, and

critical thinking are part of instruction. Responsive learning environments adapt to the

individual needs of each student and encourage learning by promoting collaboration

rather than isolation of learners. Learning environments, whether classrooms, schools, or

other systems, should be structured to promote engaged teaching and learning.

Task(s) and Essential Proficiency Criteria for Targeted Learning Objective(s)

1. Task: The students will be able to communicate to the teacher in quick formative

assessments if the concept and goal were met on the given day by using the Fist-to-Five

assessment.

2. Criteria that Prove Proficiency in Meeting Targeted Learning Objective(s)

a. Eighty percent of the students will have a four or five on the Fist-to-Five

assessment at the end of the class period.

b. During class discussion, the particular vocabulary will be used in the

correct way.

Method(s) to Assess Progress of Proficiency for Targeted Learning Objective(s)

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The main assessment will be the Fist-to-Five formative assessment. After the daily

assessment, the appropriate Module pre-test and post-tests along with Unit tests will be

given at the appropriate times.

Post-assessments
Instructional Insights Related to WTS and Targeted Student Learning Objective(s)
This Algebra Curriculum will be implemented this year in the new school that I have

recently taken a job. I will continually try to assess the students and revamp material according

to the needs of the students and the intensity of the concept. This will be a yearlong process and

will also make use of my ability to self-assess and ask for added support from my teaching peers

to ease the transitions and the use of the technology resources that are available with the

textbook.
Comparison of Student Performance Related to Targeted Student Learning Objective(s)
The students will be able to remember what they learned from this year to the next. The

students will be helping each other learn and grow after main instruction, and sometimes before

the concept it taught. The students will be engaged and maybe even puzzled at times. The

students will gain confidence in what they are learning.

Comparison of Learning Environment While Learning Targeted Objective(s)
The classroom should have an energy for learning. The use of mathematic vocabulary

will be heard when walking past the door. There will be questions relating to the subject matter

and how it could relate to daily life. The classroom will be inviting and accepting of everyone no

matter the ability.

Reflection of Entire Learning Process

My Next Steps
1. Get access to the online resources available for the textbook.
2. Make sure the students have the online version of the textbook and resources.
3. Watch the videos to help navigate through the online resources.
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4. Talk with peers that are currently using the online HGH Math series for assistance

when needed.
5. Keep the lines of communication open with the administration on how the year is

going and what areas I may need extra assistance.

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References

CSMC Center for Study of Mathematics Center (n.d.)

Retrieved from: https://files.eric.ed.gov/fulltext/ED535222.pdf
Engage New York Standards Algebra II Overview (n.d.) Retrieved from:

https://www.engageny.org/resource/grades-9-12-mathematics-curriculum-map-and-

course-overviews
Kanold, T., Burger, E., Dixon, J., Larson, M. & Leinwand, S. (2018). HGH Algebra 2. Orlando,

FL: Houghton Mifflin Harcourt Publishing Company

Russel, D. (April 25, 2018). The typical 10th grade math curriculum.
Retrieved from: https://www.thoughtco.com/10th-grade-math-course-of-study-2312585
Sterling, M. (n.d.). Algebra 2 for dummies. Retrieved from:

http://www.softouch.on.ca/kb/data/Algebra%20II%20for%20Dummies.pdf
Wisconsin Common Core State Standards for Mathematics, Section 6, pages 197-218
Retrieved from: https://dpi.wi.gov/math
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Artifact A
The Algebra Curriculum (three Unit breakdown) as seen from HMH Algebra 2.

Unit 1 Functions
Module 1 Analyzing Functions
1.1 Domain, Range, and End Behavior F-IF.B.5
1.2 Characteristics of Function Graphs F-IF.B.4
1.3 Transformations of Function Graph F-BF.B.3
1.4 Inverses of Functions F-BF.B.4

Module 2 Absolute Value Functions, Equations, and Inequalities

2.1 Graphing Absolute Value Functions F-IF.C.7b
2.2 Solving Absolute Value Equations A-CED.A.1
2.3 Solving Absolute Value Inequalities A-CED.A.1

Unit 2 Quadratic Functions, Equations, and Relations

Module 3 Quadratic Equations
3.1 Solving Quadratic Equations by Taking Square Roots N-CN.A.1
3.2 Complex Numbers N-CN.A.2
3.3 Finding Complex Solutions of Quadratic Equations N-CN.C.7

Module 4 Quadratic Relations and Systems of Equations

4.1 Circles A-CED.A.3
4.2 Parabolas A-CED.A.2
4.3 Solving Linear-Quadratic Systems A-REI.C.7
4.4 Solving Linear Systems in Three Variables A-REI.C.6

Unit 3 Polynomial Functions, Expressions, and Equations

Module 5 Polynomial Functions
5.1 Graphing Cubic Functions F-BF.B.3
5.2 Graphing Polynomial Functions F-IF.C.7c

Module 6 Polynomials
6.1 Adding and Subtracting Polynomials A-APR.A.1
6.2 Multiplying Polynomials A-APR.A.1
6.3 The Binomial Theorem A-APR.C.5
6.4 Factoring Polynomials A-SSE.A.2.
6.5 Dividing Polynomials A-APR.B.2

Module 7 Polynomial Equations

7.1 Finding Rational Solutions of Polynomial Equations A-APR.B.2
7.2 Finding Complex Solutions of Polynomial Equations A-APR.B.2

Artifact B
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Sample printable worksheet from the online resources.

Artifact C
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Sample worksheet that could be used as supplemental resources.

Artifact D
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Some of the Common Core State Standards codes for Algebra 2.

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