Ninth grade algebra curriculum design using state standards mapping

Standards / Maps

In the world of education, there a variety of standards that must be followed as part of the curriculum. For the educator, the challenge is being able to create a lesson plan that will cover the required amount of content, while having enough time for everyone to understand the basic concepts. In the case of ninth grade Algebra, this situation could be even more challenging, as the concepts become more difficult. As a result, a lesson plan will be developed that will show how to cover the states core curriculum requirements, while increasing the overall amounts of learning comprehension. This is important, because it will highlight how the various standards can be met, while maximizing learning comprehension.

First Quarter (September to December)

In general, the school calendar will consist of 180 days of instruction. This is usually broken down into: two days for quarterly testing, two days for field trips, two half days, eight days for special projects, four days for special chapels and three days for testing. During the first quarter of the year, you want to begin by taking advantage of the excitement that is created, by the beginning of a new school year. ("Time and Structure in Curriculum Development, " n.d.) This means that you must incorporate the review of past material, into the new material that is being presented. In the case of ninth grade Algebra, the state calls for students to understand piecewise functions. This means that you must, begin to introduce the concept of piecewise functions during the month of September. Where, the focus will be on understanding the absolute value of functions and piecewise functions. During this phase, you will be reviewing basic concepts and then introducing the idea of functions. The review of all previous material will be covered within the first one to three days. At which point, the rest of the month will be focused on functions and their relationship with piecewise functions. (Cox, 2006)

During the month of October, there will be an emphasis on investigating / explaining the different characteristics of piecewise functions. Where, a variety of concepts will be covered to include: domain, range, axis of summary, intercepts, zeros, vertex, extrema, points of discontinuity, intervals over which the function is constant, intervals of increase and decrease, and rates of change. (Cox, 2006) In general, there will be a total of one day introducing the concept and one day, followed by review / recitation. This will ensure that the students will have two exposures to the material. At this time, it is important to keep the information exciting, yet focused, as student will have lots of activities and will set into a routine. ("Time and Structure in Curriculum Development, " n.d.)

During the month of November is when you would discuss the concepts of: absolute value equations and inequalities. This would include discussing the ideas of: analysis graphing and the use of technology. (Cox, 2006) In general, each concept will be introduced at the beginning of the week, with the second half for review. Once this takes place, the finial concept will be presented both before and immediately after Thanksgiving break. At this time, it is important to keep the information exciting, yet focused, as students will have lots of activities planned. ("Time and Structure in Curriculum Development, " n.d.)

The first week of December, should be used to cover the different ideas presented during the quarter, with an emphasis on preparing for the quarterly exams that would be coming up. During this part of the course, you want to keep the reviews short and only cover what was presented earlier. At this time, is when some educators may want to see how students are remembering the material, by giving assessment quizzes of what was covered during the review. At which point, the quarterly examination will take place over the course of two days. ("Time and Structure in Curriculum Development, " n.d.)

Third Quarter (March to June)

During this quarter, we are building off of the concepts that were covered earlier. Where, there will be a brief review after the spring vacation, followed by the introduction of how to solve quadratic equations and inequalities as one equation. At the end of March, the class will be covering: factoring, understanding square roots, and applying the quadratic formula. This will be divided into sessions of approximately three days per subject, with a review of all ideas on the last day of the month. (Cox, 2006)

In April, we will analyze the nature of roots by means of technology and the discriminate. This will be accomplished, by examining each of the different topics in one week sessions. (Cox, 2006) Where, earlier in the week, we will cover the new idea and later in the week review them. Over the course of the month, this will ensure that everyone fully understands what is being presented and it will provide adequate time for review.

In May, the class will cover the ideas of solutions, by means of linear inequalities. This will take place, by reviewing the new idea for one week and then providing a review of one week. (Cox, 2006) Once this take place, a review will begin covering all of the material that was presented during the third and fourth week of May. In the beginning of June, is when the students will be taking their quarterly examinations before the break.

Fourth Quarter (June to August)

During this quarter we are learning about the inverse of functions. In the first few day of the new quarter, there will be a review of what was covered in the previous quarters. Then the discussion will be focused on the characteristic of functions and inverse (in the middle of June). Next, the class will cover the inverses of liner, quadratic and power functions (this will go into the end of June). (Cox, 2006) At which point, a review will take place covering the ideas that were presented earlier.

During early July, the class will study the graph of functions and then the inverse will be covered, into the middle of the month. At which point, the students would begin studying composition of functions to verify each other. There will be a brief period of one day, to review the information that was covered during the quarter. (Cox, 2006)

In the first week of August, is when a comprehensive review will take place, covering everything that was presented in the year and preparing students, for their achievement as well as quarterly examinations. At this time, is when the educator needs to be focused on spending more time with the students. In some cases, it may be prudent to set up more recitation / review sessions before or after school. The extra time that can be spent reviewing the material and covering what was presented; will help to ensure that students are prepared for their assessment as well as quarterly examination, at the same time. ("Time and Structure in Curriculum Development, " n.d.)

Clearly, the above strategy provides a way for educators to remain within the state curriculum standards, while maximizing the overall amounts of learning comprehension. Where, the strategy allows for adequate review and provides enough time to introduce new ideas effectively. This is significant, because it shows how the educator can have an influence upon the overall quality of education, based upon the way they structure their lesson plans. As a result, those who can structure such plans with flexibility and allow for increased amounts of review will be most effective.