For information regarding the

For information regarding the Curriculum Guide to the Alabama Course of Study: Mathematics, contact: Alabama State Department of Education Special Education Services 3317 Gordon Persons Building 50 North Ripley Street Montgomery, Alabama 36104; or by mail to P.O. Box 302101 Montgomery, Alabama 36130-2101

Telephone number (334) 242-8114 Email address speced@alsde.edu

2012

Thomas R. Bice, State Superintendent of Education Alabama State Department of Education

It is the official policy of the Alabama State Department of Education that no person in Alabama shall, be denied employment, be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any program or activity on the basis of disability, gender, race, religion, national origin, color, age or genetics. Ref: Sec. 1983, Civil Rights Act, 42 U.S.C.; Title VI and VII, Civil Rights Act of 1964; Rehabilitation Act of 1973, Sec. 504; Age Discrimination in Employment Act; The Americans with Disabilities Act of 1990 and The Americans with Disabilities Act Amendments Act of 2008; Equal Pay Act of 1963; Title IX of the Education Amendment of 1972; Title II of the Genetic Information Nondiscrimination Act of 2008: Title IX Coordinator, P.O. Box 302101, Montgomery, Alabama 36130-2101 or call (334) 242-8165.

CURRICLUM GUIDE TO THE ALABAMA COURSE OF STUDY: MATHEMATICS

Table of Contents

PREFACE.................................................................................................................................................... ii ACKNOWLEDGMENTS ......................................................................................................................... iii

INTRODUCTION....................................................................................................................................... 1 ORGANIZATION OF THE CURRICULUM GUIDE ........................................................................... 2 STANDARDS FOR MATHEMATICAL PRACTICE............................................................................ 3

MATHEMATICS CONTENT STANDARDS AND INSTRUCTIONAL OBJECTIVES GRADES K-8

Grade K ................................................................................................................................................. 6 Grade 1 ................................................................................................................................................ 12 Grade 2 ................................................................................................................................................ 20 Grade 3 ................................................................................................................................................ 30 Grade 4 ................................................................................................................................................ 43 Grade 5 ................................................................................................................................................ 57 Grade 6 ................................................................................................................................................ 71 Grade 7 ................................................................................................................................................ 83 Grade 8 ................................................................................................................................................ 96

STANDARDS FOR HIGH SCHOOL MATHEMATICS................................................................... 106 ALABAMA OCCUPATIONAL DIPLOMA (AOD) COURSES ....................................................... 107 ALABAMA OCCUPATIONAL DIPLOMA (AOD) MATHEMATICS COURSE SEQUENCE... 108

MATHEMATICS CONTENT STANDARDS AND INSTRUCTIONAL OBJECTIVES GRADES 9?12

Algebra I............................................................................................................................................ 109 Geometry ........................................................................................................................................... 130 Algebraic Connections ..................................................................................................................... 145 Algebra II .......................................................................................................................................... 149 Algebra II with Trigonometry......................................................................................................... 161

APPENDIX:

A. DIRECTIONS FOR INTERPRETING THE MINIMUM REQUIRED CONTENT ......... 174 B. ALGEBRAIC CONCEPTS (ALABAMA OCCUPATIONAL DIPLOMA COURSE)....... 176 C. ALABAMA OCCUPATIONAL DIPLOMA COURSE OBJECTIVES

(ALGEBRAIC ESSENTIALS AND GEOMETRY ESSENTIALS) ..................................... 180

GLOSSARY............................................................................................................................................. 189 BIBLIOGRAPHY ................................................................................................................................... 193

Curriculum Guide to the Alabama Course of Study: Mathematics

i

PREFACE

The Curriculum Guide to the Alabama Course of Study: Mathematics provides prerequisite and enabling skills that lead to learning grade-level academic standards. The curriculum guide can be used to assist students in learning content in smaller increments, catching up on content they may have missed in previous years, and/or reviewing content related to grade-level academic standards.

The 2011-2012 Curriculum Guide to the Alabama Course of Study Mathematics Task Force utilized the 2010 Alabama Course of Study: Mathematics. In addition, the Task Force reviewed past copies of the Curriculum Guide to the Alabama Course of Study: Mathematics. Members of the Task Force used their academic content knowledge and experiential knowledge related to students with and without disabilities to produce this resource for closing the gap between grade-level content and students' instructional levels.

Curriculum Guide to the Alabama Course of Study: Mathematics

ii

ACKNOWLEDGMENTS

This document was developed by the 2011-2012 Curriculum Guide to the Alabama Course of Study Mathematics Task Force composed of elementary, middle school, high school, and college educators. The Task Force began the document during the summer of 2011.

2011-2012 Curriculum Guide to the Alabama Course of Study Mathematics Task Force

Bertha Allen, Math Specialist, Alabama Math Science Technology Initiative, WCCS/ASU Site Cynthia Augustine, Eligibility Coordinator and Consulting Teacher, Blount County Robin Ayers, Special Education Teacher, Baldwin County Tiffany Barlow, Math Specialist, Alabama Math Science Technology Initiative, WCCS/ASU Site Melanie Baswell, Teacher, Baldwin County Schools Faye Bryant, Instructor, J.F. Ingram State Technical College Dana Cartier, Advanced Math Teacher Jenny Finlay, District Math Coach (Elementary), Montgomery County Tara Foster, Elementary Specialist, Alabama Math Science Technology Initiative, UAB Site Lisa Geist, Special Education Teacher, Winfield City Deborah Goodwin, Math Specialist, Alabama Math Science Technology Initiative, WCCS/ASU Site Polly Harper, Special Education Teacher, Mountain Brook City Allison Harwell, Teacher, Madison County DeAndres Inge, Asst. Director/Math Specialist, Alabama Math Science Technology Initiative, WCCS/ASU Site Jenny McAlister, Special Education Teacher, Opelika City Angelene McGrady, Special Education Teacher, Midfield City Linda Mooney, Math Coach, McKee Elementary, Montgomery County Starr Plump, District Math Coach (Secondary), Montgomery County Janet Rainey, Math Coach, Peter Crump Elementary, Montgomery County Cynthia Russell, Special Education Teacher, Cleburne County Teri Shriver, Retired Special Education Teacher, Autauga County Mary Spence, Teacher, Chambers County Andrea von Herrmann, Teacher, Jefferson County Paige Walton, Teacher, Huntsville City Janice M. Williams, Teacher, Huntsville City Janice Williams, Teacher, Sylacauga City Erin Young, Teacher, Cherokee County

2012 Alabama Occupational Diploma (AOD) Mathematics Courses Ad Hoc Committee

Cynthia Augustine, Eligibility Coordinator and Consulting Teacher, Blount County Jeremy Penny, Teacher, Blount County Starr Plump, District Math Coach (Secondary), Montgomery County

Curriculum Guide to the Alabama Course of Study: Mathematics

iii

State Department of Education personnel who managed the development process were:

Thomas R. Bice, Ed.D., State Superintendent Mabrey Whetstone, Ph.D., Former Director, Special Education Services Crystal Richardson, Program Coordinator, Special Education Services DaLee Chambers, Ph.D., Education Specialist, Special Education Services

The State Department of Education process specialists who assisted the Task Force in developing the document were:

Curtis Gage, Education Specialist, Special Education Services Alicia Myrick, Education Specialist, Special Education Services Dan Roth, Former Education Specialist, Special Education Services

The State Department of Education administrative support assistants who assisted the Task Force in editing the document were:

Raymond Glasscock, Administrative Assistant, Special Education Services Beverly Jackson, Administrative Assistant to the Program Coordinator, Special Education Services

Charles Creel, Graphic Arts Specialist, Communication Section, assisted in the development of the graphic design.

Thank you is extended to the following Alabama State Department of Education staff for proofing the document and providing important editorial comments: Susan Goldthwaite and Erika Richburg, Special Education Services; Cindy Freeman, Instructional Services; Susan Davis, Curriculum; and Sheila Patterson, Diane Duncan, Michele Matin, and Pamela Williams, Alabama Math Science Technology Initiative (AMSTI).

Curriculum Guide to the Alabama Course of Study: Mathematics

iv

Introduction

The Curriculum Guide to the Alabama Course of Study: Mathematics is a companion document to the 2010 Alabama Course of Study: Mathematics, for Grades K-12. Content standards contained within the course of study document may be accessed on the Alabama State Department of Education (ALSDE) Web site at alsde.edu. On the home page, click on Sections, scroll down to select Curriculum and Instruction. Click on Publications, scroll down to Courses of Study, and click on Mathematics.

Educators are reminded that content standards indicate minimum content--what all students should know and be able to do by the end of each grade level or course. Local school systems may have additional instructional or achievement expectations and may provide instructional guidelines that address content sequence, review, and remediation.

The Curriculum Guide to the Alabama Course of Study: Mathematics prepares students for study of the grade-level and course content standards through the teaching of prerequisite and enabling skills necessary for learning each content standard. This allows students to work toward grade-level and course content standards while working at individual ability levels. By identifying the prerequisites and enabling skills for each standard, teachers may plan instruction to address the achievement gap experienced by some students while still working with all students toward achievement of the same standards.

The Curriculum Guide to the Alabama Course of Study: Mathematics may be accessed at alex.state.al.us/specialed/curriculum.html.

Educators are encouraged to use the curriculum guide to:

? Develop lesson plans. ? Plan for Problem Solving Teams (PSTs) and Response to Intervention/Response to Instruction (RTI). ? Develop Individual Educational Programs (IEPs). ? Prepare for collaborative teaching. ? Design tutorials. ? Plan for instructional grouping. ? Plan for parent information and conferences. ? Develop curriculum-based assessments. ? Prepare for state assessments.

Curriculum Guide to the Alabama Course of Study: Mathematics

1

Organization of the Curriculum Guide

The organizational components of this guide include standards, instructional objectives, and examples.

Content standards are statements that define what all students should know and be able to do at the conclusion of a grade level or course. Content standards contain minimum required content and complete the phrase "Students will."

Content standards for a grade level or course are clearly written, reasonable, measurable, developmentally appropriate, and sufficiently rigorous to enable Alabama students to achieve at levels comparable to other students in the nation and the world. They also provide proportional emphasis to the essential knowledge, skills, and processes of a given grade level or course.

Instructional objectives divide the standards into smaller instructional units that serve as foundational skills for the standards. Instructional objectives are useful in lesson planning, classroom instruction, and Individualized Education Program (IEP) development. Utilization of instructional objectives facilitates having all students working toward grade-level standards while also working at individual ability levels.

Instructional objectives in Algebra I and Geometry preceded by a diamond shape ( or ) indicate content required for earning course credit for the Alabama Occupational Diploma (AOD) in Grades 9-12. Algebraic Concepts (Appendix B) is a stand-alone AOD course for students who need additional instruction prior to Algebraic Essentials A, the Alabama Occupational Diploma course that is aligned to Algebra I A.

Instructional objectives within this document are numbered according to grade level, content standard number, and the order in which the instructional objective is listed. The system for numbering Mathematics Objective 1. 3. 5., for example, is based upon the following:

Subject/Course Grade Level Content Standard # Instructional Objective #

M. 1.3.5: Identify fact families to ten.

Examples clarify certain content standards, instructional objectives, and/or their components. They are illustrative but not exhaustive.

Directions for interpreting the minimum required content are found in Appendix A, page 174.

Curriculum Guide to the Alabama Course of Study: Mathematics

2

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download