Algebra I Home

This animated gif illustrates one of the most important and beautiful of all mathematical ideas: the Pythagorean Theorem. Image credit: Mark D. Meyerson, Math Dept, US Naval Academy, Annapolis, MD.

Algebra I is our four quarter sequence that teaches a little less than two thirds of traditional Algebra I in four courses (named "Quarters A thru D") mostly aligned with the California State Framework for Algebra.

This course differs from earlier offerings in that a high degree of accountability is immediately and continually expected of the student, while a lesser degree of mathematical rigor is imposed upon the student. These differences are not necessarily optimal! Each module spans a quarter of the school year. A student must pass a module in order to start the next module. 2.5 credits are awarded at the successful completion of each Module.

Mastery Mathematics, as originally conceived at Glendale (Arizona) High School and promoted by former Glendale teacher John Booth, prescribes that for a student to pass a module, she/he must pass each test within that module with a score of 80% or higher on each tested concept. In order to qualify to take a test, students must complete 100% of all required assignments. Students who do not complete all required assignments will not be allowed to take the test. Students who do not meet the 80% criterion will be given remediation "correctives" in order to qualify for up to two more tests on those concepts not passed. Students who do not pass a module are automatically scheduled into that same module for the next quarter. Students who repeatedly do not pass a module continue to be rescheduled into that same module for as many times as it takes for that student to "pass." Mastery Mathematics is a classic lock-step, one-size-fits-all approach to instruction and assessment that typifies the excesses and shortcomings of the current "standards-based" model of education.

Despite our district's statistical arguments to the contrary, the program has not been highly successful with respect to students passing or learning algebra as shown by pass rates within the program, student CST scores, or student preparation and success among students attempting Algebra II. Schools and teachers within our district who report "success" always apply variations in order to work around the program's intrinsic limitations. Therefore, I depart from as many of the program's mandates as I believe are necessary to accommodate the needs of my students. Understand that every student who learns to problem solve, analyze, synthesize, and evaluate is far better prepared for life, its challenges and opportunities than those whose capabilities never extend past the taking of annual high-stakes multiple choice tests.

Click on the link below for current class information, assignments, pictures from class activities, and selected notes from class.