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Module Focus: Algebra II – Module 1 Sequence of Sessions

Overarching Objectives of this July 2014 Network Team Institute Participants will be able to identify, practice, and use best instructional moves and scaffolds for chosen common core standards.

High-Level Purpose of this Session Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop within this

module, thereby enabling participants to enact cross- grade coherence in their classrooms and support their colleagues to do the same. Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major

work of the grade in order to fully implement the curriculum. Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while

maintaining the balance of rigor that is built into the curriculum.

Related Learning Experiences● This session is part of a sequence of Module Focus sessions examining the Algebra II curriculum in A Story of Functions.

Key Points● Topic A

● Seeing structure in expressions requires a dynamic view in which potential rearrangements and manipulations are possible.● Algebra is a powerful and useful tool in a variety of situations.● Multiplication and division of polynomials follows the same principles as multiplication and division of integers.

● Topic B● Polynomial functions are easy to graph when written in factored form (though not always easy to get into factored form).● Polynomials can still be divided just like integers even if there is a remainder.● When a polynomial is divided by (𝑥 −𝑎), the remainder is the value of the polynomial at x = a. ● When a is a zero of polynomial p, then ( x−a ) is a factor of p.

● Topic C● Rational expressions are analogous to rational numbers.● When solving a rational or radical equation, it is necessary to check for extraneous solutions because steps may have been taken that are not

guaranteed to preserve the solution set.● A parabola is a specific type of u-shaped curve.● There is a connection between algebra, geometry, and functions.

● Topic D● Complex numbers are neither imaginary nor complex.● Complex numbers have a geometric meaning.● The inclusion of complex numbers in our number system means that every polynomial of degree n can be written in terms of n linear factors.

● End of Module Assessment

● End of Module assessment are designed to assess all standards of the module (at least at the cluster level) with an emphasis on assessing thoroughly those presented in the second half of the module.

● Recall, as much as possible, assessment items are designed to assess the standards while emulating PARCC Type 2 and Type 3 tasks.● Recall, rubrics are designed to inform each district / school / teacher as they make decisions about the use of assessments in the assignment of grades.

Session Outcomes

What do we want participants to be able to do as a result of this session?

How will we know that they are able to do this?

Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop within this module, thereby enabling participants to enact cross- grade coherence in their classrooms and support their colleagues to do the same.

Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade in order to fully implement the curriculum.

Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while maintaining the balance of rigor that is built into the curriculum.

Participants will be able to articulate the key points listed above.

Session Overview

Section Time Overview Prepared Resources Facilitator Preparation

Introduction 37 minIntroduces Algebra II and module study.

Algebra II PPT Facilitator Guide

Review Algebra II Module 1 Overview

Topic A: Polynomial – From base 10 to base X

101 minExplores the foundations for the study of Polynomials.


Review Topic A

Topic B: Factoring – Its Uses and Its Obstacles

87 minExplores factoring and obstacles related to factoring.


Review Topic B

Mid-Module 35 min Explores the Mid-Module Algebra II PPT Mid-module Assessment

Assessment Assessment in depth. Facilitator Guide

Topic C: Solving and Applying Equations – Polynomial, Rational, and Radical

137 minExplores solving polynomial, rational, and radical equations.


Review Topic C

Topic D: A Surprise from Geometry – Complex Numbers Overcome All Obstacles

54 minExplores how complex numbers and their connection to concepts from Geometry.


Review Topic D

End-of-Module Assessment

37 minExamines the End-of-Module Assessment.


End-of-Module Assessment

Conclusion 40 minConcludes study of Module 1 and look ahead to remaining modules in Algebra II and in Pre-calculus.


Review Module 1

Session RoadmapSection: Introduction Time: 37 minutes

In this section, you will be introduced to Algebra II and module study.

Materials used include: Algebra II Module 1 PPT Algebra II Module 1 Facilitators Guide

Time Slide # Slide #/ Pic of Slide Script/ Activity directions GROUP

2 min1. [Note: This session is 9 hours in length.]

Introduce myself and talk about the session.

Mostly we will be working on the student pages located at the front of your binder. Avoid looking at the teacher pages for the most part. I mainly want you to experience the module from the student perspective.

5 min 2. Start here. Then back up to opening slide.

Give participants 5 min to do the opening exercise.

2 min 3. In order for us to better address your individual needs, it is helpful to know a little bit about you collectively.

Pick one of these categories that you most identify with. As we go through these, feel free to look around the room and identify other folks in your same role that you may want to exchange ideas with over lunch or at breaks.

By a show of hands who in the room is a classroom teacher?Math trainer?Principal or school-level leaderDistrict-level leader?And who among you feel like none of these categories really fit for you. (Perhaps ask a few of these folks what their role is).

Regardless of your role, what you all have in common is the need to

understand this curriculum well enough to make good decisions about implementing it. A good part of that will happen through experiencing pieces of this curriculum and then hearing the commentary that comes from the classroom teachers and others in the group.

2 min 4. We have three main objectives for this mornings work. Our main task will be experiencing lessons and assessments. As a secondary objective, you should walk away from the study of module 4 being able to articulate how these lessons promote mastery of the standards and how they address the major work of the grade. Lastly, you should be able to get a sense for the coherent connections to the content of earlier grade levels.

2 min 5. Here is our agenda for the day. If needed, we will start with orienting ourselves to what the materials consist of.

We will spend most of our time on G11 M1. As we go through the module, I will talk about foundational skills developed in prior grades, particularly those developed in G9. We will discuss some fluency drills and other scaffolds that can be used to address possible gaps in content knowledge.

At the end of the session, we will preview the rest of the G11 curriculum and the beginning of G12.

(Click to advance animation.) Let’s begin with an orientation to the materials for those that are new to the materials (Skip if participants are already familiar with the materials).

4 min 6. (Not accounted for in the timing – these slides are optional if participants are new to the materials.)

Each module will be delivered in 3 main files per module. The teacher materials, the student materials and a pack of copy ready materials.

Teacher materials include a module overview, and topic overviews, along with daily lessons and a mid- and end-of-module assessment. (Note that shorter modules of 20 days or less do not include a mid-module assessment.)

Student materials are simply a package of daily lessons. Each daily lesson includes any materials the student needs for the classroom exercises and examples as well as a problem set that the teacher can select from for homework assignments.

The copy ready materials are a single file that one can easily pull from to make the necessary copies for the day of items like exit tickets, or fluency worksheets that wouldn’t be fitting to give the students ahead of time, as well as the assessments.


There are 4 general types of lessons in the 6-12 curriculum. There is no set formula for how many of each lesson type we included, we always use whichever type we feel is most appropriate for the content of the lesson.

The types are merely a way of communicating to the teacher, what to expect from this lesson – nothing more. There are not rules or restrictions about what we put in a lesson based on the types, we’re just communicating a basic idea about the structure of the lesson.

Problem Set Lesson – Teacher and students work through a sequence of 4 to 7 examples and exercises to develop or reinforce a concept. Mostly teacher directed. Students work on exercises individually or in pairs in short time periods. The majority of time is spent alternating between the

teacher working through examples with the students and the students completing exercises.

Exploration Lesson – Students are given 20 – 30 minutes to work independently or in small groups on one or more exploratory challenges followed by a debrief. This is typically a challenging problem or question that requires students to collaborate (in pairs or groups) but can be done individually. The lesson would normally conclude with a class discussion on the problem to draw conclusions and consolidate understandings.

Socratic Lesson – Teacher leads students in a conversation with the aim of developing a specific concept or proof. This lesson type is useful when conveying ideas that students cannot learn/discover on their own. The teacher asks guiding questions to make their point and engage students.

Modeling Cycle Lesson --Students are involved in practicing all or part of the modeling cycle (see p. 62 of the CCLS, or 72 of the CCSSM). The problem students are working on is either a real-world or mathematical problem that could be described as an ill-defined task, that is, students will have to make some assumptions and document those assumptions as they work on the problem. Students are likely to work in groups on these types of problems, but teachers may want students to work for a period of time individually before collaborating with others.


Follow along with a lesson from the materials in your packet.

The teacher materials of each lesson all begin with the designation of the lesson type, lesson name, and then 1 or more student outcomes. Lesson notes are provided when appropriate, just after the student outcomes.

Classwork includes general guidance for leading students through the various examples, exercises, or explorations of the day, along with important discussion questions, each of which are designated by a solid square bullet. Anticipated student responses are included when relevant –

these responses are below the questions; they use an empty square bullet and are italicized. Snapshots of the student materials are provided throughout the lesson along with solutions or expected responses. The snap shots appear in a box and are bold in font. Most lessons include a closing of some kind – typically a short discussion. Virtually every lesson includes a lesson ticket and a problem set.

What you won’t see is a standard associated with each lesson. Standards are identified at the topic level, and often times are covered in more than one topic or even more than one module… the curriculum is designed to make coherent connections between standards, rather than following the notion that the standards are a checklist of items to cover.

Student materials for each lesson are broken into two sections, the classwork, which allows space for the student to work right there in the materials, and the problem set which does not include space – those are intended to be done on a separate sheet so they can be turned in. Some lessons also include a lesson summary that may serve to remind students of a definition or concept from the lesson.

2 min 9. (no time allotted)

5 min 10. Display and have participants read the Module overview, scan the standards and the new terminology.

2 min 11. (Go through the bullets to give an overview of the progression or flow of each topic and the module as a whole.)

2 min 12. (Review the bullet points with participants to remind them of the background students are coming in to this module with.)

We will be discussing in more detail as we go through the module what students’ previous experiences have been.

Section: Topic A: Polynomial – From base 10 to base X Time: 101 minutes

In this section, you will explore the foundations for the study of Polynomials.




5 min 14. Read the topic A opener (p. 12 – 13)

2 min 15.

5 min 16.

5 min 17. In this way, we can think of a polynomial as a number in base x where the x is a placeholder for some number yet to be determined.

Is it ok to have a coefficient of 7 if we decide we are in base 5?

5 min 18. These next 3 slides were directly informed and inspired by the work of Dr. James Tanton and his posted course on quadratics found at www.Gdaymath.com. I find these exercises a highly desirable experience base for teachers embarking on a polynomial module.

Students studied sequences in grade 9 (M3). Based on the apparent pattern, what might the next number in the sequence be?

How did you decide it would be 19?

You noticed that the difference between each term was constant; it was 3.

Some people describe a sequence as linear if the difference from term to term is constant; if it has a constant set of first differences.

If we imagine our sequence as a set of data values and plot them on a graph

we see why they might call this a linear sequence.

How about the next sequence. What might you be inclined to believe is the next number in this sequence? (40).

How did you get that?

Did anyone notice that the second differences are constant?

Show that for the following sequence, the 3rd differences are constant.

How many differences must one complete in the sequence below, the powers of two, to first see a row of constant differences?

The square numbers begin, 1, 4, 9, 16, … is there a row of their difference table that is constant?

10 min19.

Switch to document camera and do an example where given leading diagonal.

Write out lead diagonals for 1, n, n^2, n^ 3.

Do you think the leading diagonal for n^2 + n is the sum of the leading diagonal of n^2 and n? Let’s see.

5 min20.

Document camera

Give them a leading diagonal and ask them to write an explicit formula for the sequence.

10 min 21. Give participants time to work and then address any questions or concerns. The exit ticket is in the teacher pages.

Note that the exit ticket is material students would be familiar with from grade 9 (m4)

5 min 22. Review of some vocabulary. A variable should be thought of as a place holder for a number whose value has not been determined.

5 min 23. Students use the area model to multiply in elementary school. We continue using this idea is high school but switch the terminology to the “tabular method” to allow the inclusion of negative values.

Students learned both ways of multiplying polynomials in grade 9 (m1)

Is everyone familiar with the area model or tabular method? Do we need to see another example?

10 min 24. Students learn a variety of ways of dividing polynomials within the module – reverse tabular method, long division, reducing a common factor, inspection.

Complete the example on the ppt. Switch to document camera and work another example using the reverse tabular method.

Work on L3 problem set #1 and 12

The long division algorithm to divide polynomials is analogous to the long division algorithm for integers. The long division algorithm to divide polynomials produces the same results as the reverse tabular method.

L4 Example 1 – We use a base 10 number system. A polynomial can be thought of as a number in “base x” an idea we explored in grade 9.

10 min 25. Give students the freedom here to select the appropriate method for finding the quotients.

If students see the pattern (MP 8) here, it will be much easier for them to remember how to factor various polynomials based on its structure (MP 7).

5 min 26. The opening exercise came from lesson 7 on mental math.

Add question 4. Ask for participant responses. – Do we believe in patterns? (a theme in G9)

Questions on any of the other exercises?

5 min 27. This is a very interesting topic that has an abundance of information that can be found. Spark student curiosity by having them research this topic or by showing the video.

10 min 28. Connects Algebra to Geometry.

Work through examples 1 and 2. Discuss. Share responses.

2 min 29. Total time elapsed: 121 min + 9 min for questions/discussion = 130 min (2 hr 10 min)

(Go through each point listed.)

Section: Topic B: Factoring – Its Uses and Its Obstacles Time: 87 minutes

In this section, you will explore factoring and obstacles related to factoring.



0 min 30.

15 min 31. Read through the topic opener for topic B (p. 128 in the teacher pages)

I want to examine students’ experiences from grade 9. You may have to provide some scaffolding for next year’s students.

Switch over to the document camera and show factoring (tabular method) and completing the square from grade 9. Show both the technique of working on one side of the equation and also multiplying by 4 or a multiple of 4.

15 min 32. Supplies: personal board, dry erase markers, felt

Factoring is a skill that students need to develop fluency with. It is a great example of a skill for which a rapid white board exchange is a fitting fluency exercise.

How to conduct a white board exchange:

All students will need a personal white board, white board marker, and a means of erasing their work. An economical recommendation is to place card stock inside sheet protectors to use as the personal white boards, and to cut sheets of felt into small squares to use as erasers. You have these materials at your tables today.

It is best to prepare the questions in a way that allows you to reveal them to the class one at a time. A flip chart, or Powerpoint presentation can be used, or one can write the problems on the board and either cover some with paper or simply write only one on the board at a time.

Prepare 10-15 problems that progress in difficulty. The best way to get the feel is for us to do one ourselves. I’ll reveal the problem, you work it as fast as you can and still do accurate work and then hold it up for me to see.

(Reveal the first problem in the list and announce, “Go”. Give immediate feedback to each participant, pointing and/or making eye contact with the participant and responding with an affirmation for correct work such as, “Good job!”, “Yes!”, or “Correct!”, or guidance for incorrect work such as “Look again,” “Try again,” “Check your work,” etc. Do several to demonstrate the progression of problems.)

If many students have struggled to get the answer correct, go through the solution of that problem as a class before moving on to the next problem in the sequence. Fluency in the skill has been established when the class is able to go through each problem in quick succession without pausing to go through the solution of each problem individually. If only one or two students have not been able to get a given problem correct when the rest of the students are finished, it is appropriate to move the class forward to the next problem without further delay; in this case find a time to provide remediation to that student before the next fluency exercise on this skill is given.

10 min 33. Try some of the techniques I’ve shown you to work exercise 1.Switch to document camera.

For example 2, let students be stumped for a minute. Factoring is not always clear or obvious (or possible). What if I told you that one factor was x – 3?

Would that be helpful? How? Then, work it by grouping.

10 min 34. It is not correct to refer to the graph of f(x) or the zeros of f(x). It is ok to say the graph of f or the graph of the equation y = f(x).

Work the example out on chart paper.

How could we know which direction the graph should go? Use test values

How do we know when the graph changes directions? We don’t exactly. We really need Calculus to find the points where the graph changes directions.

In lesson 15, students will study the structure of the graphs more closely and look at end behavior,

Look at the Discussion (S.71)

10 min 35. Ask about familiarity with progressions documents. If you have not read thru the algebra (and functions) progessions document, I recommend you do so. It really helps to clarify how students skills should develop throughout high school.

With this idea in mind, look at the opening exercise. Work out the opening exercise on chart paper or document camera.

How does understanding this problem help to lead students to the idea of example 1 (b) where we have a remainder for the first time?

5 min 36. Look at the standard.

Work through a selection of the exercises from the lesson. Notice students are using inspection, reverse tabular system, and long division. Also notice what is missing…synthetic division.

5 min 37. Read through the excerpt. The remainder theorem is a hugely important topic. Students will apply it in a later lesson to a modeling problem. We will use it again to develop the FTA at the end of the module.

5 min 38. It is easy to get students to understand that if p(a) = 0, then x = a is a zero of p, and x – a is a factor. Make sure you don’t leave off the next part.

10 min 39. This is the part that we sometimes don’t emphasize or that we lose kids with.

Look at exercise 1. Discuss the analogy.Work exercise 6.

Topic B closes with a 2 day modeling problem pertaining to a river bed. It incorporates the Remainder Theorem and the other topics covered in this part of the module.

2 min 40. (Go through each point listed.)

Section: Mid-Module Assessment Time: 35 minutes

In this section, you will explore the Mid-Module Assessment in depth.



0 min 41.

20 min 42. Have participants locate the assessment. Give them approximately 25 min to take the assessment with their partner. After 20 minutes have passed give a verbal warning for them to scan any remaining questions that they have not yet attempted. If everyone finishes early, stop this part and start the next portion of this session.

15 min 43. Total time elapsed: 252 min + 8 min questions / discussion = 260 min (4 hr 20 min)

Again, work with a partner to examine your work against the rubric and exemplar. If you have any questions or concerns, jot them down on a post-it note and we will address those before we move on.

After 10 minutes or so have passed, call the group together and address any questions or concerns that participants noted on their post-it notes.


Section: Topic C: Solving and Applying Equations – Polynomial, Rational, and Radical

Time: 137 minutes

In this section, you will explore solving polynomial, rational, and radical equations.

Materials used include: Algebra II Module 1 PPT

Algebra II Module 1 Facilitators Guide


5 min 45. Read Topic Opener for Topic C (p. 237 in teacher pages)

5 min 46. In grade 12, we will learn that the graphs of y = (x^2-4)/(x – 2) and y = x + 2 look identical except at x = 2. In calculus, we will call that a removable discontinuity.

The next 2 lessons are fairly straightforward, students are working with operations on rational expressions.

5 min 47. Applying the properties of Equality is guaranteed to preserve the solution set.

Applying the Distributive, Associative, and Commutative Properties or the properties of rational exponents to either side is also guaranteed to preserve the solution set.

You can do anything that’s useful, but it is not guaranteed to preserve your solution set! So if we do anything outside of these properties, we MUST check the solutions!

Give participants time to work on the problems and then discuss.

15 min 48. Applying the properties of Equality is guaranteed to preserve the solution set.

Applying the Distributive, Associative, and Commutative Properties or the properties of rational exponents to either side is also guaranteed to preserve the solution set.

You can do anything that’s useful, but it is not guaranteed to preserve your solution set! So if we do anything outside of these properties, we MUST check the solutions!

Give participants time to work on the problems and then discuss.

25 min 49. Supplies: Sprints A and B

A sprint is another fluency exercise that can help to bridge gaps in knowledge and increase automaticity of a skill. They are fast-paced and don’t take up too much class time.

Students worked with radicals to some extent in G9 and G10. They also covered them in Lesson 9 of this module. But this is still an area where there could be potential gaps in content knowledge. This might be a good place to do a rapid white board exchange as we saw earlier or a sprint. We are going to do a sprint now.

Conduct sprint.

10 min 50. As we saw with rational eqns, the idea of potential extraneous solutions should be highlighted.

Scan through the problem set and work a few of the problems.

5 min 51. Students were introduced to this idea to some degree in G9 when writing equations of quadratics. However, they were always given the y-intercept as one of the points. In Algebra II, students must solve systems in three variables.

10 min 52. Students should be able to find the intersection point(s) between a line and parabola or a line and a circle both algebraically and graphically. In grade 9, students graph parabolas. In grade 10, students graph circles (including completing the square to write the equation in standard form). These skills are reviewed in this lesson and the lesson 32

Work on the exit ticket (Teacher p. 336)

Stop here day 1?

15 min 53. Supplies: chains, chart paper, ruler, tape

Had participants come up with a sequence using a ruler. For equal changes in x, collect data. Measure length of the y-value. Made a table of values.

Analyze the data together looking at first and second differences.

So…are all u-shaped curves quadratics? Hanging chains are not modeled by quadratics. They are catenary curves.

5 min 54. Catenary is derived from the latin word chain. A free hanging chain or wire forms a catenary curve not a parabola. Nice to be prepared for student questions. May spark their curiosity.

While students are not responsible for knowing what a catenary curve is, they should realize that not all u shaped graphs can be represented by a quadratic. A quadratic produces one special type of u shaped graph called a parabola.

15 min 55. Supply: ruler

This is the only geometry standard in G11. Ask about familiarity with the definition of a parabola. Discuss the definition of a parabola.

Complete Exercise 1. Work through Exercise 2 together if necessary. Do we need to see another example? If yes, work problem set #12.

10 min 56. Supplies: Graph paper, transparencies, dry erase markers

Students learned these facts in grade 8 and solidified this knowledge in grade 10. In grade 8 students perform rigid motions and in grade 9 students apply these rigid motions to transformations of graphs of functions on the coordinate plane.

Demonstrate with transparencies.

10 min 57. Supplies: Graph paper, transparencies, dry erase markers

Students have performed dilations about a point in grade 8 and 10. dilations about a line in grade 9 (stretching/shrinking the graph of a function on a coordinate plane)

Demonstrate with personal board and transparencies.

Work on exit ticket. (Teacher p. 398)


(Review the points outlined.)

Section: Topic D: A Surprise from Geometry – Complex Numbers Overcome All Obstacles

Time: 54 minutes

In this section, you will explore how complex numbers and their connection to concepts from Geometry.




5 min 60. Read Topic D Topic Opener (teacher p. 403)

15 min 61. Supply: Graph paper

Students are immediately suspicious of complex numbers mainly because of the unfortunate terms of “complex” and “imaginary.” Historically people have always been suspicious about numbers they don’t understand. Negative numbers were not fully embraced until the 18th century. The Greeks did not believe x^2 = 2 had a solution.

We define numbers as we need them. For example, we need negative numbers to explain the solution of x + a = b when a > b.

We need an irrational number to explain the hypotenuse of an isosceles right triangle.

We need a complex number to explain the solution of x^2 = -1 so i^2 is defined to be -1.

By the way, the unfortunate term imaginary with exactly such a connotation has been coined by Descartes. He also called the negative roots of an equation false which, fortunately, did not stuck.

In Grade 12, students will see how complex numbers and trigonometry are connected.

Switch to document camera and demonstrate.

Work on problem set 5, 6, and 11.

15 min 62. Work opening exercise.

Discuss each bullet point.

Work through example 2.

5 min 63. Why would this knowledge be considered “fundamental” to mathematicians?• The Fundamental Theorem says that the complex number system

contains every zero of every polynomial function. We do not need to look anywhere else to find zeros to these types of function

• The Fundamental Theorem of Algebra ensures that there are as many zeros as we’d expect for a polynomial function, and that factoring will always (in theory) work to find solutions to polynomial equations.

This is not trivial. The FTA was published in 1799. That is about 100 years after the Fundamental Theorem of Calculus. One reason we spend so much time studying polynomials in algebra is because mathematicians love to work with polynomials. They are predictable, continuous, and easy to work with. In Calculus II, students will learn to write approximate different types of functions as a polynomial function (Taylor series).

2 min 64. Go through each point.

10 min 65. Ask participants to list key points or ideas from module 1.

Ex.• Students are called upon to Look for and make use of structure

(MP.7) as they work with polynomials to gain insight into the function’s behavior and its graph.

• Polynomials are analogous to integers; rational expressions are analogous to rational numbers.

• Students see algebra as a powerful tool that can assist in solving a wide range of mathematical problems.

Take a moment now to re-read the standards that this module covers… Can you think back to moments in the lessons that get students to arrive at those understandings? What things stand out to you now that did not stand out early on?

Section: End-of-Module Assessment Time: 37 minutes

In this section, you will examine the End-of-Module Assessment. Materials used include: Algebra II Module 1 PPT Algebra II Module 1 Facilitators Guide



20 min 67. Have participants locate the assessment. Give them approximately 25 min to take the assessment with their partner. After 20 minutes have passed give a verbal warning for them to scan any remaining questions that they have not yet attempted. If everyone finishes early, stop this part and start the next portion of this session.

15 min 68. Again, work with a partner to examine your work against the rubric and exemplar. If you have any questions or concerns, jot them down on a post-it note and we will address those before we move on.

After 10 minutes or so have passed, call the group together and address any questions or concerns that participants noted on their post-it notes.


(Review each key point one at a time.)

Section: Conclusion Time: 45 minutes

In this section, you will conclude study of Module 1 and look ahead to remaining modules in Algebra II and in Pre-calculus.




10 min 71.

10 min 72.

10 min 73.

10 min 74. Discuss what else is covered in G12?

5 min 75. Take a few minutes to reflect on this session. You can jot your thoughts on your copy of the powerpoint. What are your biggest takeaways? (pause while participants reflect then click to advance to the next question). Now, consider specifically how you can support successful implementation of these materials at your schools given your role as a teacher, school leader, administrator or other representative.

Use the following icons in the script to indicate different learning modes.

Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials Provided

● Algebra II Module 1 PPT● Algebra II Module 1 Facilitator’s Guide

Additional Suggested Resources

● A Story of Functions Year Long Curriculum Overview● A Story of Functions CCLS Checklist

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