Algebra 1 in Tucson

This course represents the leap into high-school-level math; as symbolic and geometric representations merge into one mathematically, so too does the foundation of K-8 Math converge into a single course pedagogically. As outlined by the Arizona Department of Education, in Algebra 1, students extend to solving systems of equations, compare linear & non-linear relationships, work with quadratic functions, and apply linear models to data.

2. Prerequisites & Course Topics

The video below gives an overview Algebra 1 and a breakdown of key prerequisites for the course (from K-8 Math).

Below is a more comprehensive breakdown of the topics covered in Algebra 1. For a fully exhaustive list, see the Arizona Standards Database on this website or the Arizona Department of Education standards documents.

3. Support Strategy

Perhaps un-inspiringly, having outlined the challenges previously- the approach is to set about addressing them. For these, we might say, there is no magic fix; and the solution is contained in the clear articulation of the problem.

1. Fluency Gaps: One of the greatest difficulties of addressing gaps in prerequisite knowledge is identifying which prerequisites to focus on. Algebra 1, for example, has 316 math standards that come before it. Trying to address all 316 standards would take a great deal of time (arguably in the neighborhood of nine years worth of time, assuming K-8 teachers aren’t dilly-dallying), and perhaps more importantly, would potentially lead to burnout or loss of engagement due to a lack of cohesiveness of the approach; jumping around between countless minute, apparently unrelated topics. So the recommended approach here is to focus on the essential “tool-kit” skills, namely those outlined as prerequisites in the video above. These are the skills that will provide students with the necessary foundation to succeed with Algebra 1 functions, without getting too bogged down along the way.
2. Difficult Algorithms & High-Level Thinking: Effective math lessons are a pretty critical factor when it comes to the heavy cognitive demands of Algebra 1. So, that is the starting point if we have any influence over it: experience-tested algorithm choices (e.g., the ‘AC Method’ vs. the ‘Box Method’ vs. the ‘X-Method’ for factoring trinomials) and easy-to-follow examples bridging symbolic representations (equations) and the real-world. In some cases, this may be a matter of presenting multiple ways of solving or understanding so that a student can pick a preferred method, and in other cases it may be a matter of using professional knowledge (or the intuition of a parent or friend) to choose the best fit. Once the lesson and “first-pass” understanding aspect has been sorted out, next comes “distributed” and “massed” practice (i.e., spaced out intervals of practice to build retention & automation, and short-window intensive studying, e.g., before any upcoming exams).

4. Additional Supports for Alternative Tracks (Homeschool, Learning Pods, & Micro-schools)

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The following additional services are offered for those in ESA learning contexts. (ESA-Approved Vendor – $0 out-of-pocket with ClassWallet).

Option A: Course Consulting + Validation Report ($1260 per semester)

This support option is best for those wanting to self-teach or utilize established online platforms, but want to add an extra layer of individualization, structure, and quality control (i.e., for ensuring well-rounded, solidified understanding and alignment to state standards e.g., for ACT/SAT and college admissions).

• Initial Diagnostics: 60-minute personalized assessment to identify math knowledge and skill deficits relevant to current course progression.
• Progress Evaluations: Five, hour-long blocks spaced throughout the semester to review completed course materials, analyze any written work, and assess for proficiency (e.g., for early identification of difficulties that could compound).
• Midterm & Final Exams: In-person proctoring of Arizona standards-based midterm and final exams.
• Signed Validation Report: Issuance of a course completion report, upon meeting appropriate criteria, displaying state-certified Educator Identification Number (EIN) to lend an extra layer of legitimacy for state audits and college admissions.

Option B: Full-Course Instruction ($2400 per semester)

This support option is best for those wanting to delegate math course instruction fully. This option entails individually tailored Algebra 1 instruction from a former accelerated-track Algebra 1 classroom teacher. (Learn more about Matt here).

• Full-Course Instruction Includes:
  • Live Instruction: 2x per week (60 minutes each block) (in-person or virtual, see in-person service area in table below);
  • Assignments & Videos: Daily assignments with companion how-to videos;
  • Assessment: Weekly exams & progress reports for quantified growth;
  • Course-Completion Report: Proctored midterm and final exams & signed course completion report.
• Additional Information
  • Self-Contained: No outside materials or subscriptions needed – all necessary materials provided;
  • AZ Standards Based: Course is built upon the Arizona math standards, and as such, prepares students for the math portions of the ACT & SAT, and is in alignment with the Arizona Board of Regent’s (ABOR) college admissions policies;
  • Self-Paced: In the case of meeting course requirements prior to instructional year-end, funds can be applied to subsequent math course without penalty.