Teacher(s): All

1.
Dates

3. FHS/FHAO
Theme(s) and
Essential Questions

January

2. Unit Name
and
Understandings

Course Title: Algebra 2/Trigonometry

Greatest
Common Factor
Least Common
Factor
Prime
Factorization

How can you find the

GCF and LCM using
the prime
factorization?
How can you find the
GCF and LCM in
contextual problem?

Department: Mathematics

4. Content

5. Habits of Learning and

Specific Skills

Content:
Greatest Common Factor
Evaluate GCF
Least Common Factor
Evaluate LCM
Prime Factorization
Using prime
factorization to find the
GFC and LCM
Vocabulary:
Factor
Factorization
Prime Number
Prime Factorization
Greatest Common Factor
Least Common Multiple
Composite

Independence:

Math style Close

Reading

Setting up the problem

Procedural Fluency

In-class reflective and

procedural writing
Interdependence:

Incorporating peer and

teacher feedback

whole class and group

discussions

Trial-and-error

Collaborative group
work

Asking questions
Interpretation:

Patterns and General

Rules

Computational Skills

Prediction/Estimation

Short answer
explanations of work

Semester and Year: 3rd year/ 2nd semester

6. Resources
1. Consortium
problem
solving/number
sense unit &
problems
2. History of
mathematics articles,
movies, activities,
etc.

7. Daily and Weekly

Assignments
Scaffolded and Differentiated
Daily Assignments:
Classwork: Review, MiniLesson, classwork/practice
problems, problem sets,
performance tasks, history of
given performance tasks,
journal. C, B and Layer Menus
Weekly Assignments:
Culminating performance task,
quiz

3. Math Group Roles

4. T.I.E.D. paragraph
organizer
5. Journal prompts
6. Videos

Scaffolding in assignments:
Weekly packets, graphic
organizers, sequence of
objectives, groupings for group
work, checklists
Scaffolding in tasks: Sequence
within the task, writing process
sequence, checklists
Differentiation: T.I.E.D.
organizer, question prompts,
variety in tasks to meet
individual student needs and
skill level, enrichment activities,
tasks, and questions to explore,
checklists

8. Major Assessment(s) or
Exhibition

B Layer and A Layer

Questioning using Pop in
the A Layer
Unit Test
Do Now assessments
Formative

Voice:

Reflective/Opinion
Writing

Choosing from
multiple methods to solve a
problem

Facing History School Curriculum Map

Teacher(s): All

1.
Dates

2. Unit Name
and
Understandings

Course Title: Algebra1/trigonometry

3. FHS/FHAO
Theme(s) and
Essential Questions

Facing History School Curriculum Map

4. Content
and
Interdisciplinary
Connections

Department: Mathematics

5. Habits of Learning and

Specific Skills

6. Resources

Semester and Year: 3rd year/ 1st semester

7. Daily and Weekly

Assignments
Scaffolded and Differentiated

8. Major Assessment(s) or
Exhibition

Febr

1. What are the

uary - March

2.

Review the
Fundamental
Concepts of
Fractions
Review the
Fundamental
Concepts of
Factoring
Review of
Fundamental
Concepts of
Conversions
Rational
Expressions

3.

skills learned in
Fractions?
What are the
skills learned in
conversions
from percent
decimals,
decimals to
percent, perfect
to fractions etcs
What are the
skills learned in
rational
expression?

Content:
Multiplying Binomials
Review
Factoring Special Cases
Factoring A=1
Factoring a>1
Factoring using the GCF
Simplifying Rational
Expressions
Adding and Subtracting
Rational Expressions
Multiplying rational
expressions
Dividing Rational
Expressions
Multiplying and Dividing
Rational Expression
Review/Remedial Skills:
Entire unit is a review

Independence:

Math style Close

Reading

Setting up the
problem

Procedural Fluency

In-class reflective
and procedural writing
Interdependence:

Incorporating peer
and teacher feedback

whole class and

group discussions

Trial-and-error

Collaborative group
work

Asking questions

Interpretation:

Patterns and
General Rules

Computational
Skills

Prediction/Estimatio
n
Interdisciplinary Connections:

Short answer
explanations of work
Vocabulary:
Binomials
Factoring
Rational Expression

1. Consortium
problem
solving/number
sense unit &
problems
2. History of
mathematics
articles, movies,
activities, etc.
3. Math Group
Roles
4. T.I.E.D.
paragraph organizer
5. Journal prompts
6. Videos

Daily Assignments:
Classwork: Review, MiniLesson, classwork/practice
problems, problem sets,
performance tasks, history of
given performance tasks,
journal. C, B and A Layer
Menus
Weekly Assignments:
Culminating performance task,
quiz

B and A Layer
Questioning Pop in the
A Layer

Unit Test

Do Now

Formative Assessment

Scaffolding in assignments:
Weekly packets, graphic
organizers, sequence of
objectives, groupings for group
work, checklists
Scaffolding in tasks: Sequence
within the task, writing process
sequence, checklists
Differentiation: T.I.E.D.
organizer, question prompts,
variety in tasks to meet
individual student needs and
skill level, enrichment
activities, tasks, and questions
to explore, checklists

Voice:

Reflective/Opinion
Writing

Choosing from
multiple methods to solve a
problem

Facing History School Curriculum Map

Teacher(s): All
1.
Dates

2. Unit Name
and
Understandings

Course Title: Algebra1/Trigonometry

3. FHS/FHAO
Theme(s) and
Essential Questions

Facing History School Curriculum Map

4. Content
and
Interdisciplinary Connections

Department: Mathematics
5. Habits of Learning
and Specific Skills

6. Resources

Semester and Year: 4th year/ 1st semester

7. Daily and Weekly
Assignments
Scaffolded and Differentiated

8. Major Assessment(s) or
Exhibition

April May

1) What are

Review the
Fundamental
Concepts Rational
Expression (First
week or two of
April)

the skills
needed for
Rational
Expression?
2) What are
complex
numbers?
3) What are
imaginary
number?

Review the
Fundamental
Concepts of
Radicals
Complex Numbers

Content:
The Real number system and
operations within this system
Solving linear equations Solving
quadratic equations with real and
imaginary roots Translations,
reflections, rotations
Rules for indices and surds for
example provided both are not
negative
Powers of i
*Modulus of a Complex Number
*Add and subtract Complex
Numbers and to appreciate that
the addition of a Complex
Number to another Complex
Number corresponds to a
translation in the plane
* Multiply Complex Numbers
and show that multiplication of a
Complex Number by another
Complex Number corresponds to
a rotation and a scaling of the
Complex Number
* find the conjugate of a Complex
Number
*Divide two Complex Numbers
and understand the connection
between division and
multiplication of Complex
Numbers
Vocabulary:
See able

Facing History School Curriculum Map

Independence:

Math style Close

Reading

Setting up the
problem

Procedural
Fluency

In-class
reflective and
procedural writing
Interdependence:

Incorporating
peer and teacher
feedback

whole class and

group discussions

Trial-and-error

Collaborative
group work

Asking questions
Interpretation:

Patterns and
General Rules

Computational
Skills

Prediction/Estim
ation

Short answer
explanations of work

1. Consortium
problem
solving/number
sense unit &
problems
2. History of
mathematics
articles, movies,
activities, etc.
3. Math Group
Roles
4. T.I.E.D.
paragraph organizer
5.Journal prompts
6. Video

Daily Assignments:
Classwork: Review, MiniLesson, classwork/practice
problems, problem sets,
performance tasks, history of
given performance tasks, journal.
C, B and A Layer Menus
Weekly Assignments:
Culminating performance task,
quiz

B and A Layer
Questioning Pop in the A
Layer

Unit Test

Do Now

Formative Assessment

Scaffolding in assignments:
Weekly packets, graphic
organizers, sequence of
objectives, groupings for group
work, checklists
Scaffolding in tasks: Sequence
within the task, writing process
sequence, checklists
Differentiation: T.I.E.D.
organizer, question prompts,
variety in tasks to meet individual
student needs and skill level,
enrichment activities, tasks, and
questions to explore, checklists

Voice:

Reflective/Opini
on Writing

Choosing from
multiple methods to
solve a problem

1.
Dates

2. Unit Name
and
Understandings

3. FHS/FHAO
Theme(s) and
Essential Questions

Facing History School Curriculum Map

4. Content
and
Interdisciplinary Connections

5. Habits of Learning
and Specific Skills

6. Resources

7. Daily and Weekly

Assignments
Scaffolded and Differentiated

8. Major Assessment(s) or
Exhibition

June
Complex Number

* Multiply Complex Numbers

and show that multiplication of a
Complex Number by another
Complex Number corresponds to
a rotation and a scaling of the
Complex Number
* find the conjugate of a Complex
Number
*Divide two Complex Numbers
and understand the connection
between division and
multiplication of Complex
Numbers

Independence:

Math style Close

Reading

Setting up the
problem

Procedural
Fluency

In-class
reflective and
procedural writing
Interdependence:

Incorporating
peer and teacher
feedback

whole class and

group discussions

Trial-and-error

Collaborative
group work

Asking questions
Interpretation:

Patterns and
General Rules

Computational
Skills

Prediction/Estim
ation

Short answer
explanations of work

Daily Assignments:
Classwork: Review, MiniLesson, classwork/practice
problems, problem sets,
performance tasks, history of
given performance tasks, journal.
C, B and A Layer Menus

B and A Layer
Questioning Pop in the A
Layer

Unit Test

Do Now

Weekly Assignments:
Culminating performance task,
quiz

Formative Assessment

Scaffolding in assignments:
Weekly packets, graphic
organizers, sequence of
objectives, groupings for group
work, checklists
Scaffolding in tasks: Sequence
within the task, writing process
sequence, checklists
Differentiation: T.I.E.D.
organizer, question prompts,
variety in tasks to meet individual
student needs and skill level,
enrichment activities, tasks, and
questions to explore, checklists

Voice:

Reflective/Opini
on Writing
Choosing from multiple
methods to solve a
problem
End of Semester 2

Facing History School Curriculum Map

Facing History School Curriculum Map