Algebra 1 Curriculum Guide

Ciera Dobbins

Mathematics and Science Education Program, Middle Tennessee State University

SPSE 6430: Introduction to Curriculum Development

Dr. Dorothy Craig

9 June 2023

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 Product: Algebra 1 (1st quarter/9 weeks) Curriculum Guide

Subject: Algebra 1

Topics: (1) Solving Equations and Inequalities, (2) Linear Equations, (3) Linear Functions

Grades: Typically Grades 8, 9 or 10

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Table of Contents

Introduction 4

Long Range Goals 4

Overall Learning Objectives 5-6

Outline of Content/Curriculum Guide 7-14

Vocabulary 15

Skills 15-16

Evaluation Rubric 17-18

References 19

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Introduction

The following curriculum guide is intended to be a resource for Algebra 1 teachers. The

standards and objectives included in this document are aligned with the new Algebra 1

Tennessee State Standards (2023). Algebra 1 is the first mathematics course that students will

take in high school, with some students taking it early in 8th grade. This course lays the

foundations for students’ success in their future mathematics courses. Based on current research

in mathematics education, problem-based learning where students must explore the concepts

through a real-world problem has shown to improve students understanding of topics and their

thoughts on the usefulness of mathematics. With that being said, topics/lessons within this

curriculum guide will incorporate this teaching strategy while also providing many other

resources to teach students the standards and objectives described. The scope and sequence of

lessons have been outlined to model the topic planners in the envision Algebra 1 textbook our

county will be using this year.

Long Range Goals

In 2010, the mathematics standards were developed and revised in order to prepare

students for basic level college mathematics courses, trade schools, or workplace preparation

programs. The goal of these standards were to provide a list of skills and knowledge that students

in all grade levels need to succeed in college, career and life (Association of Mathematics

Teacher Educators & Common Core Standards for Mathematics). Therefore, the following 8

Standards for Mathematical Practice are the long-term goals set for this curriculum guide.

Students should be able to:

 Make sense of problems and persevere in solving them.

 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of others.
 Model with mathematics.

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  Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure.
 Look for and express regularity in repeated reasoning.
Overall Learning Objectives

With there being 3 main topics to be taught in the first quarter or 9 weeks of school, the

learning objectives have been broken down by each topic with the designated lesson number.

In Topic 1: Solving Equations and Inequalities, students will be able to…

1-1 Explain that each step in solving a linear equation follows from the equality in the previous
step.
1-1 Create and solve linear equations with one variable using the properties of equality.
1-1 Explain your steps using appropriate mathematical vocabulary. What is the solution of the
equation 8𝑥 − 4(𝑥 − 6) + 8 = 44?
1-2 Use the properties of equality to solve linear equations with variables on both sides.
1-2 Identify whether linear equations have one solution, no solution, or infinite solutions.
1-2 Articulate their understanding of a solution of an equation to include no solution and
infinitely many solutions. For example, how many solutions does an equation such as 5x=5x
have if the equation is true for all values of x?
1-3 Rearrange formulas and equations to highlight a quantity of interest by isolating the variable
using the same reasoning used to solve equations.
1-3 Use formulas and equations to solve problems.
1-3 Describe the steps needed to solve for a given variable of interest in a formula or literal
equation using appropriate vocabulary.
1-4 Create and solve inequalities in one variable.
1-4 Interpret solutions to inequalities within the context.
1-4 Identify inequalities as true or false based on the number of solutions.
1-4 Interpret and explain the solutions to inequalities within the context of real-world problems.
1-5 Create and solve a system of inequalities.
1-5 Interpret the solution to a compound inequality within a modeling context.
1-5 Interpret and explain the solutions within the context of the problem to determine whether the
solutions are viable or nonviable.
1-6 Solve absolute value equations and inequalities.
1-6 Use absolute value equations and inequalities to solve problems.
1-6 Explain why solving an absolute value equation or inequality needs to be solved for both
positive and negative values of the variable.

In Topic 2: Linear Equations, students will be able to…

2-1 Use slope-intercept form to graph a linear equation and use the graph of a linear equation to
write an equation in slope-intercept form.
2-1 Interpret the slope and the y-intercept of a linear equation written in slope-intercept form.
2-1 Use mathematical vocabulary to explain verbally or in writing how the slope and y-intercept
pertains to a real-world context.
2-2 Write a linear equation in point-slope form given the slope and a point on the line.

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2-2 Graph linear equations using the point-slope form.
2-2 Use the point-slope form, along with the slope-intercept form, to analyze and interpret the
slope and y-intercept of a linear model in the context.
2-2 Compare and contrast point-slope form and slope-intercept form using mathematical
vocabulary.
2-3 Write and graph linear equations in standard form using the x- and y-intercepts.
2-3 Use linear equations in standard form to interpret both the x- and y-intercepts in the context

2-3 Given 𝐴𝑥 + 𝐵𝑦 = 𝐶, explain how 𝐶 represents the constraint within a modeling context.
of given data.

2-4 Use the slope and/or the intercepts of linear equations to write equations that represent
parallel or perpendicular lines.
2-4 Graph lines to show an understanding of the relationship between the slopes of parallel and
perpendicular lines.
2-4 Solve real-world problems with parallel or perpendicular lines.
2-4 Use a graphic organizer to explain the difference between the terms opposite, reciprocal, and
opposite reciprocal.

Outline of Content
Using this curriculum guide, students will learn the following content aligned with the TN State
Standards. The outline can also be used as a recommended order of content and lessons
estimated to be taught in the first quarter.
I. Topic 1 Solving Equations and Inequalities
a. Solving Equations
b. Solving Equations with Variables on Both Sides
c. Literal Equations and Formulas
d. Solving Inequalities in One Variable
e. Compound Inequalities
f. Absolute Value Equations and Inequalities

II. Topic 2 Linear Equations

a. Slope Intercept Form
b. Point Slope Form
c. Standard Form
d. Parallel and Perpendicular Lines

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 Curriculum Guide Table/ Outline of Content

Title of Resource Curriculum Guide: Algebra 1 Quarter 1 Curriculum Guide

Grade: 8, 9 or 10 Content Area: Mathematics Topic/s: (1) Solving Equations and Inequalities,
(2) Linear Equations, & (3) Linear Functions
Topic 1 Solving Equations and Inequalities
Lesson Suggested Suggested Assessment
Resources and
Number Standards Content Objectives Teaching Learning Tools or
Materials
Timeframe Methods Tasks Technique
Lesson 1-1 A1.A.CED.A.1 Create Solving Explain that each step in Problem Gorp Task Informal: Video
equations and inequalities in Equations solving a linear equation Based Student Practice Explanations of
2 blocks or 4 one variable and use them to follows from the equality Learning Problems (Kuta, Topics Taught:
45-minute solve problems in a real- in the previous step. which etc) Solving Linear
classes world context. consists of Equations Video
Create and solve linear the Formal:
equations with one
Week 1 A1.A.REI.A.1 Understand following 1-1 Lesson Disc Jockey
variable using the
solving equations as a steps in each Quiz/Exit Ticket
properties of equality.
process of reasoning and lesson: (5 questions with Create an
explain the reasoning. Explain your steps using multiple choice, Inequality
Construct a viable argument appropriate mathematical Step 1: open response,
to justify a solution method. vocabulary. What is the Explore and common Create an
solution of the equation 8𝑥 error questions to Equation
A1.A.REI.B.2a Solve linear − 4(𝑥 − 6) + 8 = 44? Step 2: assess student
and absolute value Understand understanding) Textbook Lesson
equations and inequalities in & Apply 1-1 Resources
one variable. a. Solve linear
equations and inequalities, Step 3:
including compound Practice and
inequalities, in one variable. Problem
Represent solutions Solving
algebraically and
Step 4:

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 graphically. Assess &
Differentiate
Lesson 1-2 A1.A.CED.A.4 Rearrange Solving Use the properties of Problem Open-Middle Informal: Textbook Lesson
formulas to isolate a Equations equality to solve linear Based Question Student Practice 1-2 Resources
1 block or 2 quantity of interest using with a equations with variables on Learning Variables on Problems (Kuta,
45-minute algebraic reasoning. Variable on both sides. Both Sides DeltaMath, etc)
classes Both Sides
Identify whether linear
equations have one Formal:
Week 1 &
solution, no solution, or
Week 2 1-2 Lesson
infinite solutions.
Quiz/Exit Ticket
Articulate their (5 questions with
understanding of a solution multiple choice,
of an equation to include open response,
no solution and infinitely and common
many solutions. For error questions to
example, how many assess student
solutions does an equation understanding)
such as 5x=5x have if the
equation is true for all
values of x?

Lesson 1-3 Literal Rearrange formulas and Problem Paullie's Pen Informal: Rearranging
Equations equations to highlight a Based Task Student Practice Equations Video
2 blocks or 4 and Formulas quantity of interest by Learning Problems (Kuta,
45-minute isolating the variable using DeltaMath, etc) Textbook Lesson
classes the same reasoning used to 1-3 Resources
solve equations. 1-3 Lesson
Week 2 Quiz/Exit Ticket
Use formulas and
(5 questions with
equations to solve
problems. multiple choice,
open response,
Describe the steps needed and common
to solve for a given error questions to

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 variable of interest in a assess student
formula or literal equation understanding)
using appropriate
vocabulary.

Lesson 1-4 A1.A.CED.A.1 Create Solving Create and solve Problem Reasoning Informal: Textbook Lesson
equations and inequalities in Inequalities inequalities in one Based with Linear Student Practice 1-4 Resources
2 blocks or 4 one variable and use them to in One variable. Learning Inequalities Problems (Kuta,
45-minute solve problems in a real- Variable Illustrative DeltaMath, etc)
classes world context. Interpret solutions to Task
inequalities within the 1-4 Lesson
context.
Week 3 A1.A.CED.A.3 Create Quiz/Exit Ticket
individual and systems of (5 questions with
Identify inequalities as true
equations and/or inequalities or false based on the multiple choice,
to represent constraints in a number of solutions. open response,
contextual situation, and and common
interpret solutions as viable Interpret and explain the error questions to
or non-viable. solutions to inequalities assess student
within the context of real- understanding)
A1.A.REI.B.2a Solve linear world problems.
and absolute value
Lesson 1-5 equations and inequalities in Compound Create and solve a system Problem Informal: Textbook Lesson
one variable. a. Solve linear Inequalities of inequalities. Based Student Practice 1-5 Resources
2 blocks or 4 equations and inequalities, Learning Problems (Kuta,
45-minute Interpret the solution to a DeltaMath, etc)
including compound
classes compound inequality
inequalities, in one variable.
within a modeling context. 1-5 Lesson
Represent solutions Interpret and explain the
Week 4 algebraically and Quiz/Exit Ticket
solutions within the
graphically. (5 questions with
context of the problem to
determine whether the multiple choice,
solutions are viable or open response,
nonviable. and common
error questions to
assess student

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 understanding)
Lesson 1-6 A1.A.REI.B.2b Solve linear Absolute Solve absolute value Problem Informal: Textbook Lesson
and absolute value Value equations and inequalities. Based Student Practice 1-6 Resources
1.5 blocks or equations and inequalities in Equations Learning Problems (Kuta,
3 45-minute one variable. b. Solve and Use absolute value DeltaMath, etc)
classes absolute value equations Inequalities equations and inequalities
and inequalities in one to solve problems. 1-6 Lesson
Week 5 variable. Represent Quiz/Exit Ticket
Explain why solving an
solutions algebraically and (5 questions with
absolute value equation or
graphically. inequality needs to be multiple choice,
A1.A.CED.A.1 Create solved for both positive open response,
equations and inequalities in and negative values of the and common
one variable and use them to variable. error questions to
solve problems in a real- assess student
world context. understanding)
Topic Assessing ALL Topic 1 Assessing Students will be assessed Assess: Review:
Review and Standards ALL Topic 1 on their ability to show Topic 1 Topic Review in
Assessment Content mastery of the previous Assessment Textbook
objectives mentioned in Form A, B, or C DeltaMath.com
1 block or 2 this topic. in SAVAAS MyMathLab
45-minute Our goal is an 80% (textbook) which Stations with
average of mastery of the
class periods consists of practice
standards.
different style questions
Week 5 questions to
assess conceptual
understanding, TNReady
procedural Released
fluency and Problems for
application skills example
of the content standardized test
and standards questions
from this topic.

Other types:

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 STEM Project
included in
textbook
Topic 2 Linear Equations
Lesson 2-1 A1.F.LE.A.2 Construct Slope- Use slope-intercept form to Problem Mathemafish Informal: Average Rate of
linear and exponential Intercept graph a linear equation and Based Population Student Practice Change Video
2 blocks or 4 functions, including Form use the graph of a linear Learning Task Problems (Kuta,
45-minute arithmetic and geometric equation to write an DeltaMath, etc)
classes sequences, given a graph, a equation in slope-intercept
Textbook Lesson
table, a description of a form.
Bike and 2-1 Resources
2-1 Lesson
Week 6 relationship, or input output Truck Task
Interpret the slope and the Quiz/Exit Ticket
pairs.
y-intercept of a linear (5 questions with Desmos.com
A1.S.ID.C.5 Interpret the equation written in slope- multiple choice, Interactive Graph
rate of change and the intercept form. Tesla open response, to determine
constant term of a linear Deliveries and common
Use mathematical characteristics of
model in the context of data. Task error questions to
vocabulary to explain slope and y-
verbally or in writing how assess student intercept
the slope and y-intercept understanding) (exploring
pertains to a real-world activity with
context. technology)

Lesson 2-2 Point-Slope Write a linear equation in Problem Rate of Informal: Graphing Linear
Form point-slope form given the Based Change Student Practice Functions Video
1.5 blocks or slope and a point on the Learning Snapchat Problems (Kuta,
3 45-minute line. Clones Task DeltaMath, etc)
classes Textbook Lesson
Graph linear equations
using the point-slope form. 2-2 Resources
2-2 Lesson
Week 7
Quiz/Exit Ticket
Use the point-slope form, (5 questions with
along with the slope- multiple choice,
intercept form, to analyze open response,
and interpret the slope and and common
y-intercept of a linear
error questions to

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 model in the context. assess student
understanding)
Compare and contrast
point-slope form and
slope-intercept form using
mathematical vocabulary.
Lesson 2-3 A1.A.CED.A.2 Create Standard Write and graph linear Problem What's the Informal: Graphing
equations and inequalities in Form equations in standard form Based Point Task Student Practice Equations in
1.5 blocks or two variables to represent using the x- and y- Learning Problems (Kuta, Standard Form
3 45-minute relationships between intercepts. DeltaMath, etc) Video
classes quantities and use them to
solve problems in a real- Use linear equations in
standard form to interpret 2-3 Lesson
Week 7 & world context. Graph Textbook Lesson
both the x- and y- Quiz/Exit Ticket
Week 8 equations with two variables 2-3 Resources
intercepts in the context of (5 questions with
on coordinate axes with given data. multiple choice,
labels and scales and use the
Given 𝐴𝑥 + 𝐵𝑦 = 𝐶,
open response,

explain how 𝐶 represents

graphs to make predictions.
and common
A1.A.CED.A.3 Create error questions to
the constraint within a
individual and systems of assess student
modeling context.
equations and/or inequalities understanding)
to represent constraints in a
contextual situation and
interpret solutions as viable
or non-viable.
A1.A.SSE.A.1.a Interpret
expressions that represent a
quantity in terms of its
context. a. Interpret parts of
an expression, such as
terms, factors, and
coefficients.

Lesson 2-4 A1.A.CED.A.2 Create Parallel and Use the slope and/or the Problem Informal: Textbook Lesson

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 equations and inequalities in Perpendicular intercepts of linear Based Student Practice 2-4 Resources
1.5 blocks or two variables to represent Lines equations to write Learning Problems (Kuta,
3 45-minute relationships between equations that represent DeltaMath, etc)
classes quantities and use them to parallel or perpendicular
solve problems in a real- lines.
2-4 (5 questions
Week 8 world context. Graph
Graph lines to show an with multiple
equations with two variables
understanding of the choice, open
on coordinate axes with
relationship between the response, and
labels and scales and use the
slopes of parallel and common error
graphs to make predictions. perpendicular lines. questions to
assess student
Solve real-world problems understanding)
with parallel or
perpendicular lines.

Use a graphic organizer to

explain the difference
between the terms
opposite, reciprocal, and
opposite reciprocal.
Topic Assessing ALL Topic 2 Assessing Students will be assessed Assess: Review:
Review and Standards ALL Topic 2 on their ability to show Topic 2 Topic Review in
Assessment Content mastery of the previous Assessment Textbook
objectives mentioned in Form A, B, or C DeltaMath.com
1 block or 2 this topic. in SAVAAS MyMathLab
45-minute Our goal is an 80% (textbook) which Stations with
average of mastery of the
class periods consists of practice
standards.
different style questions
Week 8 questions to
assess conceptual
understanding, TNReady
procedural Released
fluency and Problems for
application skills example

13
of the content standardized test
and standards questions
from this topic.

Other types:
STEM Project
included in
textbook

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 Topic 1 Solving Equations and Inequalities Topic 2: Linear Equations
Variable Slope-intercept form
Identity y-intercept
Solution initial value
Formula unit rate
Literal Equation constant rate of change (i.e., constant speed)
Inequality Linear equation
Compound Inequality Slope
Absolute Value Equation Standard form of a linear equation
Parallel lines
Perpendicular lines
Reciprocal
Opposite
Opposite Reciprocal
Vocabulary

Skills

Topic 1 Solving Equations and Inequalities skills and understandings:

- Linear equations can be used to solve mathematical and real-world problems. You can solve

linear equations by using properties of equality.

- The properties of equality are used to solve equations that have variables on each side. If an

equation is true for all values of x, then it has infinitely many solutions; if it is not true for any

value of x, then it has no solutions.

- Literal equations are equations with two or more variables. They are solved by rewriting the

equation to highlight the variable of interest.

- The solution to an inequality in one variable is solved by using the properties of inequalities.

- A compound inequality is a combination of two or more inequalities used to describe multiple

constraints.

- The solution to an absolute value equation either has two solutions, one positive and one

negative, or if there is no value of x that makes the absolute value equation true, it has no

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solution. The solution to an absolute value inequality is a compound inequality that uses or or

and.

Topic 2 Linear Equations skills and understandings:

- When a linear equation is written in slope-intercept form, 𝑦 = 𝑚𝑥 + 𝑏, 𝑚 is the slope, and the

line intersects the y-axis at (0, 𝑏), so the y-intercept is 𝑏.

- The point-slope form of a linear equation is used to write the equation of a line using the slope

and any point on the line.

- The standard form of a linear equation is helpful for identifying the x- and y-intercepts. These

are used to graph the line and to aid in understanding the constraints within a real world context.

- The equations of lines can be used to help identify whether the lines are parallel or

perpendicular. Parallel lines have the same slope but different x- or y-intercepts; perpendicular

lines have slopes that are opposite reciprocals.

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 Evaluation Rubric

CATEGORY 3 Meets Expectations 2 Approaching Expectations 1 Doesn’t Meet Expectations Score

Learning Goals • The curriculum clearly states numerous • The curriculum outlines a few learning • The curriculum outlines very few or no
learning objectives that allow students objectives and allows for students to learning objectives that do not allow
the opportunity to demonstrate their showcase their mastery in a handful of students to showcase mastery.
mastery through various means. ways. • The learning goals are not at all grade-
• The learning goals are completely • The learning goals are somewhat grade- level appropriate.
grade-level appropriate. level appropriate.

Learning Objectives • The learning objectives are specific and • The learning objectives are vague and • The learning objectives are not
measurable. either somewhat or not measurable. measurable.
• All lessons include activities that are • Most lessons include activities that are • None or few lessons include activities
relevant to the learning objectives. relevant to the learning objectives. that are relevant to the learning
objectives.

Alignment of Goals, • The learning goals and learning • The learning goals and learning • The learning goals and learning
Objectives, and objectives directly correlate to the objectives somewhat correlate to the objectives do not correlate to the utilized
utilized standards. utilized standards. standards.
Standards • All required standards are addressed and • Most or some required standards are • None of the required standards are
strongly supported by the goals and addressed and somewhat supported by addressed or supported by the goals and
objectives. the goals and objectives. objectives

Scope and Sequence • The scope and sequence resource are • The scope and sequence resource are • The scope and sequence resource are
well organized and easy to understand somewhat organized and easy to unorganized and hard to understand
providing an outline for the curriculum. understand providing an outline for the providing a rough outline for the
• The standards are connected and curriculum. curriculum.
grouped together and flow logically for • The standards are somewhat connected • The standards are not connected or
student understanding. and grouped together. They have a flow grouped together. They do nor flow
but could be rearranged for a better logically and should be rearranged for
sequence. a better sequence.

Student Learning • There are many student learning tasks • There are some student learning tasks • There are minimal student learning tasks
Tasks per unit/topic. per unit/topic. per unit/topic.
• The tasks are meaningful and are • The tasks are somewhat meaningful • The tasks are not meaningful and aren’t
appropriate for the content/standards. and are somewhat appropriate for the appropriate or related to the
content/standards. content/standards.

Teaching • The lessons and resources provided • The lessons and resources provided • The lessons and resources provided do
Differentiation show differentiation opportunities to show some differentiation not show differentiation opportunities
allow understanding for all types of opportunities to allow understanding for and allow understanding for few types of
students including but not limited to IEPs, some types of students including but not students including but not limited to IEPs,

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 504s, ELL, etc. limited to IEPs, 504s, ELL, etc. 504s, ELL, etc.

Assessment Strategies • Assessment Strategies vary • Assessment Strategies somewhat vary • Assessment Strategies do not vary
throughout the units and lessons, throughout the units and lessons, throughout the units and lessons,
giving variety to all learning styles. giving variety to all learning styles. giving variety to all learning styles.
• Assessments align with all learning • Assessments align with most learning • Assessments align with very few to
objectives and goals stated. objectives and goals stated. no learning objectives and goals
stated.

Teacher Support • Curriculum provides added resources • Curriculum provides very few added • Curriculum provides no added
for new/novice teachers. resources for new/novice teachers resources for new/novice teachers

Appropriateness • Curriculum is appropriate for intended • Curriculum is somewhat appropriate • Curriculum is not appropriate for
content area. for intended content area. intended content area.
• Curriculum is appropriate for intended • Curriculum is somewhat appropriate • Curriculum is not appropriate for
grade level. for intended grade level. intended grade level.
• Curriculum provides connections • Curriculum provides very few • Curriculum provides no connections
between content and the students’ connections between content and between content and the students’
lives or backgrounds. the students’ lives or backgrounds. lives or backgrounds.

Ease of Use • The curriculum is well organized and • The curriculum is somewhat • The curriculum is not organized and
easy to understand for teachers. organized and somewhat easy to difficult to understand for teachers.
• The curriculum provides many understand for teachers. • The curriculum provides few resources
resources and materials is easy for • The curriculum provides some and materials for teachers and is
teachers to implement in the resources and materials and is difficult to implement in the
classroom. somewhat easy for teachers to classroom.
implement in the classroom.

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 References

Association of Mathematics Teacher Educators. (n.d.). Frequently asked questions about the

Common Core State Standards for Mathematics (CCSSM). AMTE.

https://www.amte.net/resources/ccssm/faq

Common core state standards for mathematics - CCSSO. (n.d.-a). https://learning.ccsso.org/wp-

content/uploads/2022/11/ADA-Compliant-Math-Standards.pdf

EnVision math Tennessee. (2023). https://www.savvas.com/index.cfm?locator=PS3lE8

Mathematics assessment project. Welcome to the Mathematics Assessment Project. (n.d.).

https://www.map.mathshell.org/

Tennessee math standards - Tennessee state government - tn.gov. (2023).

https://www.tn.gov/content/dam/tn/education/standards/math/stds_math.pdf

Other Resources and Materials are included within the Curriculum Guide Links

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