1. { Mathematics Anna Demarinis

2.  The student understands and applies the concepts and procedures of mathematics  GLE  Students learn to solve many new types of problems in Algebra 1. Students are introduced to several types of functions, including exponential and functions defined piecewise, and they spend considerable time with linear and quadratic functions.  PLE  Select and justify functions and equations to model and solve problems EARL #1

3.  The student uses mathematics to define and solve problems.  GLE  Students see the number system extended to the real numbers represented by the number line. They work with integer exponents, scientific notation, and radicals, and use variables and expressions to solve problems from purely mathematical as well as applied contexts.  PLE  Know the relationship between real numbers and the number line, and compare and order real numbers with and without the number line EARL #2

4.  The student uses mathematical reasoning.  GLE  Students formalize and deepen their understanding of functions, the defining characteristics and uses of functions, and the mathematical language used to describe functions. They learn that functions are often specified by an equation of the form y = f(x), where any allowable x-value yields a unique y- value.  PLE  Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations. EARL #3

5.  The student communicates knowledge and understanding in both everyday and mathematical language.  GLE  Students understand that linear functions can be used to model situations involving a constant rate of change. They build on the work done in middle school to solve sets of linear equations and inequalities in two variables, learning to interpret the intersection of the lines as the solution.  PLE  Write and solve linear equations and inequalities in one variable. EARL #4

6.  The student understands how mathematical ideas connect within mathematics, to other subjects.  GLE  Students study quadratic functions and their graphs, and solve quadratic equations with real roots in Algebra 1. They use quadratic functions to represent and model problems and answer questions in situations that are modeled by these functions.  PLE  Represent a quadratic function with a symbolic expression, as a graph, in a table, and with a description, and make connections among the representations. EARL #5

7.  Most of the Math EARLS are about having students understand mathematical reasoning. The goal is not only for the student to understand, but to also be able to apply that understanding.  Each GEL involves some type of understanding, applying, and formulizing of different math concepts. Students are given tasks and goals that will hopefully help them to learn and understand these concepts. Drawing Connections

8.  National Council of Teachers of Mathematics  This website seems to give a lot more creative ideas about how to teach math. It gives different methods and teaching strategies. However the website does continue to talk about the importance of the students applying math concepts to help them further understand. The only difference is that this website allows for more creativity when teaching math concepts Mathematics Teacher

9.  After reading through all of the different curriculum websites I have come to understand that Mathematics is set up much differently then other subjects. I understand that each subject is different but Mathematics seems to have its own separate system. Mathematics has a very structured set of curriculum. Each grade (K through 8) has a very specific set of instructions about what students should be learning, understanding and applying at that grade level. Then things can get complicated when it comes to High School Mathematics. Rather then teaching based on grade, the curriculum is set up based on subject. For example, Algebra 1 and 2, Geometry, and Calculus. All of these areas in math are taught though out High School but rather then going by grades it goes by subject matter. However even at the High School level Math curriculum is still pretty set in stone. There is not a lot of room for creativity because most of it has already been planned out by the National, State, and District level of curriculum. Relationship Between Curriculum