With the Common Core Standards raising the bar, how far should HS teachers "go back" in the standards to build students background knowledge to achieve the standards?
With moving to an integrated pathway, backing up in Math 1 seems appropriate. Research shows fraction understanding and ratio and proportionality build success in Algebra. So the thought was to do a mini-unit on fractions, to ratio and proportionality, to functions from 8th grade. Then we can begin to address the HS standards with regard to Quantities, Algebra, and Functions. The basis is where students are. Not only assessment and observation data reveals these weaknesses, the students themselves felt fractions were confusing for them. What are thoughts on this and other suggestions?
- Common Core