This curriculum is based on a schedule with 50 minute classes. Here is a Google Drive folder with every handout, and a folder with an answer key for every handout. Also, many problems throughout the curriculum, including all multiple choice questions, are released items retrieved from ACT, New Visions, PARCC, PSAT, SAT, and TEA. Finally, check out this great resource from New Visions for supporting special populations.

I’m Texas teacher and your page is amazing. I’m going to implement it in part this year and in full next year!!! Thanks for sharing.

Thanks so much, Kiara! I’m glad it’s been useful so far. Let me know when you find areas for improvement!

Hi Dane,

My name is Andy and I’m an Algebra/French Teacher in Alaska. Your website and course structure is well-organized and most importantly ENGAGING. Would you mind if used some of the pieces in creating my own school webpages and specific pieces as templates?

Hey Andy,

Thank you for the kind words! I really appreciate it. You’re more than welcome to use anything on the site. I’m happy to share! My only ask is that everything remains free. Thanks for asking!

Thank you for sharing all of your resources! Sometimes I feel like I’m searching all over the place for different resources, so I love that you have warm-ups and concepts all in one place. Keep up the awesome work!

Thank you for the encouragement, Rachel! I’m glad the site has been useful. Feel free to send questions or feedback anytime!

Dane,

First of all, EXCELLENT website and curriculum. I greatly appreciate your dedication and hardwork you have put into all your lesson plans. I stumbled across it the end of last year while researching Dan Meyer’s 3 Act Tasks. I have been using your geometry curriculum to great effect. My kids have been greatly engaged and seem to be truly learning. I have also applaud your school for grading based on knowledge, not just test taking skills. I have applied the same kind of grading in my own classroom! I really want to thank you for helping me teach better lesson plans, especially as a newer teacher.

I do wonder, do you guys not teach any kind of piecewise functions in Algebra 1? Or go over absolute value functions/equations/inequalities? I am also teaching a remedial Algebra 1 class and have been looking for good lesson plans to help them have a better understanding.

Thanks a bunch,
Kevin Grogaard

Hey Kevin,

Thank you so much for the kind words! I really appreciate it. I’m happy to hear the site has been useful. Feel free to send feedback for improvement anytime as well!

In Texas, Algebra 1 does not include piecewise functions or absolute value functions. I believe we cover those things in Algebra 2. As for remedial Algebra 1, I’ve taught that many times, and I use most of the lessons on this site. The only difference is that I tend to spend a little more time on each concept to help solidify. This may lead to some concepts not getting enough time, so it’s important to spend the most time on the most heavily tested concepts in your state.

Hope that helps. Thanks again!

Dane, your site is absolutely terrific. The TEKS unfortunately encourage wide and shallow learning but you’ve done an masterful job in turning your curriculum into meaningful learning that encourage deep understandings. Thank you for your willingness to share. My colleague is teaching Algebra 2 next year and is interested in this style of teaching. Do you have any recommendations for places to look for Algebra 2 activities that incorporate the same style as you?

Paul,

Thank you for the kind words! I really appreciate it!

Hello,
Thank you for this great resource. I noticed your answer key folder is empty except for day 126-138. Is there a place I can find them?
Thanks !

Hey Rus,

Thank you for the kind words! Hmm that’s strange. It may be a glitch. I just checked, and all the answer keys are showing up now. Let me know if you check again and still can’t see the rest.

Dane,
I see it now. It was a glitch on my end. Thanks again!

Hi Dane,

I’m teaching Algebra 1 this year and love your resources and concept quizzes. Out of curiosity, I noticed there is a large jump from the day 10 quiz to day 23 quiz. Is there any particular reason why the some of the content in between those days is not assessed?

Hey Kayleigh,

Thanks for the question and kind words! Here’s a detailed breakdown about why some concepts are quizzed and some aren’t. For the un-quizzed concepts between day 11 and 17, I decided that they were important, but not crucial enough to be included in the top 20ish concepts for Algebra 1. Solving One-Variable Inequalities was the toughest one to keep out. My reasoning for that one is that I’ve quizzed it in the past, and I had trouble finding ways to assess the inequality aspect at a high level. When I was grading, the solving equations portion of it ended up being the main focus. Therefore, I kept solving equations as a quizzed concept, but just decided to only spend a decent chunk of days teaching inequalities without formally assessing it.

Let me know if that helps!

Hi Dane!

First off…I LOVE your stuff. What you do with your concepts and instructional strategies are fantastic. I love the pacing and the outline of all the activities that you do. Last year my geometry PLC and I followed your timelines and addressed the same topics that you have listed. We pretty much followed it full-blown, with our twist on certain thing of course, and I must say it was a fantastic year. The kids learned so much….on a conceptual level, and retained it! We want to do the same thing this coming school year with Algebra. Couple questions….

Do you have other math teachers at your school that teach the same classes? Are you on a PLC? If so, do they do things the same way as you? Do you have to convince other teachers to do it the way you are? I’m curious what other math teachers in your building think about all this….We will have 7 different teachers teaching Algebra 1 next year and we are all supposed to use the same timelines, same assessments, same essential standards, etc. You can imagine this is difficult…

Do you feel like how you have algebra 1 right now is pretty solid? With the concepts and the pacing?

Also, do I noticed at the end of the year in Geometry you had probability lessons but no links.
We are starting the year next year in Algebra with a probability/statistics unit. Wondering if you had anything to share as far as probability goes and/or statistics? Keep up the great work! You inspire me.

-Jake

Hey Jake,

Thank you so much for the kind words! I’m really happy to hear that the curriculum has been useful.

I just sent you an email to answer your questions. Let me know if you received it. Looking forward to continuing the conversation.

Hi Dane,
I started the summer with a general search of SBG and came across your blog. I was overwhelmed at first, but have printed off each topic on SBG and feel like I’ve gotten a good understanding of what you are doing.

I teach Algebra 1 and am excited to use this new idea in the fall.
I am curious what your recent reply was to Jake concerning your feeling on how solid you felt the Algebra concepts and pacing were from last year.
Also, would there be any changes you would implement moving forward(retakes, faux quizzes, student analysis, etc)?

Hey Bailey,

I’m excited to hear that you’re diving into SBG! Feel free to ask questions any time.

As for the Algebra 1 curriculum, I feel very confident about the pacing and sequencing of the curriculum. Based on what I currently know about curriculum design, it’s as complete as I can make it.

Moving forward, I’m thinking about requiring all kids to retake their quiz the first time (if they don’t make a 100) and not necessarily require an analysis handout to be completed. However, I will basically force them to complete the analysis without technically requiring it because it’s so crucial to their learning. I do want kids to know that I want all of them to retake so they can witness their own growth. I don’t want to hinder the growth opportunity. It’ll be an interesting line to balance, but that’s what I’m reflecting on right now.

As for any retake after the 1st, those will definitely require an analysis handout and tutoring before offering the retake opportunity. The 2nd retake (or higher) is where students tend to try to work the system and do hail mary retakes.

Also, always go with your gut when you see things you would do differently in the curriculum. If problems need to be done in a different order, or there need to be more challenging problems, make those changes. None of this is fool proof!

I’m Texas teacher and your page is amazing. I’m going to implement it in part this year and in full next year!!! Thanks for sharing.

Thanks so much, Kiara! I’m glad it’s been useful so far. Let me know when you find areas for improvement!

Hi Dane,

My name is Andy and I’m an Algebra/French Teacher in Alaska. Your website and course structure is well-organized and most importantly ENGAGING. Would you mind if used some of the pieces in creating my own school webpages and specific pieces as templates?

Hey Andy,

Thank you for the kind words! I really appreciate it. You’re more than welcome to use anything on the site. I’m happy to share! My only ask is that everything remains free. Thanks for asking!

Thank you for sharing all of your resources! Sometimes I feel like I’m searching all over the place for different resources, so I love that you have warm-ups and concepts all in one place. Keep up the awesome work!

Thank you for the encouragement, Rachel! I’m glad the site has been useful. Feel free to send questions or feedback anytime!

Dane,

First of all, EXCELLENT website and curriculum. I greatly appreciate your dedication and hardwork you have put into all your lesson plans. I stumbled across it the end of last year while researching Dan Meyer’s 3 Act Tasks. I have been using your geometry curriculum to great effect. My kids have been greatly engaged and seem to be truly learning. I have also applaud your school for grading based on knowledge, not just test taking skills. I have applied the same kind of grading in my own classroom! I really want to thank you for helping me teach better lesson plans, especially as a newer teacher.

I do wonder, do you guys not teach any kind of piecewise functions in Algebra 1? Or go over absolute value functions/equations/inequalities? I am also teaching a remedial Algebra 1 class and have been looking for good lesson plans to help them have a better understanding.

Thanks a bunch,

Kevin Grogaard

Hey Kevin,

Thank you so much for the kind words! I really appreciate it. I’m happy to hear the site has been useful. Feel free to send feedback for improvement anytime as well!

In Texas, Algebra 1 does not include piecewise functions or absolute value functions. I believe we cover those things in Algebra 2. As for remedial Algebra 1, I’ve taught that many times, and I use most of the lessons on this site. The only difference is that I tend to spend a little more time on each concept to help solidify. This may lead to some concepts not getting enough time, so it’s important to spend the most time on the most heavily tested concepts in your state.

Hope that helps. Thanks again!

Dane, your site is absolutely terrific. The TEKS unfortunately encourage wide and shallow learning but you’ve done an masterful job in turning your curriculum into meaningful learning that encourage deep understandings. Thank you for your willingness to share. My colleague is teaching Algebra 2 next year and is interested in this style of teaching. Do you have any recommendations for places to look for Algebra 2 activities that incorporate the same style as you?

Paul,

Thank you for the kind words! I really appreciate it!

For Algebra 2, New Visions has great content and a lot of curriculum already built out. Some blogs that have Algebra 2 content are Julie Reulbach, Dylan Kane, Sam Shah, and Jonathan Claydon.

Hope that helps!

Hello,

Thank you for this great resource. I noticed your answer key folder is empty except for day 126-138. Is there a place I can find them?

Thanks !

Hey Rus,

Thank you for the kind words! Hmm that’s strange. It may be a glitch. I just checked, and all the answer keys are showing up now. Let me know if you check again and still can’t see the rest.

Dane,

I see it now. It was a glitch on my end. Thanks again!

Hi Dane,

I’m teaching Algebra 1 this year and love your resources and concept quizzes. Out of curiosity, I noticed there is a large jump from the day 10 quiz to day 23 quiz. Is there any particular reason why the some of the content in between those days is not assessed?

Hey Kayleigh,

Thanks for the question and kind words! Here’s a detailed breakdown about why some concepts are quizzed and some aren’t. For the un-quizzed concepts between day 11 and 17, I decided that they were important, but not crucial enough to be included in the top 20ish concepts for Algebra 1. Solving One-Variable Inequalities was the toughest one to keep out. My reasoning for that one is that I’ve quizzed it in the past, and I had trouble finding ways to assess the inequality aspect at a high level. When I was grading, the solving equations portion of it ended up being the main focus. Therefore, I kept solving equations as a quizzed concept, but just decided to only spend a decent chunk of days teaching inequalities without formally assessing it.

Let me know if that helps!

Hi Dane!

First off…I LOVE your stuff. What you do with your concepts and instructional strategies are fantastic. I love the pacing and the outline of all the activities that you do. Last year my geometry PLC and I followed your timelines and addressed the same topics that you have listed. We pretty much followed it full-blown, with our twist on certain thing of course, and I must say it was a fantastic year. The kids learned so much….on a conceptual level, and retained it! We want to do the same thing this coming school year with Algebra. Couple questions….

Do you have other math teachers at your school that teach the same classes? Are you on a PLC? If so, do they do things the same way as you? Do you have to convince other teachers to do it the way you are? I’m curious what other math teachers in your building think about all this….We will have 7 different teachers teaching Algebra 1 next year and we are all supposed to use the same timelines, same assessments, same essential standards, etc. You can imagine this is difficult…

Do you feel like how you have algebra 1 right now is pretty solid? With the concepts and the pacing?

Also, do I noticed at the end of the year in Geometry you had probability lessons but no links.

We are starting the year next year in Algebra with a probability/statistics unit. Wondering if you had anything to share as far as probability goes and/or statistics? Keep up the great work! You inspire me.

-Jake

Hey Jake,

Thank you so much for the kind words! I’m really happy to hear that the curriculum has been useful.

I just sent you an email to answer your questions. Let me know if you received it. Looking forward to continuing the conversation.

Hi Dane,

I started the summer with a general search of SBG and came across your blog. I was overwhelmed at first, but have printed off each topic on SBG and feel like I’ve gotten a good understanding of what you are doing.

I teach Algebra 1 and am excited to use this new idea in the fall.

I am curious what your recent reply was to Jake concerning your feeling on how solid you felt the Algebra concepts and pacing were from last year.

Also, would there be any changes you would implement moving forward(retakes, faux quizzes, student analysis, etc)?

Hey Bailey,

I’m excited to hear that you’re diving into SBG! Feel free to ask questions any time.

As for the Algebra 1 curriculum, I feel very confident about the pacing and sequencing of the curriculum. Based on what I currently know about curriculum design, it’s as complete as I can make it.

Moving forward, I’m thinking about requiring all kids to retake their quiz the first time (if they don’t make a 100) and not necessarily require an analysis handout to be completed. However, I will basically force them to complete the analysis without technically requiring it because it’s so crucial to their learning. I do want kids to know that I want all of them to retake so they can witness their own growth. I don’t want to hinder the growth opportunity. It’ll be an interesting line to balance, but that’s what I’m reflecting on right now.

As for any retake after the 1st, those will definitely require an analysis handout and tutoring before offering the retake opportunity. The 2nd retake (or higher) is where students tend to try to work the system and do hail mary retakes.

Also, always go with your gut when you see things you would do differently in the curriculum. If problems need to be done in a different order, or there need to be more challenging problems, make those changes. None of this is fool proof!

Thanks for the comment!