Math, Algebra I Example

Math standards tend to be more specific than other subjects and the build out is more about specifics rather than expansion. And without the problem of unbounded expansions, math teachers have much less of a problem allocating class time to topics. But, in this Algebra I example on the right, it is still up to the teacher to determine the exact content, or what to teach.

A disaggregation of this standard might look like the expansion outline on the right. In this example, the orange areas are expanded items; red text represents added content. The build out for “part a.” requires the teacher to know or determine which of the more than ten properties of real number should be covered in this course. “Parts b. and c.” are well defined in the standard and have only been deconstructed in the outline.

But there is another dimension to the math standards since many cover skills like these last two. That dimension is the limit to apply to the scope of the skills application. What magnitude of values, how many terms, and what nature of terms should be included in the skills learning? And for “part c.”, what limits should be placed on the size and complexity of the matrices?

All courses are eventually delivered and specific content is included. Exactly which content and which limits are applied to the skills learning is up to the teacher.

Detail Example Pages

• Social Studies Example

• Science Example, Astronomy

• Science Example, Weather

• Back to 'Content-Lite' Home

Related Pages

• Education Community Benefits

Learn More

To learn more about how the Aligned·By·Design Initiative enables improved schools and student achievement, please contact us.