Our district has also adopted the NYS Common Core Modules up through Algebra 1. As an Algebra 1 teacher, I can tell you that I am already behind with the pacing. Not only do we only have 40 minute periods rather than 45 minutes, but there is absolutely no time to review questions from homework, or review topics from previous year's that the students may be weak on and need to master before moving on the with Common Core. I'm struggling but trying my best to stay as close to the pacing as possible and then hope that I can trim later on. Modules 3 and 4 were just released and we're still waiting on 5 at the high school, so I am not yet sure what can be cut if anything. I feel like some of the teaching strategies are "silly" at the high school level. For instance, my students already know how to apply the distributive property algebraically and yet I'm required to show them how to apply it through a graphic model. Is this absolutely necessary?
Kristina Newtown Mathematics Frankfort-Schuyler High School 605 Palmer Street Frankfort, New York 13340
>>> ansexton <firstname.lastname@example.org> 9/19/2013 8:53 AM >>> Our district has adopted the NYS Common Core modules for K-6. Our teachers have been having a very difficult time keeping to the very tight pacing of the modules. We are anxious that if we slow down because our students have not had the previous year's modules, then we will miss modules that will be tested. Are other districts using these? Do you have the same issues? What are teachers doing to strategically cut so the curriculum can be taught since it is paced from day 1 to day 180?
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