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New York State Common Core Mathematics Curriculum: Algebra 1

EngageNY/Common Core

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Note that this resource was reviewed during the Spring 2014 review period. The resource may or may not have been updated since the review. Check with the content creator to see if there is a more recent version available.


This resource was reviewed by OSPI in Spring 2014. Learn more about the review process and the data analysis approach.

The version reviewed was last updated: 10/4/2013.

Background from OER Project Review Team is developed and maintained by the New York State Education Department. In order to assist schools and districts with the implementation of the Common Core, they have provided curricular modules and units in P-12 ELA and math that can be adopted or adapted for local purposes. Algebra 1 consists of a high-level outline (curriculum map and module overview/assessment bundle) for instruction and a set of curriculum materials following that outline – including topic overviews, daily lesson plans, extensive problem sets, guiding questions, examples of proficient student work, and other materials.

IMET (Learn more)

Chart with scale from 0 (Strongly Disagree) to 3 (Strongly Agree). Consistent Content: 3, Rigor & Balance: 3, Practice Connections: 2, Standards for Math Content: 2, Quality Indicators: 2.

EQuIP (Learn more)

Exemplar (11.3)
Chart with scale of 'meets criteria' from 0 (None) to 3 (All). Alignment: 3.0, Key Area of Focus: 2.75, Instructional Supports: 3.0, Assessment: 2.5.
Module 3 (Topic A&B): Linear and Exponential Functions

Achieve OER (Learn more)

Chart with scale from 0 (Weak) to 3 (Superior). Explanation: 2.75, Interactivity: 0.5, Exercises: 3.0, Deeper Learning: 2.5.
Module 3 (Topic A&B): Linear and Exponential Functions

See standard error chart for the review scoring

Reviewer Comments (Learn more)

Minor (1.5)

Comments/Ideal Use:

This object is a very good site for a teacher just coming into teaching. The materials are structured in such a way as to assist the teacher because the lessons are detailed and the student materials are directly tied to the lessons.

The ideal use of the object would be as a classroom curriculum. It has been designed to allow a teacher to go straight to the material, with the needed student material to teach all five modules as a class.


  • In each module the lessons are not hyper-linked from the table of contents - when a teacher enters the site, they much scroll all the way to the lesson they are teaching. Also, as they return from the links to videos or to Wolfram they return to the top of the module instead of returning back to the lesson the teacher is teaching.
  • Each lesson has the mathematical practices that should be used but to see the content standards, a teacher would have to go back to the beginning of the module.
  • Interactive features missing.


  • Add hyper-links on each lesson on the table of content and add return features that return the person back to the lesson they left from.
  • Add more appropriate interactive features to assist students in their understanding of the content material.
  • Add the content standards into the lessons within the modules.

Comments/Ideal Use:

This resource is ready to go, off the shelf. Ideally it would be adopted as part of the whole series of Engage NY. Students would have trouble adapting to the rigor of this material without a careful development of the mathematics required in earlier grades. Engage NY has raised the bar for other OER providers and for more traditional textbook publishers. This is the Common Core.


  • I would not think of changing anything until our district had used the material for at least a year. The planning from module to module, within each unit, down to the minute lesson plans are far too complete and carefully crafted to alter without plenty of experience with one’s own students.

Comments/Ideal Use:

This resource does a nice job on grouping topics and creating an environment for deeper understanding. Rather than have many separate topics, this course groups up topics and connects the skills with the topics in a fantastic way. As we are working towards that conceptual understanding and richer applications for our students, this resource does a very nice job.

This resource can be used for a classroom setting with a beginning teacher. I can see this being used as a support class as well. The standard classroom setting would be ideal.


  • No interactive component
  • Pace is fast


  • Put in links to sites: Algebra tiles, graphing sites that allow for transformations.
  • Put in a bit more practice and scaffolding.


  • Lack of rigor requiring student exploration, conjecture, and reasoning. Instructional design focuses on practice for skill mastery but lacks plan for coorperative learning, discussion, and reasoning.
  • Design with specific pacing and time per activity implies strict adherence to following one lesson and practice exercise with another without consideration of student understanding - One day per lesson with the number of specific minutes per section.


  • Incorporate activities requiring more student engagement in self-directed and cooperative learning that involves exploration and deeper reasoning.
  • Include more options for lesson progression within lessons.

Creative Commons License
This work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License.