• "The format of this curriculum is much different from traditional lessons found in textbooks where examples are given and students model the procedures." (Introduction)
• "Answers will vary according to how comfortable your students are..." (p. 10)
• " You should not expect your students to be able to respond in precise mathematical ways to the challenge in this problem." (p. 11)
• "This is a good time to revisit the meaning of fractions and to point toward finding equivalent fractions that are visible on the number lines." (p.37)
• "Since the students do not have any formal way to add or multiply fractions, this problem is designed to encourage them to construct their own ways of combining fractions." (p. 51)
• "Pay attention to students' strategies as you visit the groups. Some students will see that 75 out of 150 is the same as 150 out of 300, which they recognize as 1/2. Others will divide 75 by 150 on their calculators and get 0.5. For students who say that 75 out of 150 means 75%, talk with them about what percent means and refer them them to page 67 in the student edition" (p. 98).

     These quotes give you a feel for the Connected Math Project. Even by the last lesson of the "Bits and Pieces" unit, it is anticipated that some students won't understand the concept of percentages (See quote from p. 98 above). This unit will take weeks to complete, yet this concept is not expected to be grasped by all students? Wouldn't a more straightforward presentation benefit everyone?

     While these examples represent the non-exacting nature of the group and pair activities, it is only fair to say that there are some riddle-type questions in the program that really look both interesting and approachable for the more gifted children. What the less mathematically able students derive from these riddles is unclear, however. It is unfortunate that PISD has implemented a curriculum that is supposed to be a one-size-fits-all program, but ends up failing to allow each child to reach his or her own individual potential. We believe Connected Mathematics falls short of the mark in addressing the distinct needs of the students in Special, Regular, Honors and PACE programs.

     In keeping with the Texas Education Code Chapter 26, we believe that parents have the right to request an alternative class and to participate in the selection of their child's curriculum.