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My class will change because there will be a lot more talking and discussion. Spending a lot of time on the why and not the how. Getting the students to actually think and not just going through the motions.

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Data-I'm lucky if I get to it most years. If I do get to it, I try to throw as much at my students as I can in a short amount of time. It shouldn't be "if I get to it."

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Like everyone else it seems, I clearly spend too much time on things that are not in the standards.

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The mastery indicators will change how I teach Algebra 1 in several ways. 1) It will change how much time I spend on review topics. 2) It will impact the order in which I teach the material (i.e. move Data to the beginning of S2). 3) I will need to start lessons with applications instead of doing applications at the end of the unit.

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Definitely Data! The last few years it has been a topic that a quickly go over at the end of the year. Another standard/topic that stood out to me was linear functions. I was surprised to see that we don't need to focus so much on the different forms and manipulating between the different forms. That is something else that I will need to consider and adjust my teaching for.

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I definitely spend WAY too much time at the beginning of the school year focusing on review topics that are taught in middle school. Another Ah'ha moment was seeing the three types of functions (linear, quadratic, and exponential) as being the center of focus for the year. I hadn't thought about it in that way before.

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Getting students to be more uncomfortable and to become better thinkers rather than mimickers/avoiders will be the biggest change for me. I have always wanted to move towards this way of teaching, but I struggle with letting my students struggle, so I tend to jump in and save them when I really shouldn't. This is going to require changing how time is spent in the classroom. Lessons will take more time. It is nice to know that there are less indicators that we need to make sure that we get our kids to master so that we physically have the time to switch up the way that we teach math.

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I think the biggest change for me is going to involve the Data unit. Right now, Data is seen as a "if I get to it I will cover it and if I don't then it's okay" sort of unit. We have always put it on the back burner. I think that is going to change going forward.

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As others have mentioned, I spend a lot of time at the beginning of the year covering topics that are now considered to be "owned" by the middle school grades. I am interested to see how this change in focus will impact my classroom going forward, but I am also excited for the opportunity to help students become better thinkers as we focus more on our more important topics rather than ones they should already have mastered.

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There is no doubt the mastery indicators will dictate what we need to prioritize.  Utilizing functions in almost everything we do with the use of tables, graphs and equations will for sure be a shift in how I teach.

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Implementing the "big picture" about topics before knowing how to solve a problem in that topic will be an adjustment for me. I look forward to seeing what strategies and examples can be used to accomplish this in the Algebra 1 classroom.

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I definitely spend an extended amount of time with standards that are considered 8th grade standards.  I am interested to see how we can decrease that time spent and still get the students the skills they need moving forward in mathematics.

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Mastery Indicators - this will definitely change the rhythm of how we teach. Getting students to understand the importance of learning rather than memorization will for sure change things up. Students will need to know that they need to know how to apply what they learn and that might be more challenging for some students - the "uncomfort zone" as we called it. I would love to compare functions together in one unit - linear/exponential/quadratic so kids can see side by side the differences right away when we talk about functions.

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My real-world models will need to introduce topics rather than come at the end of the unit. The order of teaching quadratics will really change as well. Teaching quadratics with real/world & graphing before factoring will feel backwards for a minute for me! I would love to create a data project that kids would really get into as well.

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One Ah'ha moment I found is that we have spent a lot of time in the beginning of the year with review of topics that are now not considered as essentially important. I am curious how changing that up will impact student learners next year (spending less time on chapter 1 and moving right on).

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The mastery indicators will change how I teach in may ways. 1) I will reprioritize the topics I teach and how long I spend on each topic. 2) When applicable I will introduce the topics using real-world applications that students can refer back to as they learn material. 3) I will integrate technology into the lessons to help students make visual connections with the topics we are covering.

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I currently emphasize solving linear equations/inequalities, systems of linear equations (mastery of 3 methods), and factoring more than I do other topics. I teach data (if I can get to it) at the end of the year. I will need to adjust the time spent on most of the topics I cover. I also tend to use real-world models at the end of a unit rather than introducing a unit.

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My Ah'ha moment was seeing the hierarchy of what important concepts should be taught in Algebra 1 (Functions, Systems of Linear Equations, Data). These are not what I currently emphasize in order of importance.

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I think that the mastery indicators will help bring clarity to where to focus the learning. What topics are non-negotiable, what depth, what can be touched upon but not in depth, etc.

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Data! Love the idea of moving it to the start of second semester. This is that standard that I need the most assistance with preparing lessons

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If I were teaching it today I would want to mix the functions up, rather than doing them as separate chapters. Maybe start by creating tables for each of them and looking at characteristics, then looking at graphs, then functions...or maybe starting with applications then tables...not sure, but I would like to try mixing them up more so students didn't see them as separate topics to be forgotten once the assessment came.

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I observed a teacher in 10-12, making data and analysis part of what they did in their class. They looked at data from assessments, you could look at data from attendance at sporting events, anything that was real to the students and make it part of discussions throughout the year, rather than just a section in the book.

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Let me preface this with I don't teach Algebra.  However, if I was free to do as I choose and I did teach Algebra, my responses reflect what I would like to try.
Aha - looking back, I spent WAY to much time just teaching/practicing manipulations and not as much time on understanding as I should have.

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Putting the 3 main topics (Linear, Quadratic, and Exponential) under the umbrella of "Functions" will certainly impact the manner of presentation. This will definitely allow for students to explore the deeper learning by comparing and contrasting difference between the types of functions.

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Adjusting data analysis to the start of second semester would be a great idea.

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I definitely spend too much time on things that are not "our standards to own".

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Spending too much time on reviewing Distributive Property, Combine like terms, solving equations, etc. These concepts can be mixed in and reviewed while covering other concepts.