In this post I’d like to describe the third aspect of coherent content that Al Cuoco and I have been thinking about. In my fourth and final post on this subject I will talk about coherence of practice.

A difficult question in designing a curriculum is to decide which topics go together. The logical and evolutionary considerations described in my previous two posts help, in that they provide guidance on the ordering of topics. But that still leaves many decisions to be made. My goal this post is to show some examples of how deep structures can guide these decisions. (See my previous post for what we mean by a deep structure.)

CCSSM in 6th grade has the following standard about percents in the Ratio and Proportional Reasoning domain:

6.RP.A.3c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

One approach to implementing this standard in a curriculum would be to have a section on percents that covers everything in the standard. But there is another possibility which attends to the difference between the parts of this sentence before and after the semicolon. The first part introduces the concept of percent. The second half involves solving problems that are tantamount to solving the equation $px = q$, where $p$ and $q$ are constants. This is related to a standard in the Expressions and Equations domain:

6.EE.B.7. Solve real-world and mathematical problems by writing and solving equations of the form $x + p = q$ and $px = q$ for cases in which $p$, $q$ and $x$ are all non-negative rational numbers.

Thus another possibility might be to split the treatment of the percent standard into two places in the curriculum, with the introduction to percents occurring as a type of rate, in the section where ratios and rates are studied, and percent problems occurring in the section where solving equations is studied. If percents are regarded as a deep structure, one might choose the first arrangement; if rates and equations are regarded as deep structures, then one might choose the second. The second approach is the one we have taken in our soon-to-be-released middle school curriculum.

Another example of a deep structure is the profound connection between geometry and algebra. Imagine a 12 by 16 rectangle. Experiments with geometry software suggest that a square of side 14 maximizes area for the perimeter of this rectangle. If this is so, it should be possible to dissect the rectangle and fit the pieces into the square with something left over.

Trying several other rectangles of perimeter 56, a regularity emerges. Expressing this regularity in precise language leads to an algebraic identity that captures the dissection. Using an $a\times b$ rectangle, one has

$$

\label{eqagm} \left(\frac{a+b} 2\right)^2

-\left(\frac{a-b} 2\right)^2=ab

$$

This identity, inspired by geometric reasoning, can, of course, be verified in an algebra course. But its roots in geometry give it some extra meaning. And, it can be used to show how far off the rectangle is from the square.

Rather than separating the parts of this connection into two chapters or lessons, a coherent curriculum could use one story to develop both the necessary algebra and geometry, making it explicit that the main point is the connectivity of the ideas.