MATHEMATICS. The California Common Core State Standards for mathematics are available at: CONTENTS

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1 MATHEMATICS Mathematics is broadly defined as the study of numbers. The San Diego Unified School District s mathematics program is designed to provide fundamental skills and to educate each student to his or her optimum potential by developing his or her ability to understand and use mathematics. The curriculum is planned to present the content and structure of mathematics to meet the needs of a career-oriented society. Across grades TK 12, students build an understanding of the content, the conceptual strands of mathematics: number sense and operations; functions and algebra; measurement, geometry, and data analysis; and statistics and probability. In addition, they develop proficiency in the mathematical processes: quantitative literacy, computational fluency, problem solving, using representations, using reason and proof, communicating, and making connections. The processes are the tools and habits of mind people use when solving problems. STANDARDS Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through grade 12. In 2010, California joined with what is now a group of 44 other states to adopt the same standards for mathematics and English language arts. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the CCSS to prepare students for success in college and the workplace. The San Diego Unified School District began full implementation of the CCSS in the school year. The California Common Core State Standards for mathematics are available at: CONTENTS This section is divided into the following subsections: Elementary courses (grades TK 6), arranged by grade level, p. MATH-2 Secondary Mathematics Course Sequence, p. MATH-4 Middle-level courses (grades 5 8), arranged alphabetically, p. MATH-5 Senior high courses (grades 9 12), arranged alphabetically, p. MATH-8 MATH 1

2 Mathematics Elementary Mathematics Courses (Grades TK 6) Strands (Themes) Emphasized, All Grades Grade Level TK K Number Sense Algebra and Functions Measurement and Geometry Statistics, Data Analysis, and Probability Mathematical Reasoning TRANSITIONAL KINDERGARTEN Transitional Kindergarten students build an understanding of small numbers, quantities, and simple shapes in their everyday environment. They develop number sense, and learn simple operations and classification. Students make decisions about how to set up and solve problems in reasonable ways. envision Math 2.0, Pearson, GRADE 1 First grade students build an understanding of ones and tens in the place value number system. Students add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data. Students make decisions about how to set up and solve problems and justify their reasoning. Students note connections between one problem and another. envision Math 2.0, Pearson, KINDERGARTEN Kindergarten students build an understanding of small numbers, quantities, and simple shapes in their everyday environment. They count, compare, describe, and sort objects, and develop a sense of properties and patterns. Students make decisions about how to set up and solve problems in reasonable ways and justify their reasoning. envision Math 2.0, Pearson, GRADE 2 Second grade students build an understanding of place value and number relationships in addition and subtraction, and they use simple concepts of multiplication. They measure quantities with appropriate units. They classify shapes and see relationships among them by paying attention to their geometric attributes. They collect and analyze data and verify their answers. Students make decisions about how to set up and solve problems and justify their reasoning. Students note connections between one problem and another. envision MATH Common Core, Pearson, MATH-2

3 Mathematics GRADE 3 Third grade students deepen their understanding of place value and their understanding of and skill with addition, subtraction, multiplication, and division of whole numbers. Students estimate, measure, and describe objects in space. They use patterns to help solve problems. They represent number relationships and conduct simple probability experiments. Students make decisions about how to approach problems; use strategies, skills, and concepts in finding solutions; and generalize to other problem situations. envision Math 2.0, Pearson, GRADE 4 Fourth grade students build an understanding of large numbers and addition, subtraction, multiplication, and division of whole numbers. They describe and compare simple fractions and decimals. They understand the properties of, and the relationships between, plane geometric figures. They collect, represent, and analyze data to answer questions. Students make decisions about how to approach problems; use strategies, skills, and concepts in finding solutions; and generalize to other problem situations. envision Math 2.0, Pearson, GRADE 5 Fifth grade students increase their facility with the four basic arithmetic operations applied to fractions and decimals. They also learn to add and subtract positive and negative numbers. They know and use common measuring units to determine length and area and know and use formulas to determine the volume of simple geometric figures. Students work with angle measurement and use a protractor and compass to solve problems. They use grids, tables, graphs, and charts to record and analyze data. Students make decisions about how to approach problems; use strategies, skills, and concepts in finding solutions; and generalize to other problem situations. envision Math 2.0, Pearson, GRADE 6 Grade 6 math addresses the Common Core State Standards. Instruction focuses on (1) connecting ratio and rate to whole-number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing an understanding of division and fractions and extending the notion of number to the system of rational numbers, including negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing an understanding of statistical thinking. Big Ideas Math Course 1: A Common Core Curriculum, CA, Big Ideas Learning, MATH-3

4 Mathematics Secondary Mathematics Course Sequence MIDDLE SCHOOL HIGH SCHOOL 6th 7th 8th 9th 10th 11th 12th Integrated Math III Precalculus Integrated Math I (4157, 4158) Integrated Math II (4159, 4160) (4163, 4164) * Precalculus Honors ** Math 96 Statistics and Data ** Math 119 * Statistcs AP Math 7th (4134) Math 8th (4135) Precalculus * Precalculus Honors * AP Calculus AB/BC Math 6th (4133) Integrated Math I Advanced (4165, 4166) Integrated Math II Advanced (4167, 4168) Integrated Math III Advanced (4169, 4170) Statistics and Data * Statistics AP Math 150 Honors Calc Topics in Discrete Math * Precalculus Honors Integrated Math III Precalculus * AP Calculus AB/BC Integrated Math II (4159, 4160) (4163, 4164) * Precalculus Honors Statistics and Data ** Math 96 Statistics and Data * Statistics AP ** Math 119 * Statistcs AP Math 150 Honors Calc Accelerated Math 6th (4136) Accelerated Math 7th (4137) Integrated Math I Advanced (4165, 4166) Precalculus Topics in Discrete Math Precalculus Integrated Math II Advanced (4167, 4168) Integrated Math III Advanced (4169, 4170) * Precalculus Honors * Precalculus Honors * AP Calculus AB/BC * AP Calculus AB/BC Statistics and Data Statistics and Data * Statistics AP * Statistics AP Math 150 Honors Calc Topics in Discrete Math Math 150 Honors Calc Topics in Discrete Math * Indicates weighted grades Movement from 6th to Accelerated 7th possible if criteria met ** Community College course Movement from Common Core Math 8th (in 8th grade) to Integrated Math I Advanced (in 9th grade) possible if criteria met Multiple measures for site to use when determining placement into accelerated or advanced: 1. SBAC Support Courses for High School: 2. End of Course or Readiness Test (Advanced level) 3. Grades 4. Teacher recommendation per principal request Support Courses for Middle School: 1. Step Up to Middle School Math (Pair with Math 6, 7 or 8) 1. Power Up I (pair with Integrated Math I) 2. Power Up II (pair with Integrated Math II) 3. Power Up III (pair with Integrated Math III) MATH-4

6 Mathematics INTEGRATED MATH I A-B ADVANCED (4165, 4166) Grade level: 8 10 Prerequisites: Student meets the district s recommended criteria for placement Integrated Math I Advanced is the first course in the accelerated pathway to calculus. The course includes the content of the standard Integrated Math I course (Integrated Math I A-B [4157, 4158]) plus an additional two units that will provide opportunities for students to begin working with the advanced + Common Core State Standards. Mathematics I: Integrated CME Project, Pearson, MATH 7TH (4134) Grade level: 7 Prerequisites: Math 6th (4133) Math 7th is the second middle-level core math course. Instruction focuses on (1) developing an understanding of proportional relationships and their applications; (2) developing an understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; (4) drawing inferences about populations based on samples. Students apply the concepts they have learned in previous grades to increasingly complex problems and situations that model real-world math challenges. Big Ideas Math Course 2: A Common Core Curriculum, CA, Big Ideas Learning, MATH 6TH (4133) Grade level: 6 Prerequisites: None Math 6th is the first middle-level core math course that addresses the Common Core State Standards. Instruction focuses on (1) connecting ratio and rate to whole-number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing an understanding of division and fractions and extending the notion of number to the system of rational numbers, including negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing an understanding of statistical thinking. Big Ideas Math Course 1: A Common Core Curriculum, CA, Big Ideas Learning, MATH 8TH (4135) Grade level: 8 Prerequisites: Math 7th (4134) Math 8th is the third and culminating middle-level core math course. Instruction focuses on the study of expressions and equations, functions, and two- and three-dimensional figures. Students apply concepts they have learned previously to increasingly complex and abstract problems that model real-world math challenges. The course lays the groundwork for students to master higher-level high school mathematics. Big Ideas Math Course 3: A Common Core Curriculum, CA, Big Ideas Learning, MATH-6

7 Mathematics MATHEMATICS 5TH (4004) Grade level: 5 Prerequisites: None Site-adopted Course. Approved for Dana Middle School. Other schools may not offer this course without prior approval from the Interdivisional Curriculum Committee. This course offers grade 5 students assigned to classes within a secondary school master-scheduling environment a standards-based curriculum. The course emphasizes the following strands: Number Sense and Operations; Functions and Algebra; Measurement and Geometry; Data Analysis, Statistics and Probability; Problem Solving, Mathematical Reasoning, and Communication. In Mathematics 5th, students increase their facility with the four basic arithmetic operations applied to fractions, decimals, and positive and negative numbers. They know and use common measuring units to determine length and area and know and use formulas to determine the volume of simple geometric figures. Students work with angle measurement and use a protractor and compass to solve problems. They use grids, tables, graphs, and charts to record and analyze data. Students make decisions about how to approach problems; use strategies, skills, and concepts in finding solutions; and generalize to other problem situations. STEP UP TO MIDDLE SCHOOL MATH (4144) Grade level: 6 8 Prerequisites: Concurrent enrollment in Math 6th (4133), Math 7th (4134), or Math 8th (4135) Course duration: One or two semesters; may be repeated for credit Step Up to Middle School Math is an elective support courses for students in grades 6 8 and is taken concurrently with their grade-level math course, at the recommendation of the teacher. It is designed for students whose placement indicators show a need for targeted support to ensure success. The course provides remediation for gaps in students learning, front loads crucial concepts, and provides parallel lessons to build prerequisite skills. This course replaces the district s math Advancement Academy courses. Big Ideas Math Course 1: A Common Core Curriculum, CA, Big Ideas Learning, 2015, or Big Ideas Math Course 2: A Common Core Curriculum, CA, Big Ideas Learning, 2015, or Big Ideas Math Course 3: A Common Core Curriculum, CA, Big Ideas Learning, Scott Foresman Addison Wesley envision Math, Pearson, MATH-7

8 Mathematics Senior High Mathematics Courses (Grades 9 12) Sequence of Districtwide Courses* Grade Level Grade-level Sequence Integrated Math I (4157, 4158) Integrated Math II (4159, 4160) Integrated Math III (4163, 4164) Support Courses Power Up I (4763, 4764) Power Up II (4765, 4766) Advanced Courses Integrated Math I Advanced (4165, 4166) Integrated Math II Advanced (4167, 4168) Power Up III (4767, 4768) Integrated Math III Advanced (4169, 4170) AP Calculus AB (4189, 4190) AP Calculus BC (4197, 4198) Precalculus (4161, 4162) Honors Precalculus (4181, 4182) Statistics and Data Analysis (4046, 4047) AP Statistics (4055, 4056) Topics in Discrete Math (4185, 4186) * Pilot courses and courses approved by the Board of Education to be offered at specific sites only are also described below. Please note that other schools may not offer these courses without prior approval from the Interdivisional Curriculum Committee. This course is currently accepted by the University of California as meeting its c (mathematics) subject-area However, each district high school seeking recognition by the university of this course for its students must include the course on its individual UC-approved list. Multiple measures for sites to use when determining placement into advanced courses include (1) SBAC scores, (2) End-of-course or readinesstest results at the advanced level, (3) grades, and (4) recommendation. Districtwide Courses in Grades 8 12 that Meet SDUSD High School Graduation Requirements for Mathematics Beginning with the class of 2016: six semester credits in courses that meet the University of California's c (mathematics) subject-area requirement, as follows: Two credits in Integrated Math I; Two credits in Integrated Math II; Two credits in Integrated Math III. Integrated Math I Integrated Math I (4157, 4158) Integrated Math I Advanced (4165, 4166) Integrated Math II Integrated Math II (4159, 4160) Integrated Math II Advanced (4167, 4168) Integrated Math III Integrated Math III (4163, 4164) Integrated Math III Advanced (4169, 4170) MATH-8

9 Mathematics The following course descriptions are arranged alphabetically. Refer to the chart on page MATH-7 for guidance. Finney et al., Calculus: Graphical, Numerical, Algebraic, AP 5th ed., Pearson/Prentice-Hall, CALCULUS AB 1-2 AP (4189, 4190) Prerequisites: Integrated Math III A-B Advanced (4169, 4170) or Precalculus 1-2 Honors (4181, 4182) and student meets the district s recommended criteria for placement ; weighted Honors Preparatory Course (HP). This course meets This course follows the standard syllabus of Advanced Placement Calculus AB as described in the College Board s most recent Advanced Placement Course Description: Calculus. It provides students the opportunity to sit for an advanced placement examination and earn college credit if they obtain a score of 3, 4, or 5 on the exam. INTEGRATED MATH I A-B (4157, 4158) Grade level: 9 10 Prerequisites: None Integrated Math I is the first of three high school level courses that integrate the content of algebra, geometry, and intermediate algebra, as defined by the Mathematics Framework for California Public Schools, under the Common Core State Standards. This course formalizes and extends the mathematics that students learned in middle school. Mathematics I: Integrated CME Project, Pearson, Finney et al., Calculus: Graphical, Numerical, Algebraic, AP 5th ed., Pearson/Prentice-Hall, CALCULUS BC 1-2 AP (4197, 4198) Prerequisites: Calculus AB 1-2 AP (4189, 4190) ; weighted Honors Preparatory Course (HP). This course meets This course offers students a full academic year of work in calculus comparable to a college-level course in the subject. It contains all the content of Calculus AB 1-2 AP (4189, 4190) and provides students with additional experience in the methods and applications covered in that course, expressing concepts, problems, and results geometrically, numerically, analytically and verbally. INTEGRATED MATH I A-B ADVANCED (4165, 4166) Grade level: 8 10 Prerequisites: Completion of Accelerated Math 7th (4137) or Math 8th (4135) with a grade of B or better Integrated Math I Advanced is the first course in the accelerated pathway to calculus. The course is designed for advanced grade 8 students. It includes the content of the standard Integrated Math I course (Integrated Math I A-B [4157, 4158]) plus an additional two units that will provide opportunities for students to begin working with the advanced + Common Core State Standards. Mathematics I: Integrated CME Project, Pearson, MATH-9

10 Mathematics INTEGRATED MATH II A-B (4159, 4160) Grade level: 9 11 Prerequisites: Integrated Math I A-B (4157, 4158) or Integrated Math I A-B Advanced (4165, 4166) Integrated Math II is the second of three high school level courses that integrate the content of algebra, geometry, and intermediate algebra, as defined by the Mathematics Framework for California Public Schools, under the Common Core State Standards. This course focuses on quadratic expressions, equations, and functions while comparing their characteristics and behavior to those of linear and exponential relationships as encountered in Integrated Math I A-B. Mathematics II: Integrated CME Project, Pearson, INTEGRATED MATH II A-B ADVANCED (4167, 4168) Grade level: 9 11 Prerequisites: Integrated Math I A-B Advanced (4165, 4166) or student meets the district s recommended criteria for placement Integrated Math II Advanced is the second course in the accelerated pathway to calculus. The course integrates the Common Core State Standards as outlined in the Mathematics Framework for California Public Schools with additional higher-level standards. The intent of the course is to prepare students for Integrated Math III Advanced. Students will be exposed to the content of the standard Integrated Math II course (4159, 4160) with the expectation that they will explore that content more deeply, including studying and analyzing conic sections and vectors and their relationships to complex numbers. Mathematics II: Integrated CME Project, Pearson, INTEGRATED MATH III A-B (4163, 4164) Grade level: Prerequisites: Integrated Math II A-B (4159, 4160) or Integrated Math II A-B Advanced (4167, 4168) Integrated Math III is the third of three high school level courses that integrate algebra, geometry, trigonometry, and statistics under the Common Core State Standards. The course extends the mathematics students learned in Integrated Math II A-B (4159, 4160). Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand study of right-triangle trigonometry to include general triangles. They bring together data, functions, and geometry to create models and solve contextual problems. Mathematics III: Integrated CME Project, SE, Pearson, INTEGRATED MATH III A-B ADVANCED (4169, 4170) Grade level: Prerequisites: Integrated Math II A-B Advanced (4167, 4168) or student meets the district s recommended criteria for placement Integrated Math III Advanced is the third course in the accelerated pathway to calculus. The course integrates the Common Core State Standards as outlined in the mathematics framework with additional higher-level standards. The intent of the course is to prepare students for an AP calculus course. MATH-10

11 Mathematics Students will be exposed to the content of the standard Integrated Math III course (4163, 4164) with the expectation that they will explore that content more deeply. They will bring together all their experiences with data, functions, and geometry to create models and solve contextual problems. They relate combinations and permutations to the binomial theorem. They expand their knowledge of complex numbers using trigonometry. Mathematics III: Integrated CME Project, SE, Pearson, MATHEMATICAL STUDIES SL 1-2 IB (4291, 4292) Prerequisites: None Site-adopted Course. Approved for San Diego International Studies and Mission Bay High Schools. This course is specific to these schools International Baccalaureate magnet program and is not available to other sites. the University of California s c (mathematics) subject-area This course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning, and to enhance their critical thinking. Each student completes an individual project, which is an extended piece of work based on personal research involving the collection, analysis, and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of this course in their future studies. MATHEMATICS HL1 1-2 IB (4195, 4196) Prerequisites: Concurrent enrollment in or completion of (grade B or better) Precalculus 1-2 Honors (4181, 4182). Site-adopted Course. Approved for San Diego International Studies and Mission Bay High Schools. This course is specific to these schools International Baccalaureate magnet program and is not available to other sites. the University of California s c (mathematics) subject-area Mathematics HL1 IB 1-2 is the first course in a twoyear course of study that prepares students to take the IB Higher Level (HL) exam in mathematics and satisfies the Group 5 (Mathematics) requirement for the International Baccalaureate diploma. It includes instruction in seven core topics algebra, functions and equations, circular functions and trigonometry, matrices, vectors, statistics and probability, and calculus and one optional topic (series and differential equations). MATHEMATICS HL2 1-2 IB (4173, 4174) Prerequisites: A grade of B or better in Precalculus 1-2 Honors (4181, 4182) and successful completion of Topics in Discrete Mathematics 1,2 (4185, 4186) ; weighted Site-adopted Course. Approved for San Diego International Studies and Mission Bay High Schools. This course is specific to these schools International Baccalaureate magnet program and is not available to other sites. Honors Preparatory Course (HP). This course meets This course represents the second year of a two-year course of study that prepares students to take the IB Higher Level (HL) exam in mathematics and satisfies MATH-11

13 Mathematics Mathematics III: Integrated CME Project, Pearson, District scope and sequence. PRECALCULUS 1-2 (4161, 4162) Prerequisites: Integrated Math III A-B (4163, 4164) or Integrated Math III A-B Advanced (4169, 4170) This course is normally offered only to grade 12 students and well-prepared grade 11 students. The course includes two semesters of integrated concepts of trigonometry and advanced algebra in such a form as to make them most useful for later study of analytic geometry and calculus. This course also includes an introduction to topics in discrete mathematics. Blitzer, Precalculus, 2nd ed., Pearson Prentice Hall, PRECALCULUS 1-2 HONORS (4181, 4182) Prerequisites: Integrated Math III A-B (4163, 4164) or Integrated Math III A-B Advanced (4169, 4170), weighted Honors Preparatory Course (HP). This course meets This course is offered to grade 11 students who have demonstrated superior achievement and motivation in mathematics. The course is designed to be a thirdyear course in algebra. It includes a strong treatment of trigonometry, limits, and algebraic functions. After successful completion of this course, the student will be prepared for the first course of calculus. Demana et al., Precalculus: Graphical, Numerical, Algebraic, 6th ed., Pearson Prentice Hall, STATISTICS 1-2 AP (4055, 4056) Prerequisites: Integrated Math III A-B (4163, 4164) or Integrated Math III A-B Advanced (4169, 4170) ; weighted Honors Preparatory Course (HP). This course meets AP Statistics is equivalent to an introductory, noncalculus-based college course in statistics. The course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. It is built around four themes: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding. Starnes, The Practice of Statistics for the AP Exam, 5th ed., BFW/Freeman Press, STATISTICS AND DATA ANALYSIS 1-2 (4046, 4047) Prerequisites: Integrated Math III A-B (4163, 4164) or Integrated Math III A-B Advanced (4169, 4170) This course provides students in grades with another mathematics course option. In this course, students will be introduced to the major concepts of probability, interpretation of data, and statistical problem solving. Students will learn the course concepts through hands-on experimentation and investigation. They will analyze existing data as well as data collected through a survey, observational study or experiment. They will then display the data in different ways, analyze it, and draw conclusions based on the results. The four main components of the course are: exploring data, data collection, probability, and inference. MATH-13

14 Mathematics Rossman, Workshop Statistics: Discovery with Data and the Graphing Calculator, Key Curriculum Press, TOPICS IN DISCRETE MATHEMATICS 1,2 (4185, 4186) Prerequisites: Integrated Math III A-B Advanced (4169, 4170); or Integrated Math III A-B (4163, 4164) and either Precalculus 1-2 (4161, 4162) or Precalculus 1-2 Honors (4181, 4182) plus meeting the district s recommended criteria for placement Course duration: Two semesters Topics in Discrete Mathematics covers aspects of functions, matrices, statistics, and introductory calculus. This course is designed for students who have completed Precalculus 1-2 Honors or Precalculus 1-2 and choose not to take a calculus course in their senior years. Lial, Miller, and Greenwell, Finite Mathematics and Calculus with Applications, Addison-Wesley, MATH-14

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Mathematics. Pre-Calculus ( -1 Course Sequence) Mathematics Courses in Mathematics are offered with instruction in English, French (F) and Spanish (S) where enrolment warrants. Note: Five credits at the 20 level are required to obtain an Alberta High

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MATHEMATICS DEPARTMENT MATHEMATICS DEPARTMENT All students are required, by Maryland state law to enroll in math every semester of high school. The technology component of math courses requires the use of a TI-83+ or TI-84 graphing

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MATHEMATICS DEPARTMENT MATHEMATICS DEPARTMENT All students are required, by Maryland state law to enroll in math every semester of high school. The technology component of math courses requires the use of a TI-83+ or TI-84 graphing

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Mathematics. Mathematics Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in

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Course Description: This course is the study of linear and non-linear functions, probability, and statistics. The Mathematics Department offers courses designed as foundations for college, vocational, and everyday use. Emphasis is on development of logical thinking, mathematical skills, and applications. To fulfill

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Math Department. Sequence Grade: Course Title Length Meeting Time Required or Elective. Full-Year 2 nd Semester Full-Year 2nd Math Department Sequence Grade: Course Title Length Meeting Time or Elective Grade 7 Grade 8 Math 7 or Pre-Algebra Pre-Algebra or Honors Algebra 2 nd Semester 2nd Grade 9 Conceptual Algebra I Algebra Honors

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UPDATED: Take the Otterbein Math Placement Exam Parts A and B if planning to take MATH 1500 or 1700, OR register for one of: MATH 1210 Mathematics Placement Am I required to take the Math Placement Exam? Students are not required to take the placement exam. Your mathematics placement is initially determined by your Math subscore on the

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MATH ( Mathematics ) MATH (MATHEMATICS) Community College of Rhode Island SEQUENCES OF CCRI MATH COURSES IMPORTANT INFORMATION MATH ( Mathematics ) MATH (MATHEMATICS) Math Placement Test Math placement tests are required of all students who wish to enroll in their first math course at CCRI. Students are required to take the placement

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VALPARAISO HS MATHEMATICS M51020 Algebra I 9 M51030 Algebra I TT 9 M51590 Algebra I Lab 9 M51170 Geometry 9 M51180 Geometry (So. Only) 10 M51190 Geometry TT 10 M51630 Math 10 (Sophomore Lab) 10 M51110 Algebra II Honors/Pre-IB 10

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Mathematics Courses, Pathways, and Placement Process Parent Information For 5th Grade Parents Redwood Middle School Mathematics Courses, Pathways, and Placement Process Parent Information For 5th Grade Parents February 8 & 9, 2017 1 Welcome & Introductions Setting the Context SUSD Math Learning

Number Sense And Numeration In grades 9-10 students should be given opportunities to read, write, and use real numbers. 7-10 Mathematics Addendum Content Strands (Grades 9-10) NUMBERS, NUMERATION, OPERATIONS, and NUMBER THEORY Today's mathematics program must be rich in experiences that go far beyond the traditional emphasis Illinois Mathematics & Computer Science Articulation Guide Prepared by IMACC-ISMAA Joint Task Force Approved April 8 th 2016 Table of Contents Page Introduction 1 Technology Statement 2 Standards Statement California State University, San Bernardino 1 Mathematics (MATH) Courses MATH 70. Fundamental Arithmetic. 4 Fundamental topics in arithmetic, including a preview of algebra. Units awarded for MATH 70 are