Mathematics

The Mathematics Program Review Committee identified new materials for grades Kindergarten - 12th grade.  The selection is the result of a 3-year process that began with the study of the new state standards called the Common Core State Standards, (CCSS).  These standards have been adopted by 45 states for Math and English, effectively creating a national curriculum in these content areas.  For more information on these innovative standards, please visit the CCSS site.

 
 
 

Last Program Review

Last Mid-Cycle Review

Projected Timeline for Next Program Review

2012-2013

2006-2007

2019-2020

 

Grade Level Adoptions/Content Focus:

Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. 
 

Common Core State Standards

These Standards define what students should understand and be able to do in their study of mathematics. Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y). Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.
 
 

Grade Level

Content Focus

Core Adopted Materials

K-5th

In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

McGraw-Hill My Math © 2013  CCSS Edition

My Math is written to meet the Common Core State Standards. Customized for the way teachers teach, personalized for the way students learn, and individualized to maximize student success. My Math provides a colorful and intuitive lesson format that is engaging and kid-friendly, making math fun and memorable.

Log-in to Connect Ed:

 http://connected.mcgraw-hill.com/connected/login.do

 

More information on My Math:

 http://www.mheonline.com/onlinesamples/program.php?subject=2&program=13&p=1

 

Spatial-Temporal (ST) Math
 
 
 

 In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.

In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.

 

 In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

 

 In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

 

In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume. 

6-8

 In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.

 
In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing 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; and (4) drawing inferences about populations based on samples
 
In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. 
 

Connected Math, Pearson Prentice Hall - 2014  CCSS Edition

 

Overview and Resources


 

Algebra I

The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra I than has generally been offered. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

 

Algebra: Holt McDougal—Algebra 1 (CC Edition)

Geometry

The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

 

Geometry: Holt Mcdougal—Geometry (CC Edition)

 

Honors:

Geometry (H): Jacobs —Geometry (3rd Edition)

 

Algebra II

Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including

solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Alg. II & Alg. II (H): Holt Mcdougal--Algebra 2 CC Edition

Pre-Calculus

Focus is on analysis of equations and their related graphs.  Extensive study of trigonometry is included with such topics as vectors, triangle solutions, identities and graphs in the rectangular and polar coordinate systems.

Pre-Calculus: Larson—Precalculus with Limits

Pre-Calculus (H): Demana, Waits, Foley & Kennedy—Precalculus

 

Calculus

Applied calculus that focuses on exposure to techniques of differentiation and integration, their application and other selected topics.

Calculus: Stewart—Calculus 7th Edition

 

Advanced Placement  Calculus AB

College level course focused on developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multirepresentational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important.

 

AP Calculus: Larson, Hostetler, Edwards—Calculus (8th Edition)

Advanced Placement Statistics

College level course focused on probability, statistics, data analysis and related topics. The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes:

1-      Exploring Data: Describing patterns and departures from Patterns

2-      Sampling and Experimentation: Planning and conducting a study

3-      Anticipating Patterns: Exploring random phenomena using probability and simulation

4-      Statistical Inference: Estimating population parameters and testing hypotheses

 

AP Statistics: Peck, Olsen, Devore—Introduction to Statistics and Data Analysis

 

Advanced Placement Calculus BC

Calculus BC is an extension of Calculus AB rather than an enhancement; common topics require a similar depth of understanding.

AP Calculus: Larson, Hostetler, Edwards—Calculus (8th Edition)


 
 
 
 
 
 
 
 
 
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