Math Curriculum “The philosophy of the Core Plus Mathematics Program is that students are working in groups to identify, investigate, and explore the concepts in a hands-on way to discover the solution together.” -provided by Allison Boggs, Core Plus consultant

Rationale The math department believes that we need to move toward an integrated approach to learning. The Common Core is designed around an integrated approach. Applied mathematics is not by subject; it is integrated. The math department has been striving to make classes more student-centered. The math department has been striving for an increased use of inquiry.

Meeting School Goals Making thinking visible Accountable talk Targeted instruction Formative assessment Student-centered classrooms Writing to learn More student-centered classrooms Teacher as facilitator Student as self-directed learner with intrinsic motivation Increased Literacy More reading More extended written responses

Benefits of Choosing the Core Plus Series Addresses the integrated, student-centered classes for which we are striving Embedded technology (both in class and out) Available teacher training Provides continuity with the MMS’s Connected Math program Developed with the National Science Foundation (NSF) Program has a history of success (started at WMU circa 1991) Similar to curricula found internationally Embraces the essence of the Common Core State Standards Provides investigations that allow students to develop skills through inquiry to meet the Standards for Student Mathematical Practice

Overview of the Curriculum This replaces a traditional Algebra-Geometry-Algebra 2 sequence. Each year, students will work in the following areas: Algebra and Functions The Algebra and Functions strand develops student ability to recognize, represent, and solve problems involving relations among quantitative variables. Central to the development is the use of functions as mathematical models. The key algebraic models in the curriculum are linear, exponential, power, polynomial, logarithmic, rational, and trigonometric functions. Each algebraic model is investigated in at least four linked representations—verbal, graphic, numeric, and symbolic—with the aid of technology. Modeling with systems of equations, both linear and nonlinear, is developed. Attention is also given to symbolic reasoning and manipulation. Geometry and Trigonometry The primary goal of the Geometry and Trigonometry strand is to develop visual thinking and the ability to construct, reason with, interpret, and apply mathematical models of patterns in visual and physical contexts. The focus is on describing patterns with regard to shape, size, and location; representing patterns with drawings, coordinates, or vectors; predicting changes and invariants in figures under transformations; and organizing geometric facts and relationships through deductive reasoning. Statistics and Probability The primary role of the Statistics and Probability strand is to develop student ability to analyze data intelligently, to recognize and measure variation, and to understand the patterns that underlie probabilistic situations. The ultimate goal is for students to understand how inferences can be made about a population by looking at a sample from that population. Graphical methods of data analysis, simulations, sampling, and experience with the collection and interpretation of real data are featured.

Course Sequence 9-12 Math I – Math II – Math III Math II – Math III – Math IV (and AP Statistics?)

Senior Offerings Math IV (if not already taken) AP Calculus BC AP Calculus AB AP Statistics (if not already taken) Comprehensive Math Financial Literacy Intro to Statistics (college algebra prep course – pending board approval) Some CTE offerings can fulfill the senior year course requirement