2. 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

3. 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.

4. 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

5. 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

6. 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.

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

8. 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