Download - Monroe Public Schools

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
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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