This progression could be considered by students who plan to attend college but are not pursing an option in which Calculus is required.

Students interested in social sciences or history might choose this progression. 

• 6th Grade: Math 6
• 7th Grade: Math 7/8
• 8th Grade: Algebra 1
• 9th Grade: Geometry
• 10th Grade: Algebra 2
• 11th Grade: Pre-Calculus or IB Math HL
• 12th Grade: Calculus or Statistics or IB Math HL

• 6th Grade: Math 6
• 7th Grade: Math 7
• 8th Grade: Math 8 and Algebra 1
• 9th Grade: Geometry
• 10th Grade: Algebra 2
• 11th Grade: Pre-Calculus or IB Math HL
• 12th Grade: Calculus or Statitics or IB Math HL

• 6th Grade: Math 6
• 7th Grade: Math 7
• 8th Grade: Math 8
• 9th Grade: Algebra 1 and Geometry
• 10th Grade: Algebra 2
• 11th Grade: Pre-Calculus or IB Math HL
• 12th Grade: Calculus or Statistics or IB Math HL

• 6th Grade: Math 6
• 7th Grade: Math 7
• 8th Grade: Math 8
• 9th Grade: Algebra 1
• 10th Grade: Geometry and Algebra 2
• 11th Grade: Pre-Calculus or IB Math HL
• 12th Grade: Calculus or Statistics or IB Math HL

Semester 1: Students complete understanding of dividing fractions; study the rational number system; and write, interpret, and use expressions and equations.

Semester 2: Students use concepts of ratio and rate to solve problems; develop understanding of statistical thinking; and reason about relationships among shapes to find area, surface area and volume of geometric figures.

Math 6 Full Description:

Mathematics 6A is the first semester of a year-long course. In this course, students review fraction and decimal operations. This is a foundation for understanding and using long division strategies for whole numbers and decimals, as well as understanding and using strategies to divide fractions by fractions. Students use these operations to solve problems. Students’ understanding of the number system is extended to include negative rational numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the location of points in all four quadrants of the coordinate plane. Students understand the use of variables in mathematical expressions. They write numeric and algebraic expressions and equations that correspond to given situations, evaluate expressions using the order of operations and mathematical properties, and use expressions and formulas to solve problems. Students use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an equation are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students write and solve simple inequalities. Students construct and analyze tables, such as tables of quantities that are in equivalent ratios, and they use equations (such as 3x = y) to describe relationships between quantities.

Mathematics 6B is the second semester of a year-long course. In this course, students identify and extend ratio relationships in tables and graphs. Students understand unit rate as a special ratio comparing a quantity to one of another quantity. Students understand how unit rate can be used to compare ratio relationships. Students solve ratio and rate problems using multiplicative reasoning. Students solve a wide variety of problems involving ratios and rates. Students begin to think statistically by understanding what a statistical question is. They create and describe data distributions. Students compute mean and median and determine which is a better measure of center based on the shape of the data distribution. Students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability. Students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected. Students revisit ratio reasoning to understand percent as a ratio of one quantity to 100. Students solve problems involving percent of a whole. Students reasoning about and compute area, surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they can determine. They find the volume of a right rectangular prism with fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the coordinate plane.

Semester 1: Students develop understanding of operations with rational numbers and proportional relationships; apply proportional relationships; and work with expressions.

Semester 2: Students work with linear equations and inequalities; solve problems involving scale drawings and informal geometric constructions; solve problems involving area, surface area and volume; and draw inferences about populations based on samples.

Math 7 Full Description:

Mathematics 7A is the first semester of a year-long course. In this course, students develop an understanding of the rational number system, recognizing fractions, decimals and percents as different representations of rational numbers. Students build on previous understandings to learn how to operate on rational numbers. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. They use the arithmetic of rational numbers as they formulate expressions. They extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems about scale drawings.

Mathematics 7B is the second semester of a year-long course. In this course, students write and solve equations in one variable involving rational numbers and use these equations to solve problems. Students continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of three-dimensional objects. In preparation for work on congruence and similarity in Grade 8, they reason about relationships among two-dimensional figures using scale drawings and informal geometric constructions, and they gain familiarity with the relationships between angles formed by intersecting lines. Students work with three-dimensional figures, relating them to two dimensional figures by examining cross-sections. They solve real-world and mathematical problems involving area, surface area, and volume of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms. Students build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences. Students develop, use and evaluate probability models.

Math 7/8 Compacted prepares 7th grade students to take Algebra 1 in 8th by compacting the content of Math 7 and Math 8 into one year. Students develop understanding of operations with rational numbers and proportional relationships; apply proportional relationships; work with irrational numbers, radicals and integer exponents; and work with expressions, linear equations and inequalities. Only open to 7th grade students.

Math 7/8 Compacted Full Description:

Mathematics 7/8 Compacted A is the first semester of a year-long course. This course is only open to 7th grade students. In this course, students develop an understanding of the rational number system, recognizing fractions, decimals and percents as different representations of rational numbers. Students build on previous understandings to learn how to operate on rational numbers. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. They use the arithmetic of rational numbers as they formulate expressions, write, and solve equations in one variable involving rational numbers and use these equations to solve problems. Students grow their knowledge of the real number system in their work with rational and irrational numbers, radicals and integer exponents. They extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease.

Mathematics 7/8 Compacted B is the second semester of a year-long course. This course is only open to 7th grade students. Students use linear equations to represent, analyze, and solve a variety of problems. Students strategically choose and efficiently implement procedures to solve linear equations in one variable. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of change. Students express a linear relationship between two quantities with an equation and interpret the meaning of the slope and y-intercept in terms of the situation. Students build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences. Students develop, use and evaluate probability models. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students solve real-world and mathematical problems involving surface-area and volume involving cones, cylinders, and spheres. Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students solve problems about scale drawings.

Semester 1: Students will reason about expressions and equations, including modeling bivariate data and solving linear equations; use functions to describe quantitative relationships; and work with irrational numbers, radicals and integer exponents.

Semester 2: Students will solve systems of linear equations; understand and apply the Pythagorean Theorem; and analyze two- and three-dimensional space and figures.

Math 8 Full Description:

Mathematics 8A is the first semester of a year-long course. In this course, students grow their knowledge of the real number system in their work with rational and irrational numbers, radicals and integer exponents. Students use linear equations to represent, analyze, and solve a variety of problems. Students strategically choose and efficiently implement procedures to solve linear equations in one variable. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of change. Students express a linear relationship between two quantities with an equation and interpret the meaning of the slope and y-intercept in terms of the situation. Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations of functions, and they describe how aspects of the function are reflected in the different representations (table, graph, equation). Students also use a linear equation to describe the association between two quantities in bivariate data. At this grade, fitting the model, and assessing its fit to the data are done informally.

Mathematics 8B is the second semester of a year-long course. In this course, students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres. Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines.

Students model and analyze real-world and mathematical situations using one-variable and two-variable statistics. As well as implement strategies to represent and analyze situations that can be described with linear equations or linear inequalities. Students will formalize their understanding of functions. Students will model and analyze real-world and mathematical situations that can be modeled with piece-wise, absolute value, exponential, and quadratic functions. Students will focus on interpreting and making connections between multiple representations of these functions to make meaning of the situation. Prerequisite: Completed Math 8 or Math 7/8 Compacted.

Students will receive high school credit on their transcript for this course.

Course Name – Course Codes: Algebra 1 A/B – SMA2684/SMA2686

Algebra 1 Full Description:

Algebra 1A is the first semester of a year-long Algebra 1 course. The first semester of Algebra 1 builds a comprehensive foundation in algebraic thinking and data analysis. Unit 1 (One-Variable Statistics) introduces students to statistical reasoning through data displays (histograms, dot plots, box plots), measures of center and variability (mean, median, standard deviation, interquartile range), and interpretation of outliers, culminating in designing and analyzing statistical experiments. Unit 2 (Linear Equations and Systems) develops equation-solving skills and graphical interpretation, progressing from writing equations to represent situations to solving systems through graphing, substitution, and elimination methods, with emphasis on understanding why each method works through equivalent equations. Unit 3 (Two-Variable Statistics) examines associations in bivariate data through two-way tables for categorical data and scatter plots for numerical data, introducing linear models, residuals, correlation coefficients, and the crucial distinction between correlation and causation. Unit 4 (Linear Inequalities and Systems) extends algebraic reasoning to constraints represented as inequalities, progressing from one-variable inequalities on number lines to two-variable inequalities as half-planes, then to systems of inequalities with solution regions representing multiple constraints simultaneously. Unit 5 (Functions) through the mid-unit introduces function concepts including precise definitions, function notation, and interpretation of key features of graphs (intercepts, maximums, minimums, increasing/decreasing intervals), with students learning to analyze functions both contextually and abstractly, calculate and interpret average rates of change, and connect multiple representations of functions including graphs, tables, equations, and real-world situations.

Algebra 1B is the second semester of a year-long Algebra 1 course. The second semester of Algebra 1 completes students’ foundational understanding of advanced algebraic concepts. Unit 5 continuation (Functions) explores domain and range in context, piecewise-defined functions including absolute value functions and their transformations, and introduces inverse functions as a method for finding input values when output values are known, with applications to real-world modeling situations. Unit 6 (Introduction to Exponential Functions) establishes exponential relationships characterized by constant quotients over equal intervals (versus linear functions with constant differences), with students constructing exponential equations of the form f(x) = ab^x to model contexts like population growth and compound interest, comparing exponential and linear growth patterns, and learning that exponential functions eventually exceed polynomial functions in their rate of increase. Unit 7 (Introduction to Quadratic Functions) introduces quadratic patterns through geometric sequences and projectile motion contexts, examining standard, factored, and vertex forms of quadratic expressions to reveal different properties (zeros, vertex, y-intercept), with students analyzing how coefficients affect the graph’s shape and position through transformations, and comparing growth rates across linear, exponential, and quadratic functions. Unit 8 (Quadratic Equations) develops multiple solution methods including reasoning, zero product property with factoring, completing the square, and the quadratic formula, with students learning to recognize when equations have 0, 1, or 2 solutions that may be rational or irrational, applying these skills to optimization problems involving maximum and minimum values, and interpreting solutions within various real-world contexts including physics and business applications.

Students formalize their understanding of angle relationships and triangle properties.  Students use geometric transformations and formal constructions to study congruence and similarity.  Students develop formal proofs of angle and triangle properties and relationships using precise language and notation. Students use properties of triangles to develop and apply trigonometry relationships.

Students will analyze three-dimensional objects through cross-sections and volume derivations, prove geometric relationships using coordinate methods, explore circle properties including radian measure, and apply conditional probability to real-world scenarios. Students will integrate spatial reasoning, algebraic proof techniques, and statistical analysis while making connections between geometric and algebraic representations.

Prerequisite: 1.0 Algebra 1 credit.

Course Name – Course Codes: Geometry A/B – SMA2692/SMA2694

Full Description

Geometry A is the first semester of a year-long Geometry course. The first semester of Geometry builds a systematic foundation of geometric reasoning and proof. Unit 1 (Constructions and Rigid Transformations) introduces students to construction techniques using only compass and straightedge, then establishes precise definitions for rotations, reflections, and translations without coordinates, culminating in formal proof writing based on these transformations. Unit 2 (Congruence) develops triangle congruence theorems (SSS, SAS, ASA) using rigid transformations as justification, with students progressing from informal explanations to rigorous proofs about triangles and quadrilaterals while building their reference charts of proven statements. Unit 3 (Similarity) explores dilations and similarity transformations, establishing the Angle-Angle similarity criterion and proving key theorems including a similarity-based proof of the Pythagorean Theorem, with applications to real-world measurement problems. Unit 4 (Right Triangle Trigonometry) builds on similarity concepts to develop trigonometric ratios (sine, cosine, tangent), exploring relationships between complementary angles and applying these tools to solve practical problems involving indirect measurement.

Geometry B is the second semester of a year-long Geometry course. Unit 5: (Solid Geometry) Students develop spatial visualization skills and derive volume formulas through cross-sections and Cavalieri’s Principle. Unit 6: (Coordinate Geometry) Students connect algebraic and geometric concepts through coordinate plane work: Transformations as functions, circle and parabola equations, coordinate proofs, and segment partitioning. Unit 7: (Circles) Students explore circle properties and relationships: Inscribed vs. central angles, circle constructions, arc length and sectors, radian measure, and tangent line properties. UNIT 8: (Conditional Probability) Students extend probability concepts to multi-stage events: Sample spaces, conditional probability and two-way tables.

An additional math class, taken concurrently with grade-level math, designed to support students in the core class through pre-teaching and focusing on math habits, growth mindset, and cultural and historical contributions to math.

There are four components of this course. First, pre-teach key content to position students to confidently engage in their core class. The Desmos curriculum is used to support pre-teaching, along with instructional strategies like number talks, problem strings, and rich tasks. Second, develop student’s habits of mind which blend mathematical mindsets with other research-based practices that support students learning mathematics. Third, teach students about growth mindset and how their brain grows. Fourth, engage students in learning about cultural contributions and history of mathematics, notable diverse mathematicians, and math in careers through the Humans Doing Math curriculum developed by Andrew McDonald. This course must be taught using the Math Empowerment curriculum materials. It is designed to include the four components mentioned above in a specific scope and sequence to support student engagement and learning. Teachers of Math Empowerment courses are required to attend the Math Empowerment Summer Institute and participate in the Math Empowerment Cohort throughout the year.
This is an additional math class, taken concurrently with grade-level math. Students may be in 6th, 7th, or 8th grade math courses. Math Empowerment sections are specific to grade level. For example, if a student is in Math 6, they would be enrolled in Math Empowerment with other 6th grade students who are also in Math 6. Students are recruited into the course, not placed. There should be communication with families and students prior to enrollment.

An additional math class, taken concurrently with grade-level math designed to support student success in core math content. This is an elective course.

The main components of this course are: Teach key content ahead of time to position students competently in core instruction​. Address learning gaps just-in-time to support access to core content. Provide further opportunities for students to deepen understanding and connections among mathematical ideas. Help students develop a growth mindset and self-efficacy.

This math course is designed for beginning-level, newly-immigrated English Language Learners of middle school age.  The goals of the course are to develop basic English language proficiency, basic math content knowledge, and introduction to US school culture.

Prerequisites:  Middle school-aged newly immigrated English Language Learner. 

ELD Math Full Description:

ELD Math MS is designed for beginning-level, newly-immigrated English Language Learners of middle school age.  The goals of the course are to develop basic English language proficiency, basic math content knowledge, and introduction to US school culture.  Language development is focused on numbers, place value, whole number operations, fractions and fraction operations, decimals and decimal operations, integers, and geometric shapes and their properties.  After this course, students may transition to a comprehensive middle school bilingual program.