The units of study build upon previous math concepts, such as functions, inequalities, and exponents, to provide opportunities for students to develop a greater perspective of the underlying structures of mathematics and how to connect mathematical topics. This enables students to continue to persevere through problem-solving and begin to develop their quantitative reasoning skills for success in college-level courses or the workplace. The course culminates with a relevant, in-depth unit about financial mathematics. The National Common Core Standards for Mathematical Practice are an integral part of each lesson, and specific high school Common Core State Standards are the focus of the mathematical content. Through a facilitative teaching approach, the lessons and tasks provide students with opportunities to solve challenging problems in which they gather, analyze, and evaluate information, work effectively in groups to make decisions using critical reasoning skills, as well as opportunities to communicate concisely through written and oral language.

• UNIT 1 | Team Building & Problem Solving
• UNIT 2 | Linear Functions
• UNIT 3 | Quadratic Functions
• UNIT 4 | Exponential Functions
• UNIT 5 | Logarithmic Functions
• UNIT 6 | Systems of Equations & Inequalities
• UNIT 7 | Absolute Value & Piecewise Functions
• UNIT 8 | Financial Mathematics

• Algebra I and Geometry or Integrated Math I and II with a passing grade
• May have also taken a third year of math (e.g. transition course, 2-year course, etc.

Intended for high school seniors who place into:

• Level 3 “Standard Met” on CAASPP
• Level 2 “Standard Nearly Met” on CAASPP

Students who typically enroll in this course:

• May not have planned on taking a senior-year math course.
• May have originally been placed into Algebra II or IM III.
• Could move beyond a “just-got-by” status from IM III or Intermediate Algebra II and improve their preparation to succeed in college-level mathematics.

• Students are immediately engaged in a Daily 2 and a Number Sense activity developed specifically for 4th-year math students.
• A task is launched using a variety of strategies, such as real-world context, video, or group activity. Students proceed in groups to complete the task while the teacher facilitates the learning by providing questions, giving structure to think time and group collaboration, and selecting and sequencing student work to be presented during the whole class discussion.
• Each task is debriefed by the entire class through various methods. Some examples include students presenting their work, making comparisons and connections with the work of others or questions from the teacher that ensure complete understanding.
• Students write and reflect about their reasoning and work, as well as the work of their peers, through exit slips or journal entries.