CCSS Edition Parent Resource Core-Plus Mathematics
Mathematical Content
  Curriculum Overview
Sequence of Units
CCSS Alignment
CPMP Classrooms
Helping Your Student
  Helping with Homework
Preparing for Tests
Preparing for College
Research Base
  Design Principles
Research on Learning
Research on Communication
Evidence of Success
  Key Evaluation Findings

 


Core-Plus Mathematics
A Balanced and Unified Curriculum

The first three courses in the Core-Plus Mathematics series provide a significant core of broadly useful mathematics for all students. They were developed to prepare students for success in college, in careers, and in daily life in contemporary society. Course 4 formalizes and extends the core program, with a focus on the mathematics needed to be successful in college mathematics and statistics courses.

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. 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 ability to construct, reason with, interpret, and apply mathematical models of patterns in visual and physical contexts. The focus is on describing patterns in shape, size, and location; representing patterns with drawings, coordinates, or vectors; predicting changes and invariants in shapes 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.

Discrete Mathematics
The Discrete Mathematics strand develops student ability to solve problems using recursion, matrices, vertex-edge graphs, and systematic counting methods (combinatorics). Key themes are discrete mathematical modeling, optimization, and algorithmic problem-solving.

(A chart indicating the Sequence of Units in Courses 1–4 is available.)

Course 4 continues the preparation of students for college mathematics. In Course 4, formal and symbolic reasoning strategies, the hallmarks of advanced mathematics, are developed as complements to more intuitive arguments and numerical and graphical approaches to problems developed in Courses 1-3. The mathematical content and 11 units in Course 4 allows considerable flexibility in tailoring a course to best prepare students for undergraduate programs. A sequence of units in Course 4 is recommended for students intending to pursue programs in the mathematical, physical, and biological sciences, or engineering and a somewhat different sequence of units is recommended for students intending to pursue programs in the social, management, humanities, or some of the health sciences.

For students wishing to complete advanced placement courses such as AP Calculus and AP Statistics or complete International Baccalaureate Programs, it is recommended that they begin Course 1 as 8th graders. By beginning Course 1 in 8th grade, students can elect to enroll in AP Statistics as juniors and AP Calculus as seniors. Other options for acceleration are outlined in Preparing for College.

Copyright 2014 Core-Plus Mathematics Project. All rights reserved.