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7-12 Mathematics

Support Success in High School Math Courses through Careful Placement in 9th Grade

Success in 9th grade math is critical to prepare students for success in college and career, particularly for students pursuing fields in science, technology, engineering, and mathematics.


Oakdale Joint Unified provides a number of Math Pathways fulfilling college admission requirements, as well as two Math Pathways for students who may struggle in math and need extra support. Please see the OHS Math Pathways chart, the course list below, and the requirements for CSU/UC for more information.


Students may request that their child be placed in a more rigorous pathway than the one suggested by the District. If this is the case, please schedule an appointment with an Oakdale High School Counselor.


Student math placement may also change early in their freshman year as SB 359 ensures that all students are placed in math classes that match their needs. Please read a summary of SB 359 here. In the first 30 days of 9th grade, students are given a math placement test to ensure that they’re placed in the right class. The results of that test might lead to a shift in math classes to one that is more rigorous or one that provides more support and time with concepts. Students are monitored and the results of any such moves are assessed at the end of the first quarter. Throughout the process, parents are consulted and must give permission for any such change. 
 

 

Understanding the Progression of Math Courses in OJUSD

Use the following guide to make an informed decision about your students.

  • High School Graduation Math Requirements: Completion of 3 math courses. Must meet or exceed Integrated
    Math I or equivalent.

  • CSU/UC Math Requirements: Integrated Math I, Integrated Math II and Integrated Math III meet the a-g requirements. A 4th year of math is recommended.

OHS Math Pathways Chart 

OHS Math Pathways Chart (Spanish)

 

Junior High Courses

Math 7

In grade seven instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships, including percentages; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples:Students also work towards fluently solving equations of the formpx + q = r and p(x + q) = r.

Math 8

In grade eight, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence and understanding and applying the Pythagorean Theorem. Students also work towards fluency with solving simple sets of two equations with two unknowns by inspection.

Integrated Mathematics I

The fundamental purpose of Mathematics I is to formalize and extend students understanding of linear functions and their applications. The critical topics of study deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Students build on their prior experiences with data, developing more formal means of assessing how a model fits data. Students use regression techniques to describe approximately linear relationships between quantities. They use graphical representations and knowledge of the context to make judgments about the appropriateness of linear models. With linear models, they look at residuals to analyze the goodness of fit. Mathematics I uses properties and theorems involving congruent figures to deepen and extend understanding of geometric knowledge from prior grades.

 

High School Courses

Integrated Mathematics I

The fundamental purpose of Mathematics I is to formalize and extend students understanding of linear functions and their applications. The critical topics of study deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Students build on their prior experiences with data, developing more formal means of assessing how a model fits data. Students use regression techniques to describe approximately linear relationships between quantities. They use graphical representations and knowledge of the context to make judgments about the appropriateness of linear models. With linear models, they look at residuals to analyze the goodness of fit. Mathematics I uses properties and theorems involving congruent figures to deepen and extend understanding of geometric knowledge from prior grades.

Integrated Mathematics II

The focus of Mathematics II is on quadratic expressions, equations, and functions, and comparing their characteristics and behavior to those of linear and exponential relationships from Mathematics I. The need for extending the set of rational numbers arises and real and complex numbers are introduced. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. Circles, with their quadratic algebraic representations, round out the course.

Integrated Mathematics III

The standards in the integrated Mathematics III course come from the following conceptual categories: Modeling, Functions, Number and Quantity, Algebra, Geometry, and Statistics and Probability. Students expand their repertoire of functions to include polynomial, rational, and radical functions. Students perform all four operations on polynomials. Students identify zeros of polynomials and make connections between zeros of polynomials and solutions of polynomial equations. They expand their study of right triangle trigonometry to include general triangles. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems.

AP Precalculus

In AP Precalculus, students extend their work with various functions begun in Mathematics III, Algebra II, or Math II Honors. There will be extra focus on polynomial, rational and logarithmic functions including the use of interval notation and the investigation of rate of change and concavity of functions. Students extend their work with trigonometric functions, investigating the reciprocal functions secant, cosecant, and cotangent and their graphs and properties. They find inverse trigonometric functions by appropriately restricting the domains of the standard trigonometric functions and use them to solve problems that arise in modeling contexts. Students will use the properties of trigonometric functions and their identities to simplify and solve equations. They also work with polar coordinates and curves and connect these to their other work with trigonometry.

AP Calculus AB

Following the College Board suggested curriculum designed to parallel college-level calculus courses, AP Calculus AB provides students with an understanding of the concepts of calculus and experience with its methods and applications. These courses introduce calculus and include the following topics: functions, graphs, limits, and continuity; differential calculus (including definition, application, and computation of the derivative; derivative at a point; derivative as a function; and second derivatives); and integral calculus (including definite integrals and antidifferentiation).

AP Calculus BC

Following the College Board suggested curriculum designed to parallel college-level calculus courses, AP Calculus BC courses provide students with an understanding of the concepts of calculus and experience with its methods and applications. These courses cover all of the calculus topics in AP Calculus AB as well as the following topics: parametric, polar, and vector functions; applications of integrals; and polynomial approximations and series, including series of constants and Taylor series.

AP Statistics

Following the College Board's suggested curriculum designed to parallel college-level statistics courses, AP Statistics courses introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, sampling and experimentation, anticipating patterns, and statistical inference.

 

Parent/Student Math Resources

Brochures for Parents/Guardians in English and Spanish

These brochures on the mathematics standards showcase example problems and highlight the progression of learning through the grade levels. The brochures also offer suggestions for parents/guardians to support their students learning and a list of additional resources. (Source: California Department of Education: Curriculum Frameworks)

Math Framework Glossary

Eureka Math

Khan Academy