Prerequisite: Successful completion of MATH 5. Instructional time should focus on four critical areas: connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; writing, interpreting, and using expressions and equations; developing understanding of statistical thinking. Students in Math 6 also build on their work with area by reasoning about relationships among shapes to determine area, surface area, and volume.

Prerequisite: Successful completion of MATH 6. Instructional time should focus on four critical areas: developing understanding of and applying proportional relationships; developing understanding of operations with rational numbers and working with expressions and linear equations; 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; drawing inferences about populations based on samples.

Prerequisite: Successful completion of MATH 7. This course can also be taken concurrently with MATH 7 with acceptance into the Middle School Accelerated Mathematics Pathway. Instructional time should focus on three critical areas: 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; grasping the concept of a function and using functions to describe quantitative relationships; analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Grade 8 course taken during grade 7 Prerequisite: Acceptance into the Middle School Accelerated Mathematics Pathway. This course includes standards from Math 7 and Math 8 compacted into one course. Aligned to the Critical Areas of Focus, topics include rational numbers, exponents, proportionality, linear relationships, sampling and inference, and geometric figures.

1 Mathematics credit Grade 8-9 Prerequisite: Math 8 Students will study the relationships between quantities, reasoning with equations, linear and exponential relationships, descriptive statistics, and quadratic functions and modeling. Students will create and solve equations, linear inequalities, and systems of equations involving quadratic equations. They will use technology such as Desmos to aid in solving problems. They will use the GAISE model in the context of real-world applications and will interpret arithmetic sequences as linear functions and geometric sequences as exponential functions. They will interpret functions graphically, numerically, symbolically, and verbally while using function notation.

1 Mathematics credit Grade 9 Prerequisite: Math 8 This course is for students taking Algebra 1 over two years. Topics covered year one include expressions and quantities, equations in one variable, relationships and functions, linear and nonlinear functions, creating linear equations and inequalities, and exponents. Students will earn one math credit for this course and one math credit for the next course, Algebra 1 - Part 2. NCAA will only recognize one credit for Algebra 1 - Part 1 and 2.

1 Mathematics credit Grade 10 Prerequisite: Algebra 1 - Part 1 This course is for students taking Algebra 1 over two years. Topics covered during year two include: systems of equations and inequalities, exponential functions, polynomials, factoring, quadratic equations, and statistics. NCAA will only recognize one credit for Algebra 1 - Part 1 and 2.

1 Mathematics credit Grade 9-10 Prerequisite: Algebra 1 (or taken in same year) Students use the languages of set theory to expand their ability to compute and interpret theoretical and experimental probabilities for compound events, attending to mutually exclusive events, independent events, and conditional probability. They use triangle congruence as a familiar foundation for the development of formal and informal proof. Students prove theorems—using a variety of formats—and apply them when solving problems about triangles, quadrilaterals, and other polygons. They identify criteria for similarity of triangles, use it as a familiar foundation for the development of informal and formal proofs, problem solving and applications to similarity in right triangles. This will assist in the further development of right triangle trigonometry, with particular attention to special right triangles, right triangles with one side and one acute angle given and the Pythagorean Theorem. Students apply geometric concepts to solve real-world, design and modeling problems. Students prove basic theorems about circles, such as a tangent line is perpendicular to a radius, inscribed angle theorem, and theorems about chords, secants, and study relationships among segments on chords, secants, and tangents as an application of similarity. Students use the distance formula to write the equation of a circle when given the radius and the coordinates of its center.

1 Mathematics credit Grades 9 – 12 Prerequisite: Credit earned for Algebra 1 (or Part 1 and Part 2) and Geometry Algebra 2 provides opportunities to pull together and apply the accumulation of learning from previous mathematics courses, with content grouped into four critical areas, organized into units. Students apply methods from probability and statistics to draw inferences and conclusions from data. They expand their repertoire of functions to include polynomial, rational, and radical functions. The Mathematical Practice Standards together with the content standards provide mathematical experiences in coherent, useful, and logical ways that support students in making sense of problem situations. Students bring together all of their experience with functions and geometry to create models and solve contextual problems. This course meets the requirement of an Algebra II or equivalent credit for graduation. The critical areas of focus include: Inferences and Conclusions from Data Polynomials, Rational and Radical Relationships Trigonometry of General Triangle and Trigonometric Functions Modeling with Functions

1 Mathematics credit Grades 10 – 12 Prerequisite: Credit earned for Algebra 1 (or Part 1 and Part 2) and Geometry plus recommendation of teacher This year-long course integrates traditional classroom instructional delivery (teacher-directed) with an online digital modularized mastery approach (ALEKS) where students learn with some element of control over time and pacing. Students successfully completing this course are eligible to apply for college-level math coursework through Columbus State Community College. This course enables students to fulfill their Math III requirement and prepares them for possible access to college-level mathematics before graduating high school. Topics studied include equations and Inequalities, linear relations and functions, systems of equations and inequalities, polynomials, and statistics and probability. No college credit is earned for this course.

1 Mathematics credit Grades 10 – 12 Prerequisite: Credit earned for Algebra 1 (or Part 1 and Part 2), Geometry, Algebra 2 Precalculus broadens student understanding of functions and fundamental concepts learned in previous math courses. Topics will include: polynomial, power, rational, exponential, piecewise and trigonometric functions; parametric, polar, and trigonometric equations. Using technology and various representations, students will investigate and explore mathematical ideas for analyzing complex situations that make meaningful connections to real world experiences. This course can count as a fourth math credit.

1 Mathematics credit Grades 11 – 12 Prerequisite: Credit earned for Algebra 1 (or Part 1 and Part 2), Geometry, Algebra 2 Quantitative Reasoning is designed to promote reasoning, problem-solving and modeling through thematic units focused on mathematical practices, while reinforcing and extending content in Number and Quantity, Algebra, Functions, Statistics and Probability, and Geometry. It is a yearlong ODE pilot course taught using student-centered pedagogy. Teachers will attend professional development sessions during summer and the school year. Available to select pilot schools. This course can count as a fourth math credit.