Mathematics

• California Department of Education Mathematics Framework
• Common Core States Standards

Standard Pathway

Middle School

Grade 6	Grade 7	Grade 8
Foundational Math The content of this course is a combination of California’s Common Core State Standards from Grade 6, Grade 7, and Algebra. The areas of content focus are: number system, expressions and equations, ratios and proportions, two-dimensional geometry, and data analysis and statistics.	Concepts in Math The content of this course is a combination of California’s Common Core State Standards from Grade 6, Grade 7 and Math 8.The areas of content focus are: number system, expressions and equations, ratios and proportions, three-dimensional geometry, and probability and bivariate data.	Algebra 1 The content of this course encompasses the California’s Common Core State Standards for Algebra 1. The first part of the course is focused on linear functions. The second part of the course is focused on nonlinear functions.

• Middle school follows compacted program (4 years of math in 3 years)
• Algebra 1 leads to Geometry or Geometry H in 9th grade.

High School

Grade 9	Grade 10	Grade 11	Grade 12
Geometry H Geometry Algebra 1	Algebra 2/Trig H Algebra 2/Trig A Algebra 2 Geometry Statistics Applications	Analysis H Intro to Analysis & Calculus (IAC) Precalculus Algebra 2 AP Stats Intro to Data Science Statistics Applications Applied Math H	AP Calculus BC AP Calculus AB Calculus Precalculus AP Stats Intro to Data Science Statistics Applications Applied Math H

 

Acceleration Pathway

Middle School

Grade 6	Grade 7	Grade 8
Validation tests passed in May of 5th grade:
Concepts in Math	Algebra 1	Geometry H
Validation tests passed in May of 6th grade:
Foundational Math	Algebra 1	Geometry H
Validation tests passed in May of 7th grade:
Foundational Math	Concepts in Math	Geometry H

High School

Grade 9	Grade 10	Grade 11	Grade 12
Algebra 2/Trig H Algebra 2/Trig A	Analysis H Intro to Analysis & Calculus (IAC)	AP Calculus BC AP Calculus AB AP Stats Intro to Data Science Applied Math H	AP Stats Intro to Data Science Applied Math H Community college courses

Students who wish to accelerate beyond the already compacted middle school math program may take part in the Math Validation Process and, in effect, cover 5 years of math in 3 years. Students successful in the Math Validation Process may only accelerate one additional year in the PAUSD middle school pathway. Students may participate more than once if they do not pass the assessments in a previous validation process.

The math validation process consists of two parts:

• Part 1 assesses readiness for the basic math course the student would like to enter. Students who meet the critical levels in all strands on MDTP Readiness assessment are eligible to take Part 2 of the Math Validation Process.
• Part 2 assesses students' knowledge of the topics and skills covered in the course the student would like to accelerate through. This placement assessment is aligned to the state-adopted mathematics content standards covered in that course.

Changing Math Placement

Students who feel they are not appropriately placed should meet with their teacher and counselor to determine if a schedule correction is needed (BP 6152.1). Within 10 school days of an initial placement decision or placement decision upon reevaluation, a student and their parent/guardian may appeal the decision to the Superintendent or designee.

Challenge by Examination

PAUSD Board Policy allows high school students to challenge courses by examination (BP 6155). This examination is aligned to state-adopted content standards in mathematics taught in the course being challenged. If a student successfully challenges a course, a grade based on their results and units will be added to their transcript with a note indicating that the requirement was met by examination.

Students wishing to take off-campus courses (non-PAUSD) must have prior approval. Please see the Gunn and Paly websites for more detailed information regarding off-campus courses.

Elementary School

Bridges in Mathematics, 2nd edition, published by the Math Learning Center

Middle School

• Foundational Math (select the green book).
• Concepts in Mathematics (select the red book).
• Algebra 1 (select the blue and gold book).

High School

• Algebra 1 (Prentice Hall); Charles, Hall, Kennedy, et al (Pearson Ed)
• Algebra 1 Common Core; Randall Charles, et. al.; Pearson
• Algebra 2 (Prentice Hall); Charles, Hall, Kennedy, et al (Pearson Ed)
• Algebra and Trigonometry Graphs & Models, Third Edition; Bittinger, Beecher, Ellenbogen and Penna (Pearson Ed)
• Algebra and Trigonometry: Graphs & Models 4th ed
• Calculus, Concepts and Applications Second Edition; Paul A Foerster (Key Curriculum Press)
• Calculus, Early Transcendentals, 8th Edition
• The Practice of Statistics by Starnes et al; published by BFW; 5th ed
• Geometry (Prentice Hall) Foundation Series; Charles, Hall, Kennedy, et al (Pearson Ed)
• Geometry Common Core by Charles, Hall, Kennedy, Bass, Johnson, Murphy, and Wiggins
• Geometry by Jurgenson Brown Jurgenson Published by Houghton Mifflin
• Precalculus Graphical, Numerical, Algebraic Seventh Ed; Demana, Waits, Foley, & Kennedy (Addison Wesley)
• Precalculus, A Graphing Approach; Holt, Rinehart, and Winston (Harcourt Classroom Edu Co) *reference*

Elementary School

• Bridges Family Support Resources.
• Bridges in Mathematics is a research based program.
• What you need to know about Bridges.
• Parent Handout - English | Spanish.

Middle School

• Foundational Math (select the green book).
• Concepts in Mathematics (select the red book).
• Algebra 1 (select the blue and gold book).

In accordance with Senate Bill 359, annually, the Board and the Superintendent or designee shall review student data related to placement and advancement in the mathematics courses offered at District high schools to ensure that ninth-grade students who are qualified to progress in mathematics courses based on their performance on objective academic measures are not held back in a disproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic background.

This report provides the Board with information about 2022-23 current ninth-grade enrollment, class size, and associated trends in mathematics courses. This report is based on data from two weeks after the end of the first quarter. In the future, the math placement data will be collected two weeks after the end of the first quarter, and will be presented to the Board thereafter.