MATH

UNDERSTANDING NUMBERS AND SOLVING
REAL-WORLD PROBLEMS

We believe in engaging all students in math lessons that help them grow their abilities and knowledge. Responding to the individual needs and strengths of each student is a priority in math instruction. Through their math education, students should learn to apply math to real-world settings.

Contact

Gail Moore
Math curriculum specialist
360-313-1020
Email

CORE CONCEPTS

HIGHLIGHTS

Elementary

Curriculum and standards

Addition and subtraction: Concepts, skills and problem-solving, place value

  • Kindergarten: Add/Subtract within 5

  • First grade: Add/Subtract within 10
  • Second grade: Add/subtract within 100 and single-digit sums and differences (sums from memory by end of second grade)

Multiplication and division of whole numbers and fractions: Concepts, skills and problem solving; single-digit products and quotients

  • Third grade: Single-digit multiplication (accurately multiply and divide within 100); add/subtract within 1,000

  • Fourth grade: Add/subtract within 1,000,000

  • Fifth grade: Multi-digit multiplication

Middle school

Curriculum and standards

Sixth grade

  • Ratios and relationships with fractions

  • Early expressions and equations

  • Multi-digit division
  • Multi-digit decimal operations

Seventh grade

  • Ratios and relationships with fractions

  • Arithmetic of rational numbers

Eighth grade

  • Linear equations
  • Linear functions

Middle school pathways

Sixth grade

Sixth grade is an important year in students’ math education. Math content standards have changed. Many important math concepts previously taught at higher grades have shifted to sixth grade. Most VPS students begin their middle school math sequence with Math I. This is an important foundational course for success in middle school math and beyond.

The last several years of navigating the pandemic have impacted student learning and the student experience in our schools.  One of the areas of concern is mathematics achievement.  Our goal is for all students to have a positive math learning experience with opportunities for them to accelerate throughout their secondary math journey (see table below) and have access to appropriate grade level instruction.  We are recommending that students take Math I to establish a strong mathematical foundation in their launch year of secondary mathematics. 

Accelerated pathways

In special circumstances, skipping Math I and accelerating to Math II/III in sixth grade may be appropriate (see pathway 3). A parent or teacher may request their child take a sixth grade end-of-course exam by contacting their child’s elementary school teacher to begin the middle school math acceleration request process.  The district recommendation for placement in Math II/III in sixth grade is a combination of data matrix scores and a 90% pass rate on the end-of-course exam. It is important to note that in this accelerated pathway, students will take geometry in the eighth grade either at their local high school (own transportation) or online. There are options to work with the school if families feel their student should skip Math I even if they did not meet the 90% proficiency level.  Families should contact their school for more information.   

We are supporting 6th grade math instruction through coaching and professional learning for teachers and highly capable coordinators at the schools. We also provide an additional academic support class for students who are below grade level to receive supplemental instruction to meet their needs beyond the Math I class they take. 

In seventh grade, students who exceeded grade-level standards the previous year and meet certain criteria will be enrolled in an accelerated pathway (see pathway 2). They will take a course that covers both seventh and eighth grade standards. Then, in eighth grade, these students will go on to take a high school Algebra I class.

While the accelerated pathway is an opportunity for some students, it may not be the preferred option for some parents and guardians, who may opt to have their child remain in the traditional sequence of math courses. It is important to remember that this sequence is designed to help students gain a deep understanding of mathematical concepts. If you have any questions, please contact your child’s school.

Fifth grade checkpoint

Sixth grade

Checkpoint

Seventh grade

Eighth grade

Checkpoint

Ninth grade

Pathway 1

Review of student progress Math I Review of student progress Math II Math III Review of student progress Algebra I

Pathway 2

Review of student progress Math I Review of student progress Math II/III Algebra I Review of student progress Geometry

Pathway 3 (requires end-of-course exam)

Review of student progress Math II/III Review of student progress Algebra I Geometry (online or at neighborhood high school) Review of student progress Algebra II

High school

Course options

Graduation requirements

Curriculum and standards

  • Ratios and relationships with fractions

  • Percentages and unit conversions (e.g., in the context of complicated measurement problems involving quantities with derived or compound units)
  • Basic function concepts (e.g., by interpreting the features of a graph in the context of an applied problem)
  • Concepts and skills of geometric measurement (e.g., when analyzing a diagram or schematic)
  • Concepts and skills of basic statistics and probability
  • Performing rational number arithmetic fluently
  • Algebra I

  • Algebra II

  • Applied algebra (career and technical education dual credit)

  • Geometry

  • Concepts and skills of basic statistics and probability

  • Statistics and data literacy

  • Modeling our world with mathematics

  • Pre-calculus

  • Advanced Placement/International Baccalaureate calculus

  • Advanced Placement statistics

  • Bridge to College

All public high school students are required to meet statewide graduation requirements to earn a diploma.

  • 1 credit of Algebra I
  • 1 credit of geometry
  • 1 credit of a high school–level math course that meets the student’s education and career goals identified in their high school and beyond plan