K-12 Mathematics Pathway

The California Common Core State Standards for Mathematics (CA CCSSM) define what students should understand and be able to do in the study of mathematics. The standards are designed to prepare students for college, careers, and civic life—developing mathematically competent individuals who can use mathematics in their personal lives, at work, and as a means for comprehending and influencing the world in which they live.

The CA CCSSM include two types of standards: Eight Mathematical Practice Standards (identical for Kindergarten - grade 12 ) and Mathematical Content Standards (different at each grade level). Together these standards address both the “habits of mind” that students should develop to foster mathematical understanding and the content that students need to know and be able to do. The mathematical content standards were built on progressions of topics across grade levels, informed by research on children’s cognitive development and by the logical structure of mathematics.

The CA Assessment System (CAASPP) assesses the Mathematical Practice Standards and Content Standards as described in the Achievement Level Descriptors

Elementary Mathematics

Spark Curiosity and Wonder: Kindergarten - Second Grade
Addition and subtraction – concepts, skills, place value and problem solving.
Develop early number sense which predicts overall math achievement in later grades.
Supporting my Child’s Mathematical Growth in: Kindergarten | First Grade | Second Grade

Notice, Conjecture, and Generalize Mathematical Properties: Third - Fifth Grade
Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving.
Apply and build models to solve problems and better understand how mathematics works with whole numbers, fractions and decimals.
Supporting my Child’s Mathematical Growth in: Third Grade | Fourth Grade | Fifth Grade

Middle School Mathematics

Middle school mathematics is key to success for all students in preparing for future mathematics and science coursework in High School. These are especially important years for students to complete developing their skills with operations on rational numbers and delve into the the multiplicative thinking demanded by proportional reasoning. Proportional reasoning is a transitional topic that falls between arithmetic and algebra.

Expand upon Arithmetic to Analyze and Model Algebraic Thinking: Grade Six - Grade Seven
Ratios and proportional relationships; expressions and equations; arithmetic of rational numbers. Understand ratio concepts. Use ratio reasoning to solve problems, eepresent and analyze quantitative relationships between dependent and independent variables.
Supporting my Child’s Mathematical Growth in: Grade Six | Grade Seven

Apply Understanding of Proportional Reasoning to Solve Linear Equations: Grade 8
Work with integer exponents and radicals. Analyze and solve linear equations. Define, evaluate, and compare functions. Use functions to model relationships between quantities.
Supporting my Child’s Mathematical Growth in: Grade 8


High School Mathematics

High School mathematics rigorous curriculum and instruction hones students’ conceptual understanding, procedural skill and fluency and the ability to apply mathematics. Students will develop the skills to be able to problem-solve creatively and not be satisfied by just arriving at an answer, thus meeting the challenges of the 21st century.

The higher mathematics standards specify the mathematics that all students should study in order to be college and career ready.


Secondary Pathway

In spring 2015, after months of careful consideration, IUSD determined an Integrated Mathematics Pathway would best prepare our students for success in college, career, and life.

Why Integrated?
Our decision to adopt an Integrated Mathematics Pathway reflects our commitment to offering students the highest quality mathematics program we can envision. The Integrated Mathematics Pathway offers the opportunity to focus on developing conceptual understanding and to help students see how the disciplines of mathematics are intertwined. Knowing the countries that consistently outperform the United States on the Program for International Student Assessment (PISA) have long embraced Integrated mathematics and that the new statewide mathematics assessment in eleventh grade is an integrated exam are just two of the compelling reasons that IUSD chose to implement the new standards through an integrated mathematical model. Furthermore, knowing that our existing middle school programs already use an integrated approach to mathematics instruction, allows for a more natural extension of these programs in high school and provided additional rationale for selecting an integrated pathway.

Placement within the Secondary Mathematics Pathway

IUSD is committed to the appropriate placement of all students and recognizes that the mastery of prerequisite skills is essential to successful acceleration. To augment appropriate student placement within the secondary math pathway, the placement process has been revised to allow for a more comprehensive picture of student readiness to accelerate. The District’s criteria for placement in middle school mathematics is now based on multiple measures including classroom grades, assessment of grade level standards and prerequisite skills, and teacher appraisal of student readiness. Classroom end of course exams (not to be confused with acceleration tests) will be used to measure mastery of grade-level standards. Please see the presentation and flowcharts below for additional information regarding our math placement process.

Middle School Math Placement Flowchart 2016
High School Math Placement Flowchart 2016

Course Descriptions

New students
New students for the 2016-17 school year, contact your School regarding math placement.
New grade 7-8 students for the 2017-18 school year sign up for summer testing upon enrollment (Signup to begin spring 2017)

Frequently Asked Questions
Still have questions about Integrated Mathematics Pathways? The following page includes a collection of frequently asked questions that will give you more detail about the sequence.


For further information, please contact:
(949) 936-5057 or VictoriaVosbigian@iusd.org (949) 936-5120