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The math curriculum for PreCalculus, Calculus, and AP Statistics will remain the same as what has been used in the past.

Dear White Pass Parents and Families, 

The White Pass School Jr/Sr High School performed a review of the secondary math curriculum this past school year. The review focused on middle school mathematics, Algebra, Geometry and Algebra II. The process included a review of the current math curriculum at the Jr/Sr High School as well as other math curriculums at the secondary level.

This review was completed by our 7 – 12th grade math teachers. The teachers identified a curriculum from many curriculums to be considered for adoption. The curriculum identified, Illustrative Mathematics, (IM), would provide our students opportunities to have greater success in mathematics. This math curriculum then was reviewed by the building principal and the Superintendent.

The goal was to have a mathematics program at the secondary level that complimented what was being taught at the elementary. A second goal was to have a mathematics program to ensure that students had the mathematic skills and thinking necessary to be successful.

All of the Illustrative Mathematics (IM) K–12 Math™ curricula are research-driven, problem-based, and fully aligned to college and career-ready standards to ensure teachers have the tools needed to facilitate student success.

The courses that this curriculum would be used are below:

7th – Grade Level Math

8th – Grade Level Math

9th – Algebra

10th – Geometry

11th – Algebra II

The math curriculum for PreCalculus, Calculus and AP Statistics will remain the same as what has been used in the past.

Frequently asked questions.

Credit Requirements

Washington state requires that students earn AT LEAST THREE credits of math (RCW 28A.230.090).

1.0 Credit of Algebra I or Integrated Math I

1.0 Credit of Geometry or Integrated Math II

1.0 Credit of high school-level math course that meets the student's education and career goals identified in the student's high school and beyond plan

Summary of Alignment & Usability for McGraw-Hill Illustrative Mathematics 6-8, and Illustrative Mathematics 9 - 12 Math by EDReports – Link to summaries -

Mathematics Grades 6-8

The instructional materials for McGraw-Hill Illustrative Mathematics 6-8 Math meet the expectations for focus and coherence in Gateway 1. All grades meet the expectations for focus as they assess grade-level topics and spend the majority of class time on major work of the grade, and all grades meet the expectations for coherence as they have a sequence of topics that is consistent with the logical structure of mathematics. In Gateway 2, all grades meet the expectations for rigor and balance, and all grades meet the expectations for practice-content connections. In Gateway 3, all grades meet the expectations for instructional supports and usability. The instructional materials show strengths by being well designed and taking into account effective lesson structure and pacing, supporting teacher learning and understanding of the Standards, offering teachers resources and tools to collect ongoing data about student progress on the Standards, and supporting teachers in differentiating instruction for diverse learners within and across grades.

Mathematics Grades 9 – 12

The instructional materials reviewed for LearnZillion Illustrative Mathematics Traditional series meet expectations for alignment to the Common Core State Standards in Mathematics (CCSSM) for high school, Gateways 1 and 2. In Gateway 1, the instructional materials meet the expectations for focus and coherence by being coherent and consistent with "the high school standards that specify the mathematics which all students should study in order to be college and career ready" (p. 57 of CCSSM). In Gateway 2, the instructional materials meet the expectations for rigor and balance by reflecting the balances in the Standards and helping students meet the Standards' rigorous expectations, and the materials meet the expectations for mathematical practice content connections by meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice.

Please feel free to email any questions or input you would like to provide on the curriculum being considered for instruction to Dr. Paul Farris at Thank you for responding to Dr. Farris by August 5, 2022.

Illustrative Mathematics Curriculum - Family Information

We’d like to introduce you to the Illustrative Mathematics curriculum. This problem-based curriculum makes rigorous high school mathematics accessible to all learners.

What is a problem-based curriculum?

In a problem-based curriculum, students spend most of their time in class working on carefully crafted and sequenced problems. Teachers help students understand the problems, ask questions to push their thinking, and orchestrate discussions to be sure that the mathematical takeaways are clear. Learners gain a rich and lasting understanding of mathematical concepts and procedures and experience applying this knowledge to new situations. Students frequently collaborate with their classmates—they talk about math, listen to each other’s ideas, justify their thinking, and critique the reasoning of others. They gain experience communicating their ideas both verbally and in writing, developing skills that will serve them well throughout their lives.

This kind of instruction may look different from what you experienced in your own math education. Current research says that students need to be able to think flexibly in order to use mathematical skills in their lives (and also on the types of tests they will encounter throughout their schooling). Flexible thinking relies on understanding concepts and making connections between them. Over time, students gain the skills and the confidence to independently solve problems that they've never seen before.

What supports are in the materials to help my student succeed?

  • Each lesson includes a lesson summary that describes the key mathematical work of the lesson and provides worked examples when relevant. Students can use this resource if they are absent from class, to check their understanding of the day’s topics, and as a reference when they are working on practice problems or studying for an assessment.

  • Each lesson is followed by a practice problem set. These problems help students synthesize their knowledge and build their skills. Some practice problems in each set relate to the content of the current lesson, while others revisit concepts from previous lessons and units. Distributed practice like this has been shown to be more effective at helping students retain information over time.

  • Each lesson includes a few learning targets, which summarize the goals of the lesson. Each unit’s complete set of learning targets is available on a single page, which can be used as a self-assessment tool as students progress through the course.

  • Family support materials are included in each unit. These materials give an overview of the unit's math content and provide a problem to work on with your student.

What can my student do to be successful in this course?

Learning how to learn in a problem-based classroom can be a challenge for students at first. Over time, students gain independence as learners when they share their rough drafts of ideas, compare their existing ideas to new things they are learning, and revise their thinking. Many students and families tell us that while this was challenging at first, becoming more active learners in math helped them build skills to take responsibility for their learning in other settings. Here are some ideas for encouraging your student:

  • If you’re not sure how to get started on a problem, that’s okay! What can you try? Could you make a guess? Describe an answer that’s definitely wrong? Draw a diagram or representation?

  • If you’re feeling stuck, write down what you notice and what you wonder, or a question you have, and then share that when it’s time to work with others or discuss.

  • Your job when working on problems in this class is to come up with rough-draft ideas and share them. You don’t have to be right or confident at first, but sharing your thinking will help everyone learn. If that feels hard or scary, it’s okay to say, “This is just a rough draft . . .” or  “I’m not really sure but I think . . .”

  • Whether you’re feeling stuck or feeling confident with the material, listen to your classmates and ask them about their ideas. One way that learning happens is by comparing your ideas to other people’s ideas, just like you learn about history by reading about the same events from different perspectives.

  • At the end of class, or when you are studying, take time to write some notes for yourself. Ask yourself, “Do I understand the lesson summary? Do the learning targets describe me?” If not, write down a sentence like, “I understand up to . . . but I don’t understand why . . .” Share it with a classmate, teacher, or other resources who can help you better understand.

We are excited to be able to support your student in their journey toward knowing, using, and enjoying mathematics.