The Financial Algebra Course engages students with real-world financial applications while maintaining deep mathematical rigor. The 10 units include: Taxes, Checking, Savings, Budgeting, Intro to Investing, Investing Strategies, Types of Credit, Managing Credit, Paying for College and Insurance.

This course will be heavily collaboration and project based. Students will be required to use google drive, docs and sheets on a regular basis. This course has a distinction of Algebra 1/Integrated 1 or higher. This is a good course for 11th and 12th grade students as an alternative to Integrated 3/Algebra 2.

This ½ credit Geometry class is designed as one component of Oregon’s “core 2” mathematics sequence for grade 9 and 10 students. In addition to this course, students should have access to 1 credit worth of Algebra standards and ½ credit of Data Reasoning.

This course is designed to be implemented by an instructor steeped in the four cornerstones of the Oregon Math Project. In particular, the course centers “belonging” in its design for heterogeneous, detracked classrooms and “engagement” as it anchors relevant and hands-on activities. Unit options are provided so that teachers can make informed decisions based on their unique contexts.

Unit Description
Students will be discovering how to find solutions to a system of linear inequalities with the context of a housing development project. They will start by finding solutions to one linear inequality by determining how many houses or apartments could fit on a plot of land, and then looking at the different solutions on a graph to determine where all solutions could be found, and where solutions are not possible.

The next day students will attempt to find solutions to an inequality where there is a specific budget, and then will need to determine what solutions are solutions for both inequalities. Students will demonstrate their learning by completing a recommendation form, using a total of four inequalities where they will need to find solutions that work for each.

The last day students will be exploring the difference between solid lines and dashed lines as they relate to the graph of an inequality. Students will get to practice what they have learned with a new set of problems that are related to the original housing development context.

This course 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 course taught using student-centered pedagogy.

Unit Description
In this five day unit, students will use trigonometric ratios and their inverses and the Pythagorean Theorem to identify the angle measures and board lengths of a Double Howe Truss. Students will test their understanding by constructing a scaled model of the truss.