High School Math Curriculum Adoption

The District seeks proposals for a comprehensive high school mathematics curriculum adoption aligned to Arizona Mathematics Standard s. The district seeks both English and Spanish curriculum for the courses noted below . The scope includes ...

The Core:

• Algebra 1 (English and Spanish)

• Geometry (English and Spanish)

• Algebra 2 (English and Spanish)

Fourth year:

• Financial Math

• College Algebra (English and Spanish)

Optional: Advanced Placement (AP) math courses:

• AP Precalculus

• AP Statistics

• AP Calculus AB

• AP Calculus BC

The goal is to provide rigorous, standard-aligned materials that support a teacher-facilitated, student-centered instructional model fostering problem-solving and real-world application.

Specifications

A. Course Content and Alignment

Complete, sequential coverage of Algebra 1, Geometry, Algebra 2.

• Algebra 1:

• This Algebra I course extends students’ prior knowledge of linear equations and systems to deepen their understanding of how equations are solved and represented. Students compare and contrast linear and non-linear relationships, exploring their unique behaviors and applications. Emphasis is placed on quadratic and exponential functions, with students analyzing graphs, interpreting key features such as intercepts and vertices, and applying multiple strategies to solve equations. Students also learn to apply linear models to real-world data, using regression techniques to evaluate trends, interpret residuals, and determine the appropriateness of models. Through these experiences, students build fluency in using function notation, translating between representations, and developing a comprehensive understanding of functions as tools for problem solving and analysis.

ADE Standards Link – Click Here

• Geometry:

• Geometry is designed for students who successfully completed a high school algebra course and are prepared to learn the concepts and content of what is taught in a "traditional" high school geometry course, such as Euclid’s Elements. Concept units include foundations and tools for geometry, constructions, an introduction to transformational geometry, proving geometric theorems, triangle congruence, quadrilaterals, similarity, trigonometry, two- and three-dimensional figures, and circles, as well as a more robust trigonometry section including six trigonometric functions, Law of Sines, and Law of Cosines.

ADE Standards Link – Click Here

• Algebra 2:

• This course extends and applies the concepts of Algebra 1 and Geometry. The curriculum includes lines in the plane, systems of linear equations, inequalities, polynomial, rational expressions and equations, and radical expressions and equations. Students will use analytical, numerical, graphical, and verbal approaches to solving problems. Also included are quadratic equations, literal equations, exponential, and logarithmic functions, sequences and series and optional topics.

ADE Standards Link – Click Here

• Finance Math:

• This course will enable students to implement the decision-making skills they must apply and use to become knowledgeable consumers, savers, investors, users of credit, money managers, citizens, and members of a 21st century global workforce and society. Students will incorporate concepts, skills, and critical thinking from mathematics, language arts, social studies, and applied technology. Using techniques such as problem solving, reasoning, simulation, and direct application of these concepts, students will be empowered to become informed citizens of the 21st century. Students will explore the real number system, linear equations and inequalities, quadratics, polynomials, exponential equations, logarithmic equations, data, spreadsheets, scatter pots, regressions, modeling, and much more and apply these to real-world financial situations.

• College Algebra:

• This course begins with a brief review of Intermediate Algebra concepts then progresses to a rigorous, in-depth study of college level algebra. Topics include solving linear, quadratic, rational, absolute value, polynomial, exponential and logarithmic equations. Also included, is the study of functions, their characteristics, and their graphs. Additional topics include systems of equations, systems of inequalities, matrices and determinants, sequences and series. Graphing calculators are used in this course.

• Optional inclusion Advanced Placement (AP) math courses.

• AP Precalculus: This College-level course is designed to deepen students’ understanding of functions as models for dynamic phenomena, preparing them for calculus and other STEM fields while serving as a capstone for those ending high school mathematics. Students study a wide range of function types—polynomial, rational, exponential, logarithmic, trigonometric, polar, parametric, vector-valued, implicitly defined, and matrix-based linear transformations—through multiple representations (graphical, numerical, analytical, and verbal). The course emphasizes symbolic manipulation, modeling, and covariation to build conceptual understanding, enabling students to construct, interpret, and evaluate function models while recognizing their assumptions and limitations. By fostering both procedural fluency and reasoning, AP Precalculus develops quantitative problem-solving skills broadly applicable across mathematics, science, business, social sciences, and data science, and is equivalent to a first-semester college precalculus course covering concepts from algebra, trigonometry, and related topics.

• AP Statistics: This College-level course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data through four key themes: exploring data, sampling and experimentation, probability and simulation, and statistical inference. Students build conceptual understanding using technology, investigations, problem solving, and writing. Equivalent to a one-semester, introductory, non-calculus-based college statistics course, AP Statistics is typically taken in junior or senior year after completing second-year algebra. It supports students planning to take science courses, those who wish to maintain quantitative skills without calculus, and those preparing for precalculus or future calculus coursework.

• AP Calculus AB and BC : AP Calculus AB is equivalent to a first-semester college calculus course covering differential and integral calculus, while AP Calculus BC extends this to a full year of college calculus, adding parametric, polar, and vector-valued functions, advanced integration techniques, and sequences and series. This curriculum should develop students’ understanding of calculus concepts, methods, and applications through big ideas such as modeling change, limits, and function analysis, using graphical, numerical, analytical, and verbal representations. Both emphasize clear communication, justification of conclusions, and the use of technology to explore and interpret results. Students should have a strong foundation in algebra, geometry, trigonometry, analytic geometry, and elementary functions, with familiarity in function properties, graphs, and trigonometric values; BC students should also have basic exposure to sequences, series, and parametric and polar equations.

• Explicit and documented alignment to Arizona Mathematics Standards and Arizona State assessments.

• The Tucson Unified School District has allocated a budget amount of$1,750,000.00.
  This total amount must be financed over 5 years at a payment of $350,000 per year for 5 years.

Tucson Unified School District (TUSD) is the largest district in Southern Arizona, serving a diverse student population across 15 high schools and one K–12 virtual school . Current high school enrollment includes approximately 3,300 students per grade level in grades 9 through 12, totaling more than 13,000 high school students .

TUSD is committed to providing rigorous, equitable , and culturally responsive instruction. The district is recognized for its diversity and its investment in multicultural education as a foundation for student success .

In addition to traditional programs, TUSD offers specialized opportunities such as Two-Way Dual Language Programs (at three K–8 schools, two middle schools, and two high school s ), advanced placement courses, career and technical education pathways, and a growing emphasis on digital learning and virtual instruction .

For high school mathematics, TUSD is seeking solutions that support a wide range of learners from those requiring credit recovery and foundational skill-building to students pursuing advanced coursework in algebra, geometry, statistics, and calculus , i ncluding middle school students seeking High School credit.