Concepts and Skills for the

Interactive Mathematics Program

Curriculum

The Interactive Mathematics Program has developed an integrated four-year high school mathematics sequence, designed to replace the traditional Algebra I–Geometry–Algebra II/Trigonometry–Precalculus sequence.

The following year-by-year lists describe the major topics covered in the IMP curriculum.* The lists are formulated in terms of traditional mathematics topic organization, although the topics listed are covered in a integrated fashion, in the context of meaningful larger mathematical problems. Generally, topics taught in a given year are reviewed and extended through the curriculum of subsequent years. The year-by-year content descriptions are followed by a list of performance skills that are an integral part of this curriculum in all four years.

YEAR 1: (In detail)
The first year curriculum contains an introduction to problem-solving strategies, geometric and number patterns, use of variables to express generalizations, and both algebraic and graphical study of equations. The program includes the introduction of the ideas of statistics and trigonometry. Problems are set in the context of narratives of the settlement of the American West as well as Edgar Allen Poe's "The Pit and the Pendulum," games of chance, empirical models of periodic motion, and measurement of shadows.

YEAR 2: (In detail)
Students work with powerful mathematical ideas, including the chi-square statistic, the Pythagorean theorem, and linear programming. Units reinforce and build on material presented in the first year curriculum. Problem contexts included statistical comparison of populations, the geometry of the honeycomb, and maximization of profits from a cookie store. Second year also contains a mini-unit on developing mathematical writing skills.

YEAR 3: (In detail)
Students extend their understanding of material studied in preceding years of the curriculum, while learning new topics such as combinatorics, derivatives, and algebra of matrices. Problem contexts include probabilistic estimates that one of two teams will win a baseball pennant, rates of increase in human populations, and land use decision making.

YEAR 4: (In detail)
Fourth-year IMP is designed with more varied subject matter than a calculus-focused course, including topics such as periodic functions, computer graphics, and statistical sampling. Units build on the strong knowledge base of students who have completed three years in the program.

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