What’s next to AMP 7?

[Anonymous]

To follow up, MoCo has a disproportionately high number of high-achieving students when compared with the rest of the country. (Highly capable is harder to identify -- that is for yet another thread.) Because we compare ourselves to the highest-achieving districts, the term "standard", when used to describe on-grade-level Math can be misinterpreted.

As used, above, it essentially refers to just that - material that is considered standard for the grade. It's not the standard expectation for our students, families or even MCPS, though, as a large plurality, or even a majority, complete Algebra by 8th grade, and a significant minority complete it in 7th. Algebra is a high school course, though, and one that goes on a child's transcript, whenever it might be taken. A good number of MCPS students accomplish this in 9th, and some do need supporting courses, completing it in later grades or in conjunction with the supports.

Whether this de facto national standard should change is, yet again, another mattter.

[Anonymous]

Anonymous wrote:To follow up, MoCo has a disproportionately high number of high-achieving students when compared with the rest of the country. (Highly capable is harder to identify -- that is for yet another thread.) Because we compare ourselves to the highest-achieving districts, the term "standard", when used to describe on-grade-level Math can be misinterpreted.

As used, above, it essentially refers to just that - material that is considered standard for the grade. It's not the standard expectation for our students, families or even MCPS, though, as a large plurality, or even a majority, complete Algebra by 8th grade, and a significant minority complete it in 7th. Algebra is a high school course, though, and one that goes on a child's transcript, whenever it might be taken. A good number of MCPS students accomplish this in 9th, and some do need supporting courses, completing it in later grades or in conjunction with the supports.

Whether this de facto national standard should change is, yet again, another mattter.

I think you need to compare with counties next door, like fairfax and Howard. MCPS doesn’t have disproportionately high number of high-achieving students. Algebra is a middle school course for the rest of the world. US is far behind in math if most kids take algebra in high school. How can this country keep being competitive if the next generation is not good at math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:https://www2.montgomeryschoolsmd.org/curriculum/math/middle

Math 6/7/8 is Prealgebra. It can be done in 1, 2, or 3 years in Middle School, depending on Elementary School preparation.

AMP+ was/is a 2-year program that starts in 6th grade, doing "Math. 6/7/8" in 2 years, leading to algebra 1in 8th.
It's possible that if a student excels in AMP+ in 6th, they could persuade school to jump to Algebra 1 in 7th.

It is less advanced than AIM / Investigations into Mathematics: 1-year Math 7/8 prealgebra done in 6th grade, mainly for students who did 2-year Compacted Math 4/5/6 in 4th and 5th grade. This leads to Algebra in 7th.

It is more accelerated than taking on-level Math 6/7/8 over 3 years, leading to Algebra 1 in 9th.

(Yes, some students do Algebra 1 in 6th. Please let's not have another thread rehashing that.)

My son is a rising 6th grader. I noticed that last year there were 3 options for 6th-grade math: Math 6, AMP6+, and IM. Now, IM seems to be gone. My son is in AMP6+. It seems IM is only for children who were waitlisted for the magnet. We didn't even consider the magnet program and therefore didn't even bother applying, and so he is ineligible for IM. That said, I am not too concerned about this. I was in the magnet programs growing up in MCPS myself, and I haven't found too high a need to advance beyond Calculus 1 and 2 in high school. While you can take multivariable calculus and differential equations in a senior year (which is the track if in IM in 6th grade) or even go beyond that, it doesn't provide that significant a value in college unless you are specifically majoring in math. Even beginning college as a freshman with DiffEQ and Multivar Calculus, a student has plenty of runway to take any level required for majors.

You don’t apply to the magnet; everyone is screened and then those who qualify are placed in a lottery.

We did get the letter that they didn't select him and one factor was our lack of request, so....

Also, DS was not a student in the system for a large portion of the time they screened,

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:https://www2.montgomeryschoolsmd.org/curriculum/math/middle

Math 6/7/8 is Prealgebra. It can be done in 1, 2, or 3 years in Middle School, depending on Elementary School preparation.

AMP+ was/is a 2-year program that starts in 6th grade, doing "Math. 6/7/8" in 2 years, leading to algebra 1in 8th.
It's possible that if a student excels in AMP+ in 6th, they could persuade school to jump to Algebra 1 in 7th.

It is less advanced than AIM / Investigations into Mathematics: 1-year Math 7/8 prealgebra done in 6th grade, mainly for students who did 2-year Compacted Math 4/5/6 in 4th and 5th grade. This leads to Algebra in 7th.

It is more accelerated than taking on-level Math 6/7/8 over 3 years, leading to Algebra 1 in 9th.

(Yes, some students do Algebra 1 in 6th. Please let's not have another thread rehashing that.)

My son is a rising 6th grader. I noticed that last year there were 3 options for 6th-grade math: Math 6, AMP6+, and IM. Now, IM seems to be gone. My son is in AMP6+. It seems IM is only for children who were waitlisted for the magnet. We didn't even consider the magnet program and therefore didn't even bother applying, and so he is ineligible for IM. That said, I am not too concerned about this. I was in the magnet programs growing up in MCPS myself, and I haven't found too high a need to advance beyond Calculus 1 and 2 in high school. While you can take multivariable calculus and differential equations in a senior year (which is the track if in IM in 6th grade) or even go beyond that, it doesn't provide that significant a value in college unless you are specifically majoring in math. Even beginning college as a freshman with DiffEQ and Multivar Calculus, a student has plenty of runway to take any level required for majors.

You don’t apply to the magnet; everyone is screened and then those who qualify are placed in a lottery.

We did get the letter that they didn't select him and one factor was our lack of request, so....

Also, DS was not a student in the system for a large portion of the time they screened,

That lack-of-request (parent input, along with teacher input and, possibly, staff advocacy) was a factor for SIPPI/GT screening. That results in a GT designation, but is not directly related to magnet pool placement, which has not relied on any advocacy factor for a number of years.

Unfortunately, the system doesn't do a great job of accounting for exceptions like thay of your DS (lack of data points through no fault of his own).

[Anonymous]

Anonymous wrote:

Anonymous wrote:To follow up, MoCo has a disproportionately high number of high-achieving students when compared with the rest of the country. (Highly capable is harder to identify -- that is for yet another thread.) Because we compare ourselves to the highest-achieving districts, the term "standard", when used to describe on-grade-level Math can be misinterpreted.

As used, above, it essentially refers to just that - material that is considered standard for the grade. It's not the standard expectation for our students, families or even MCPS, though, as a large plurality, or even a majority, complete Algebra by 8th grade, and a significant minority complete it in 7th. Algebra is a high school course, though, and one that goes on a child's transcript, whenever it might be taken. A good number of MCPS students accomplish this in 9th, and some do need supporting courses, completing it in later grades or in conjunction with the supports.

Whether this de facto national standard should change is, yet again, another mattter.

I think you need to compare with counties next door, like fairfax and Howard. MCPS doesn’t have disproportionately high number of high-achieving students. Algebra is a middle school course for the rest of the world. US is far behind in math if most kids take algebra in high school. How can this country keep being competitive if the next generation is not good at math.

I'm quite sure that comparison to high-achieving districts (and countries) is what I mentioned, though I said it in a fairly neutral tone, so it may not have registered. MCPS has a disproportionately high percentage of high-achieving students compared to the national average, and comparison to Fairfax/Howard/high-achieving countries is appropriate. The concepts are not mutually exclusive. It is as important to the conversation to recognize current national/state standards, to which MCPS must more or less adhere, as it is to advocate for advanced opportunities that meet children's needs to learn at a pace comparible with their capabilities and provide a foundation to compete/contribute/acheive among the best in the world.

[Anonymous]

Auto-correct -- s/b "compatible", not "comparable".

[Anonymous]

Anonymous wrote:

Anonymous wrote:To follow up, MoCo has a disproportionately high number of high-achieving students when compared with the rest of the country. (Highly capable is harder to identify -- that is for yet another thread.) Because we compare ourselves to the highest-achieving districts, the term "standard", when used to describe on-grade-level Math can be misinterpreted.

As used, above, it essentially refers to just that - material that is considered standard for the grade. It's not the standard expectation for our students, families or even MCPS, though, as a large plurality, or even a majority, complete Algebra by 8th grade, and a significant minority complete it in 7th. Algebra is a high school course, though, and one that goes on a child's transcript, whenever it might be taken. A good number of MCPS students accomplish this in 9th, and some do need supporting courses, completing it in later grades or in conjunction with the supports.

Whether this de facto national standard should change is, yet again, another mattter.

I think you need to compare with counties next door, like fairfax and Howard. MCPS doesn’t have disproportionately high number of high-achieving students. Algebra is a middle school course for the rest of the world. US is far behind in math if most kids take algebra in high school. How can this country keep being competitive if the next generation is not good at math.

Yes, we know. Other countries track their students and don't offer college prep curriculum to the entire population, so the biased selection of students are at a higher level.

Most people don't go to college. Carpenters and nurses (college educated!) don't need calculus.

US has near highest percentage of college graduates.

https://en.wikipedia.org/wiki/List_of_countries_by_tertiary_education_attainment

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:To follow up, MoCo has a disproportionately high number of high-achieving students when compared with the rest of the country. (Highly capable is harder to identify -- that is for yet another thread.) Because we compare ourselves to the highest-achieving districts, the term "standard", when used to describe on-grade-level Math can be misinterpreted.

As used, above, it essentially refers to just that - material that is considered standard for the grade. It's not the standard expectation for our students, families or even MCPS, though, as a large plurality, or even a majority, complete Algebra by 8th grade, and a significant minority complete it in 7th. Algebra is a high school course, though, and one that goes on a child's transcript, whenever it might be taken. A good number of MCPS students accomplish this in 9th, and some do need supporting courses, completing it in later grades or in conjunction with the supports.

Whether this de facto national standard should change is, yet again, another mattter.

I think you need to compare with counties next door, like fairfax and Howard. MCPS doesn’t have disproportionately high number of high-achieving students. Algebra is a middle school course for the rest of the world. US is far behind in math if most kids take algebra in high school. How can this country keep being competitive if the next generation is not good at math.

Yes, we know. Other countries track their students and don't offer college prep curriculum to the entire population, so the biased selection of students are at a higher level.

Most people don't go to college. Carpenters and nurses (college educated!) don't need calculus.

US has near highest percentage of college graduates.

https://en.wikipedia.org/wiki/List_of_countries_by_tertiary_education_attainment

Sure. It’s ok some kids don’t need calculus. But don’t try to close the achievement gap and drag down the standards for kids who need them. After all, we need engineers as well and we need more than other countries to stay competitive.

[Anonymous]

Anonymous wrote:So pretty much all of on-grade-level 6th, 7th and 8th grade Math is preparation for Algebra. There's a fair amount of year-to-year review/repetition with increasing complexity while folding in certain new concepts. This is pretty much standard across all curricula in the country, not just MCPS, which now utilizes the Illustrative Math curriculum (a.k.a. LearnZillion) for middle school (and Algebra, whether in middle or high).

Where things differentiate is with non-standard curricula, and in MCPS and elsewhere, above-grade-level Math is accomplished via acceleration, mostly with "compacted" courses that combine more than one year's worth of standard curriculum, and rarely by grade-skipping. There's Math 4/5 and Math 5/6 in elementary, for example, getting through 3 years of curriculum in 4th and 5th grade. Discontinuities between the MCPS elementary Eureka curriculum and the middle Illustrative Math (a.k.a. LearnZillion) curriculum presented some challenges when they moved away from the proprietary Curriculum 2.0, which had spanned the entire elementary & secondary grades, but they have been working on that for a couple of years, now.

IM was created with C2.0, combining 7th and 8th grade Math into one year and leading to Algebra in 8th grade (a year ahead). AIM was an adjusted IM for advanced 6th graders who already had completed the 6th grade curriculum via acceleration in elementary once they offered the Compacted 4/5 & 5/6 -- additional content existed in AIM to be sure that the elementary compaction hadn't left anything out, so it was considered more challenging both from an age perspective and from a content perspective; it led to Algebra in 7th (two years ahead).

When MCPS moved on from C2.0 to Eureka & Illustrative Math, the only compacting acceleration that was offered by the vendors was AMP6+ and AMP7+. These combined 6th-, 7th- and 8th- grade Math curricula into two years (AMP6+ is 6th and half of 7th, while AMP7+ is half of 7th and 8th). MCPS had to do their own work to recreate Math 4/5 and Math 5/6, which were hard enough to do, but didn't have confidence that they could do the same for AIM or IM, in good part from the logistics of having teachers trained to deliver multiple versions of middle school content. As there still was demand/need for that acceleration, though, those C2.0 courses stayed on for a bit while they figured things out and trained up on the AMPs. There were inconsistencies introduced, then, with the C2.0 content neither following properly from the new curriculum's 6th-grade content nor fully preparing for the new Algebra course.

Given this and the spiral nature of the curriculum (many concepts revisited again in later grades, with increasing complexity), MCPS may be moving on from AIM & IM by utilizing AMP7+ with Algebra following in either 7th or 8th, depending on prior acceleration. (Yes, there appear to be whole classes in certain schools who get there a full year earlier by skipping a grade in elementary, but that's for another thread.) This would simplify things but leave the first half of the Math 7 curriculum uncovered, so they need to be sure that it really is material that gets repeated from/in other grades (or otherwise covered via extracurriculars) to ensure the associated concepts are absorbed before taking Algebra, passage of which is of high importance, given State of Maryland requirements.

MCPS could write all this down somewhere, but, honestly, most folks don't care about this much detail. What many do want to know is what the options for acceleration are, how and to whom those are offered, how articulation happens from grade to grade or school to school, and what, if any, curriculum supports (at home or otherwise) might be needed/advised. The downstream consequences (i.e., paths/courses available after Algebra, impact on college admissions, etc.) are also of interest -- those have been discussed in yet other threads

All MCPS needs to do is create classes specifically for those that took Compacted math in ES. This can be accomplished by offer a bridge summer class that covers the first half of 7th grade content that is taught in AMP6+, OR create IM 1(All of 7th & first half 8th) and IM2/Alg1(key topics from 2nd half of 8th and all of Alg 1)OR Accelerated AMP7++(All of 7th and 8th)

I personally like to ensure that the all kids have a strong foundation for taking Alg so don’t recommend skipping 7th.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So pretty much all of on-grade-level 6th, 7th and 8th grade Math is preparation for Algebra. There's a fair amount of year-to-year review/repetition with increasing complexity while folding in certain new concepts. This is pretty much standard across all curricula in the country, not just MCPS, which now utilizes the Illustrative Math curriculum (a.k.a. LearnZillion) for middle school (and Algebra, whether in middle or high).

Where things differentiate is with non-standard curricula, and in MCPS and elsewhere, above-grade-level Math is accomplished via acceleration, mostly with "compacted" courses that combine more than one year's worth of standard curriculum, and rarely by grade-skipping. There's Math 4/5 and Math 5/6 in elementary, for example, getting through 3 years of curriculum in 4th and 5th grade. Discontinuities between the MCPS elementary Eureka curriculum and the middle Illustrative Math (a.k.a. LearnZillion) curriculum presented some challenges when they moved away from the proprietary Curriculum 2.0, which had spanned the entire elementary & secondary grades, but they have been working on that for a couple of years, now.

IM was created with C2.0, combining 7th and 8th grade Math into one year and leading to Algebra in 8th grade (a year ahead). AIM was an adjusted IM for advanced 6th graders who already had completed the 6th grade curriculum via acceleration in elementary once they offered the Compacted 4/5 & 5/6 -- additional content existed in AIM to be sure that the elementary compaction hadn't left anything out, so it was considered more challenging both from an age perspective and from a content perspective; it led to Algebra in 7th (two years ahead).

When MCPS moved on from C2.0 to Eureka & Illustrative Math, the only compacting acceleration that was offered by the vendors was AMP6+ and AMP7+. These combined 6th-, 7th- and 8th- grade Math curricula into two years (AMP6+ is 6th and half of 7th, while AMP7+ is half of 7th and 8th). MCPS had to do their own work to recreate Math 4/5 and Math 5/6, which were hard enough to do, but didn't have confidence that they could do the same for AIM or IM, in good part from the logistics of having teachers trained to deliver multiple versions of middle school content. As there still was demand/need for that acceleration, though, those C2.0 courses stayed on for a bit while they figured things out and trained up on the AMPs. There were inconsistencies introduced, then, with the C2.0 content neither following properly from the new curriculum's 6th-grade content nor fully preparing for the new Algebra course.

Given this and the spiral nature of the curriculum (many concepts revisited again in later grades, with increasing complexity), MCPS may be moving on from AIM & IM by utilizing AMP7+ with Algebra following in either 7th or 8th, depending on prior acceleration. (Yes, there appear to be whole classes in certain schools who get there a full year earlier by skipping a grade in elementary, but that's for another thread.) This would simplify things but leave the first half of the Math 7 curriculum uncovered, so they need to be sure that it really is material that gets repeated from/in other grades (or otherwise covered via extracurriculars) to ensure the associated concepts are absorbed before taking Algebra, passage of which is of high importance, given State of Maryland requirements.

MCPS could write all this down somewhere, but, honestly, most folks don't care about this much detail. What many do want to know is what the options for acceleration are, how and to whom those are offered, how articulation happens from grade to grade or school to school, and what, if any, curriculum supports (at home or otherwise) might be needed/advised. The downstream consequences (i.e., paths/courses available after Algebra, impact on college admissions, etc.) are also of interest -- those have been discussed in yet other threads

All MCPS needs to do is create classes specifically for those that took Compacted math in ES. This can be accomplished by offer a bridge summer class that covers the first half of 7th grade content that is taught in AMP6+, OR create IM 1(All of 7th & first half 8th) and IM2/Alg1(key topics from 2nd half of 8th and all of Alg 1)OR Accelerated AMP7++(All of 7th and 8th)

I personally like to ensure that the all kids have a strong foundation for taking Alg so don’t recommend skipping 7th.

Agree about a formal, accessible bridge of material to AMP7+ for those coming from either Math 5/6 or Math 6 (or even, as in some cases, for those truly skipping over grades). Recreating IM/AIM (AMP7++ [sic]) from the new curriculum would be nice, but I'm not certain it will be feasible from the perspective of teacher training/class allocation. (This, with many other wants, probably requires budget that the County Council has, for decades, now, been loath to allocate.) While the concept of combination/compaction/in-year acceleration of Algebra (with Pre-Algebra or Geometry, or even with Stats or Algebra II) certainly is worth consideration, and while MCPS would be an excellent candidate district for associated pilots, that effort would need to be vetted vs. state requirements, which currently amount to a full credit (whole-school-year-duration) of Algebra (and Geometry) being taken, with very limited exception.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:To follow up, MoCo has a disproportionately high number of high-achieving students when compared with the rest of the country. (Highly capable is harder to identify -- that is for yet another thread.) Because we compare ourselves to the highest-achieving districts, the term "standard", when used to describe on-grade-level Math can be misinterpreted.

As used, above, it essentially refers to just that - material that is considered standard for the grade. It's not the standard expectation for our students, families or even MCPS, though, as a large plurality, or even a majority, complete Algebra by 8th grade, and a significant minority complete it in 7th. Algebra is a high school course, though, and one that goes on a child's transcript, whenever it might be taken. A good number of MCPS students accomplish this in 9th, and some do need supporting courses, completing it in later grades or in conjunction with the supports.

Whether this de facto national standard should change is, yet again, another mattter.

I think you need to compare with counties next door, like fairfax and Howard. MCPS doesn’t have disproportionately high number of high-achieving students. Algebra is a middle school course for the rest of the world. US is far behind in math if most kids take algebra in high school. How can this country keep being competitive if the next generation is not good at math.

Yes, we know. Other countries track their students and don't offer college prep curriculum to the entire population, so the biased selection of students are at a higher level.

Most people don't go to college. Carpenters and nurses (college educated!) don't need calculus.

US has near highest percentage of college graduates.

https://en.wikipedia.org/wiki/List_of_countries_by_tertiary_education_attainment

Sure. It’s ok some kids don’t need calculus. But don’t try to close the achievement gap and drag down the standards for kids who need them. After all, we need engineers as well and we need more than other countries to stay competitive.

AMP6+ and AIM in 6th tracked to talking Calculus in high school. They just don't need to go way beyond it

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:https://www2.montgomeryschoolsmd.org/curriculum/math/middle

Math 6/7/8 is Prealgebra. It can be done in 1, 2, or 3 years in Middle School, depending on Elementary School preparation.

AMP+ was/is a 2-year program that starts in 6th grade, doing "Math. 6/7/8" in 2 years, leading to algebra 1in 8th.
It's possible that if a student excels in AMP+ in 6th, they could persuade school to jump to Algebra 1 in 7th.

It is less advanced than AIM / Investigations into Mathematics: 1-year Math 7/8 prealgebra done in 6th grade, mainly for students who did 2-year Compacted Math 4/5/6 in 4th and 5th grade. This leads to Algebra in 7th.

It is more accelerated than taking on-level Math 6/7/8 over 3 years, leading to Algebra 1 in 9th.

(Yes, some students do Algebra 1 in 6th. Please let's not have another thread rehashing that.)

I’m confused on the difference of AIM and AMP if both of them lead to algebra in 7th. Why two different types of courses?

AIM is one year and leads to Algebra in 7th, AMP is supposed to be two years, leading to Algebra in 8th.

Is it true that kids at wealthy Potomac schools can take Algebra in 6th?

Yes. All the kids at WPES will be in alg 1 in 6th. Except the few that get it in 5th.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:https://www2.montgomeryschoolsmd.org/curriculum/math/middle

Math 6/7/8 is Prealgebra. It can be done in 1, 2, or 3 years in Middle School, depending on Elementary School preparation.

AMP+ was/is a 2-year program that starts in 6th grade, doing "Math. 6/7/8" in 2 years, leading to algebra 1in 8th.
It's possible that if a student excels in AMP+ in 6th, they could persuade school to jump to Algebra 1 in 7th.

It is less advanced than AIM / Investigations into Mathematics: 1-year Math 7/8 prealgebra done in 6th grade, mainly for students who did 2-year Compacted Math 4/5/6 in 4th and 5th grade. This leads to Algebra in 7th.

It is more accelerated than taking on-level Math 6/7/8 over 3 years, leading to Algebra 1 in 9th.

(Yes, some students do Algebra 1 in 6th. Please let's not have another thread rehashing that.)

I’m confused on the difference of AIM and AMP if both of them lead to algebra in 7th. Why two different types of courses?

AIM is one year and leads to Algebra in 7th, AMP is supposed to be two years, leading to Algebra in 8th.

Is it true that kids at wealthy Potomac schools can take Algebra in 6th?

Yes. All the kids at WPES will be in alg 1 in 6th. Except the few that get it in 5th.

That’s a biggest rumor. Very few in WPES get algebra in 6th. Mostly in 7th

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:https://www2.montgomeryschoolsmd.org/curriculum/math/middle

Math 6/7/8 is Prealgebra. It can be done in 1, 2, or 3 years in Middle School, depending on Elementary School preparation.

AMP+ was/is a 2-year program that starts in 6th grade, doing "Math. 6/7/8" in 2 years, leading to algebra 1in 8th.
It's possible that if a student excels in AMP+ in 6th, they could persuade school to jump to Algebra 1 in 7th.

It is less advanced than AIM / Investigations into Mathematics: 1-year Math 7/8 prealgebra done in 6th grade, mainly for students who did 2-year Compacted Math 4/5/6 in 4th and 5th grade. This leads to Algebra in 7th.

It is more accelerated than taking on-level Math 6/7/8 over 3 years, leading to Algebra 1 in 9th.

(Yes, some students do Algebra 1 in 6th. Please let's not have another thread rehashing that.)

I’m confused on the difference of AIM and AMP if both of them lead to algebra in 7th. Why two different types of courses?

AIM is one year and leads to Algebra in 7th, AMP is supposed to be two years, leading to Algebra in 8th.

Is it true that kids at wealthy Potomac schools can take Algebra in 6th?

Yes. All the kids at WPES will be in alg 1 in 6th. Except the few that get it in 5th.

That’s a biggest rumor. Very few in WPES get algebra in 6th. Mostly in 7th

They are all in outside enrichment and will take summer geometry to catch up, so they can take MV Calc in 11th. And AP Stats online in 9th.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:https://www2.montgomeryschoolsmd.org/curriculum/math/middle

Math 6/7/8 is Prealgebra. It can be done in 1, 2, or 3 years in Middle School, depending on Elementary School preparation.

AMP+ was/is a 2-year program that starts in 6th grade, doing "Math. 6/7/8" in 2 years, leading to algebra 1in 8th.
It's possible that if a student excels in AMP+ in 6th, they could persuade school to jump to Algebra 1 in 7th.

It is less advanced than AIM / Investigations into Mathematics: 1-year Math 7/8 prealgebra done in 6th grade, mainly for students who did 2-year Compacted Math 4/5/6 in 4th and 5th grade. This leads to Algebra in 7th.

It is more accelerated than taking on-level Math 6/7/8 over 3 years, leading to Algebra 1 in 9th.

(Yes, some students do Algebra 1 in 6th. Please let's not have another thread rehashing that.)

I’m confused on the difference of AIM and AMP if both of them lead to algebra in 7th. Why two different types of courses?

AIM is one year and leads to Algebra in 7th, AMP is supposed to be two years, leading to Algebra in 8th.

Is it true that kids at wealthy Potomac schools can take Algebra in 6th?

Yes. All the kids at WPES will be in alg 1 in 6th. Except the few that get it in 5th.

That’s a biggest rumor. Very few in WPES get algebra in 6th. Mostly in 7th

Damn you!, Poe's Law.