Math Pathways

Six college courses are available in math at Two Rivers High School: Advanced Placement Calculus AB, Advanced Placement Calculus BC, Advanced Placement Precalculous, Advanced Placement Statistics, College In the Schools College Algebra and Concurrent Enrollment (CE) Math for Trades. In addition to these courses, students could opt to enroll in Post-Secondary Enrollment Options through any of the approved post-secondary institutions in Minnesota.

Advanced Placement (AP) courses are sponsored by the College Board and are the equivalent to what one would experience at the Freshman level of college. AP courses are more demanding than other high school classes. In May, students enrolled in an AP class take a test that may earn them college credit depending on the score. While the amount and type of credit one receives may differ among colleges, most will allow a student to skip basic courses and, depending on the amount of AP courses taken, enable one to begin as a sophomore. Colleges and Universities look favorably upon students who have challenged themselves and done well in AP coursework. 

College in the Schools (CIS) and Concurrent Enrollment (CE) courses are taken at Two Rivers High School with a teacher, but results in high school and college credit upon completion. College in the Schools (CIS) is a concurrent enrollment partnership between the University of Minnesota-Twin Cities and School District 197. 

Post-Secondary Enrollment Options (PSEO) is a program that allows students in grades 10-12 to earn college credit while still in high school, through enrollment and successful completion of college-level courses. With traditional PSEO, these courses are generally offered on the campus of the postsecondary institution; some courses are offered online. The purpose of this program is to promote rigorous educational pursuits and to provide students with a wider variety of academic options. A student who takes college or technical courses for high school credit will have the cost of tuition, books, and materials paid for by the State of Minnesota.

Most PSEO courses are only open to High School students during their Junior and Senior year, with each participating college and university setting their own requirements for enrollment into the PSEO courses and programs. Students may take PSEO courses on a full- or part-time basis, beginning in their Junior year of High School. For full-time PSEO students who begin in their Junior year, it is possible to graduate from High School with enough college credits for an Associate's Degree. Not all Minnesota colleges offer PSEO, for a complete list of colleges that do, view this list provided by the Minnesota Department of Education, CLICK HERE. A student must apply and be accepted at the college where they want to take PSEO classes at.

Accelerated Math I is developed specifically for students who have mastered 5th-grade standards and are ready for a more rigorous, fast-paced curriculum that bridges the gap to high school-level math.  The accelerated math course will cover Minnesota math standards from grade six. 

Students who successfully complete Accelerated Math I (in grade 5) and Accelerate Math II (in grade 6) are prepared to take Intermediate Algebra in 7th grade and Pre-AP Geometry in 8th grade, where they can earn two high school math credits while still in middle school. Students that successfully complete this pathway in middle school will enter high school ready for Pre-AP Algebra with Trigonometry. 

Careful consideration should be made to entering into this path.

This course was developed to meet the needs of 5th grade students who have already mastered math at their grade level and are ready for new, more challenging math curriculum. Placement criteria includes, but is not limited to, aMath math scores in the 90th percentile or higher, MCA math scores that exceed standards and achievement of 80% or higher on an end of course assessment on grade 5 standards.

Is This the Right Fit for Your Child? Beyond test scores, students who thrive in accelerated math courses like Accelerated Math I typically exhibit the following characteristics:

• Independence: Highly self-motivated with a strong work ethic.
• Problem Solving: Enjoys the struggle of challenging math puzzles, logic problems, and tasks where the solution isn't immediately obvious.
• Abstract Thinking: Frequently solves problems mentally or abstractly without needing physical manipulatives.
• Cognitive Flexibility: Can switch strategies easily when solving problems and possesses a strong, solid number sense.
• Pattern Recognition: Naturally organizes data to discover mathematical patterns and structures.
• Communication: Regularly uses various representations (written, pictorial, equations) to explain complex concepts.

The Accelerated Math I course moves significantly faster than the Standard Math 5 course.  We want to ensure this is the best environment for your student to grow. 

Please review the skills listed above and the pathway chart below to confirm they describe your child's current mathematical development and future math aspirations.

Note: Students who find the pace of Accelerated Math I too challenging may move into the Standard Path at any time to ensure their foundational skills remain strong.

Accelerated Math II is developed specifically for students who have mastered 6th-grade standards and are ready for a more rigorous, fast-paced curriculum that bridges the gap to high school-level math.  The course is offered in grade 6. The accelerated math course will cover Minnesota math standards from grades seven and eight.  Students that successfully complete this pathway in middle school will enter high school ready for Pre-AP Algebra with Trigonometry and will have earned two high school math credits while in middle school. Careful consideration should be made to entering into this path. 

To ensure students are prepared for this accelerated pace, placement criteria include, but are not limited to their performance on assessments such as the most recent administrations of aMath (FAST), the spring MCA-III Math scores from the prior year, their IXL scores, as well as classroom evidence and performance.  

Is This the Right Fit for Your Child? Beyond test scores, students who thrive in accelerated math courses like Accelerated Math 6 typically exhibit the following characteristics:

• Independence: Highly self-motivated with a strong work ethic.
• Problem Solving: Enjoys the struggle of challenging math puzzles, logic problems, and tasks where the solution isn't immediately obvious.
• Abstract Thinking: Frequently solves problems mentally or abstractly without needing physical manipulatives.
• Cognitive Flexibility: Can switch strategies easily when solving problems and possesses a strong, solid number sense.
• Pattern Recognition: Naturally organizes data to discover mathematical patterns and structures.
• Communication: Regularly uses various representations (written, pictorial, equations) to explain complex concepts.

The Accelerated Math II course moves significantly faster than the Standard Math 6 course. It covers roughly two years of content in one year.  We want to ensure this is the best environment for your student to grow. 

Please review the skills listed above and the pathway chart below to confirm they describe your child's current mathematical development and future math aspirations.

Note: Students who find the pace of Accelerated Math II too challenging may move into the Standard Path at any time to ensure their foundational skills remain strong.

Advanced Math 7 is a new middle school course launching in the 2026-2027 school year. It is designed as an improved on-ramp for students to access high-level acceleration pathways in mathematics.  This course is developed specifically for students who have mastered 6th-grade standards and are ready for a more rigorous, fast-paced curriculum that bridges the gap to high school-level math.  Advanced Math 7 is a condensed, high-intensity course covering all of the 7th and many of the 8th-grade Minnesota math standards in a single year.

By completing Intermediate Algebra in middle school, students will earn one high school math credit. 

To ensure students are prepared for this accelerated pace, placement criteria include, but are not limited to their performance on assessments such as the most recent administrations of aMath (FAST), the spring MCA-III Math scores from the prior year, their IXL scores, as well as classroom evidence and performance.  

Is This the Right Fit for Your Child? Beyond test scores, students who thrive in accelerated math courses like Advanced Math 7 typically exhibit the following characteristics:

• Independence: Highly self-motivated with a strong work ethic.
• Problem Solving: Enjoys the struggle of challenging math puzzles, logic problems, and tasks where the solution isn't immediately obvious.
• Abstract Thinking: Frequently solves problems mentally or abstractly without needing physical manipulatives.
• Cognitive Flexibility: Can switch strategies easily when solving problems and possesses a strong, solid number sense.
• Pattern Recognition: Naturally organizes data to discover mathematical patterns and structures.
• Communication: Regularly uses various representations (written, pictorial, equations) to explain complex concepts.

The Advanced Math 7 course moves significantly faster than the Standard Math 7 course. It covers roughly two years of content in one year. 

Note: Students who find the pace of Advanced Math 7 too challenging may move into the Standard Path at any time to ensure their foundational skills remain strong.

Student placements in Advanced Math 7 are based on multiple measures including student performance data and teacher input. If a family has a question about placement or would like to advocate for a different placement they should contact the associate principal at their child's school. 

This course covers Minnesota Math standards from 8th grade and continues the transition started in Math 7, from foundational arithmetic to formal algebraic modeling.  Students move beyond simple calculations to master the abstract language of functions, including functional notation, complex system-solving, as well as integrating spatial reasoning with algebraic graphing. Students apply the Pythagorean Theorem to calculate distances on coordinate planes and explore the geometric properties of linear equations, such as slope and parallel or perpendicular relationships. Linear Algebra also includes units on financial literacy, where students analyze interest rates and loan structures.

Intermediate Algebra 8 is developed specifically for students who have all the middle school standards in grades 5-8 and are ready for a more rigorous, fast-paced curriculum that bridges the gap to high school-level math.  Intermediate Algebra 8 is a condensed, high-intensity course covering a range of high school standards in algebra, statistics, probability and financial literacy.  

By completing Intermediate Algebra in middle school, students will earn one high school math credit. 

The Intermediate Algebra 8 course moves significantly faster than the Linear Algebra course in 8th grade. To ensure students are prepared for this accelerated pace, placement criteria include, but are not limited to their performance on assessments such as the most recent administrations of aMath (FAST), the spring MCA-III Math scores from the prior year, their IXL scores, as well as classroom evidence and performance.  

Is This the Right Fit for Your Child? Beyond test scores, students who thrive in accelerated math courses like Intermediate Algebra 8 typically exhibit the following characteristics:

• Independence: Highly self-motivated with a strong work ethic.
• Problem Solving: Enjoys the struggle of challenging math puzzles, logic problems, and tasks where the solution isn't immediately obvious.
• Abstract Thinking: Frequently solves problems mentally or abstractly without needing physical manipulatives.
• Cognitive Flexibility: Can switch strategies easily when solving problems and possesses a strong, solid number sense.
• Pattern Recognition: Naturally organizes data to discover mathematical patterns and structures.
• Communication: Regularly uses various representations (written, pictorial, equations) to explain complex concepts.

The following questions will help a student consider whether acceleration is right for them.

• Is the student performing at grade level? 

This can be measured in a variety of ways: proficiency on MCA, at grade level target on aMath (FAST) passing grade level math course and or assessments.

Students should be achieving above grade level if choosing acceleration.

• Does the student like to be challenged? solve problems? work at a quicker pace?  Courses in the accelerated pathways move much more quickly, cover more content than a traditional course and cover content at least 1 grade level ahead.

• Does the student have the time and work habits to complete regular daily homework assignments?

Daily homework is a common expectation in all accelerated courses.

• Does the student advocate for themselves when they need assistance?

Students will need to advocate for themself when they need assistance.

The high school courses of Intermediate Algebra and preAP Geometry are offered at both middle schools for students in the accelerated math pathway. 

These classes are offered at the middle school and are taught by a middle school teacher. The curriculum, scope and sequence and assessments used are the same as what is used at the high school. Middle school and high school teachers regularly collaborate. 

Middle School students can earn high school credit for these courses upon successful completion. The letter grade earned in these courses will appear on the high school transcript but is NOT calculated into the high school GPA. The goal is to provide students the opportunity to try out a high school course in an environment with lower risks.

In order to graduate a student would only need to complete Algebra 2 in high school and could theoretically be done with their high school math courses at the end of ninth grade. However, most colleges want to see students enrolled in math courses through their senior year.  

If a student accelerates in Middle School they will need to take upper level courses in high school (such as an PreCalculus, an Advanced Placement course, College In the Schools College Algebra) to meet college recommendations of completing four years of math in high school.

Students who want to take AP Calculus in high school, can reach this course in three different ways:

• Follow double acceleration pathway. The pathway begins in grade 5. See the chart above for the course sequence.
• Follow single acceleration pathway. The pathway begins in grade 7. See the chart above for the course sequence.
• Double up in math during 9th or 10th grade by taking Geometry the same year as either Intermediate Algebra or Algebra 2.