Lisa Kotowski
Assistant Superintendent

Lori Lott
Administrative Assistant

Welcome to the Lodi Unified School District Math Department web page.  This department aides in the selection of instructional materials, development of district pacing guides and benchmarks, as well as any additional support requested.


Elementary School Resources

K-6 Adopted Textbooks - Mathematics:

Grades K-5
K-5 Math Expressions
Houghton Mifflin Harcourt c. 2015

Grade 6
CMP 3 - Math Grade 6
Pearson c. 2014

Middle School Resources

7-8 Adopted Textbooks - Mathematics:

Common Core Math (Grade 7)
CMP 3 Math Grade 7
Pearson, c. 2014

Common Core Math (Grade 8)
CMP 3 Math - Grade 8
Pearson, c. 2014

Mathematics - Intervention (Grade 7 - 8)
Math 180
Scholastic, c. 2014

High School Resources

9-12 Adopted Textbooks - Mathematics

Grade 9
Core Connections Course 3, CPM (HS Math)
Core Connections Course 3
CPM, c. 2014

Grades 9-12
Integrated Math 1, CPM (Math 1)
Core Connections Integrated Course 1
c. 2014

Grades 10-12
Integrated Math 2, CPM (Math 2)
Core Connections Integrated Course 2
c. 2015

Grades 10-12
Integrated Math 3, CPM (Math 3)
Core Connections Integrated Course 3
c. 2015

Grades 11-12
Bedford, Freeman & Worth Co. (AP Statistics)
AP The Practice of Statistics
c. 2015

Grades 10-12
Peoples Education
Meeting the California Challenge CAHSEE Summer Math
c. 2005

Grades 10-12
Globe Fearon Applied Geometry
Pacemaker Geometry
c. 2003

Grade 12
Houghton Mifflin AP Calculus AB & BC
AP Calculus of a Single Variable
c. 2006

Grades 10-12
Globe Fearon High School Algebra
Pacemaker Algebra 1
c. 2001

Grade 12
Houghton Mifflin
Pre-Calculus w/Limits (advanced)
c. 2008

Adopted Instructional Materials

K-12 Math Curriculum Standards

A high-quality mathematics program is essential for all students and provides every student with the opportunity to choose among the full range of future career paths.  Mathematics, when taught well, is a subject of beauty and elegance, exciting in its logic and coherence.  It trains the mind to be analytic—providing the foundation for intelligent and precise thinking.  To compete successfully in the worldwide economy, today’s students must have a high degree of comprehension in mathematics.  For too long schools have suffered from the notice that success in mathematics is the province of a talented few.  Instead, a new expectation is needed:  All students will attain California’s mathematics academic content standards, and many will be inspired to achieve far beyond the minimum standards.

These content standards establish what every student in California can and needs to learn in mathematics.  Mathematics is critical for all students, not only those who will have careers that demand advanced mathematical preparation, but all citizens who will be living in the twenty-first century.  These standards are based on the premise that all students are capable of learning rigorous mathematics and learning it well, and all are capable of learning far more than is currently expected.  Proficiency in most of mathematics is not an innate characteristic; it is achieved through persistence, effort and practice on the part of students and rigorous and effective instruction on the part of teachers.  Parents and teachers must provide support and encouragement. 

The standards focus on essential content for all students and prepare students for the study of advanced mathematics, science and technical careers, and post-secondary study in all content areas.  All students are required to grapple with solving problems; develop abstract, analytic thinking skills; learn to deal effectively and comfortably with variables and equations; and use mathematical notation effectively to model situations.  The goal in mathematics education is for students to: 

  • Develop fluency in basic computational skills;
  • Develop an understanding of mathematical concepts;
  • Become mathematical problem solvers who can recognize and solve routine problems readily and can find ways to reach a solution or goal where no routine path is apparent;
  • Communicate precisely about quantities, logical relationships, and unknown values through the use of signs, symbols, models, graphs, and mathematical terms;
  • Make connections among mathematical ideas and between mathematics and other disciplines.

Mathematic Framework for California Public Schools 
Through Grade 12
California Department of Education, 2006. (CDE)

Additional Resources