Math Course Credit

The Michigan Merit Curriculum mandates that high school students demonstrate proficiency in mathematics to graduate, requiring at least 4 credits aligned with state standards. Districts have flexibility in designing credit-earning options and pathways to meet these requirements, focusing on preparing students for career and college readiness. The curriculum emphasizes the importance of mathematical practices and problem-solving skills, aligning with the growing demand for STEM job opportunities in the state.

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Math Course Credit

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deuteroniko

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Career & College Ready

MICHIGAN

Michigan Merit Curriculum Mathematics Course/Credit Requirements

A Career and College Ready Agenda learning options and competency-based recognition
of student learning, districts must consider options to
With the passage of the Michigan Merit Curriculum traditional course-taking pathways so that students
legislation in 2006, no longer is it acceptable to graduate are better prepared for career and college.
high school with credit based on seat time. Instead,
all Michigan students are required to demonstrate
Credit Vs. Courses
proficiency with the required academic standards in The State of Michigan doesn’t require end-of-
order to receive a diploma. Section 1278(1)(a) of the course exams; the only state-required high-school
legislation states that the graduation requirements assessment is the M-STEP and the SAT which are
for mathematics are “at least 4 credits in mathematics administered at the end of a student’s junior year.
that are aligned with subject area content expectations This allows for various pathways to help students
developed by the department and approved by the successfully demonstrate proficiency in meeting
state board”. The Michigan Mathematics Standards the content defined by the Michigan Mathematics
for high school represent 3 credits with the additional Standards for high school. Districts have flexibility in
credit determined by the district. More information is designing credit-earning options that meet the needs
available on the Michigan Merit Curriculum FAQ page. of their student population and takes full advantage of
According to the MiSTEM Advisory Council “since 2010, the individual expertise of their staff. Texts and other
STEM employment opportunities have continued to curriculum materials may serve as course models;
grow and have outpaced overall occupational growth other models might be available through your ISD/
in the state. STEM job opportunities are expected to RESA or Math/Science Center.
grow by 11.8% through 2020 compared with 8.5% for
all occupations.” With an increased focus on flexible

Use argument and

Use technology and reasoning to do
tools strategically in research, construct
learning and arguments, and
communicating Technology Argument critique the reasoning
& Tools & Reasoning of others

Career &
College Ready
MICHIGAN

Communicate and Solve problems,

collaborate effectively construct explanations
with a variety of Communicate Solve and design solutions
audiences & Collaborate Problems

www.michigan.gov/mde
Career & College Ready
MICHIGAN

Course Design Considerations Mathematical Practices

There are varied pathways to help students successfully
demonstrate proficiency in meeting the content
defined by Michigan’s Mathematics Standards for
1 Make sense of problems and persevere in
solving them
high school. These standards constitute the minimum
content for earning 3 of the 4 required mathematics 2 Reason abstractly and quantitatively
credits. The 4th credit is district-determined as to
Construct viable arguments and critique the
content and structure. Districts also determine how
students may fulfill the final year mathematics or 3 reasoning of others
mathematics-related course/experience requirement.
More information is available on the Michigan Merit
Curriculum FAQ page.
4 Model with mathematics

Career & College Ready Instruction 5 Use appropriate tools strategically

Arranging the content represented by the standards

into courses is just one step in implementing the new
standards. The Standards for Mathematical Practice
6 Attend to precision

describe varieties of expertise that mathematics

educators at all levels should seek to develop in their 7 Look for and make use of structure
students.
These practices rest on important “processes and
proficiencies” with longstanding importance in
8 Look for and express regularity in repeated
reasoning
mathematics education: the National Council of
Teachers of Mathematics (NCTM) process standards of
problem solving, reasoning and proof, communication,
representation, and connections; and the strands of
mathematical proficiency specified in the National
Research Council’s report Adding It Up. Mathematics
learning opportunities should be carefully designed
so that students have plenty of opportunities to
engage in these practices.

www.michigan.gov/mde