2026-27 Course Syllabus
Real Math. Real Decisions. Real Life.
Applied Quantitative Reasoning is a project-based math class built around real decisions, real data, real tools, and real communication.
This class will not look exactly like a traditional math class. You will still work with numbers, data, graphs, models, percentages, rates, probability, statistics, and mathematical reasoning—but you will usually use them to solve problems, build useful things, analyze information, and make decisions.
You will be expected to explain your thinking, use evidence, revise your work, and decide whether an answer actually makes sense.
Build a learner profile and a personalized learning-support system. Investigate how you learn, work, communicate, use technology, and respond to different kinds of support; then use that evidence to build and test a personalized AI-supported learning tool or workflow.
Compare estimates with evidence, track a manageable question, and use Google Forms and Sheets when useful to organize, display, and interpret real data. Examine sampling, bias, measurement, correlation, and causation, then use the evidence to defend a practical next step.
Build something that helps a real person make a real decision. Compare choices, identify criteria, examine costs and risks, make assumptions visible, test your logic, and revise based on evidence.
Learn to question numbers, graphs, claims, and evidence. Analyze misleading graphs, statistics, media claims, AI outputs, samples, sources, and arguments. Main question: What should a reasonable person actually believe?
Major project checkpoints, evidence, explanations, and demonstrations of learning.
Short checks of reasoning, interpretation, assumptions, limitations, and understanding.
Learning Catchers and related classwork show follow-through, organization, evidence, appropriate support use, and recovery within announced windows.
| A | B | C | D | F |
|---|---|---|---|---|
| 90–100% | 80–89% | 70–79% | 60–69% | Below 60% |
You do not have to be perfect to succeed in AQR. You do have to keep producing evidence of real work. Partial but real work is much better than disappearing and submitting nothing. Revision matters. Progress matters. Showing your thinking matters.
For 2026–27, AQR performance assessments are approved for the district Mathematics Menu of Options graduation competency requirement. A C (70%) or higher on the approved performance task qualifies when the performance-task grade is recorded separately in Infinite Campus. This is different from earning math course credit; a course grade by itself is not the Menu of Options record.
Students who did not pass Q1 have an independent recovery pathway. Successful recovery requires a live teacher Final Check and is capped at a D. It does not automatically satisfy the C-level Menu of Options performance-task requirement.
Current AQR students: Open Google Classroom → Classwork → Credit Recovery, then AQR Q1 Recovery - Student Start Here. Follow the posted steps and deadline; the Gem Directory is also posted near the top of Classroom. Ask your counselor or teacher about eligibility and timing.
A Learning Catcher is an honest snapshot of your current work. Show real evidence, use Not Yet when work is incomplete, and explain what you will do next. If you claim work is finished, you should be able to open it and show it.
For Q1, the strongest five of nine Catchers count. For Q2, the strongest five of eight Catcher opportunities count. Follow each assignment's announced revision or recovery window; not every missing assignment stays open until quarter's end.
Technology is part of this course. We will use tools such as Gemini, Google Drive, Google Docs, Google Sheets, Google Forms, Google Slides, Google Calendar, and other approved tools when they are useful.
AI is allowed and often expected when the assignment calls for it.
AI can help you understand directions, ask questions, brainstorm, get examples, organize ideas, revise work, troubleshoot, and test your thinking. AI cannot replace your responsibility to understand, verify, explain, and defend what you submit.
If your name is on the work, you own the final answer.
AQR follows school policy for phones and tardies.
Being here matters because much of AQR happens through in-class project work, demonstrations, discussions, collaboration, and checkpoints.
If you arrive late, get into the current work as quickly and quietly as possible. Use the posted class materials and Daily Brief to figure out what is happening rather than stopping the class.
If you miss class, check the class materials and Daily Brief, find out what you missed, complete or repair the important work, and ask for help if you still need it.
AQR is built around progress and revision. If work is incomplete or weak, the normal response is usually: fix it, improve it, or show better evidence.
Revision matters, but retakes and recovery are bounded by each assignment's published rules. Do not assume an unfinished task remains open until the end of the quarter.
Do not wait until the end of the quarter to start caring about missing work.
Start with the current Slides, Daily Brief, Classroom directions, and examples. Use the appropriate Help Gem or support tool, ask peers, and ask Mr. Gayhart when those resources do not resolve the problem. After an absence, use these materials to rejoin the current work rather than waiting for an individual replay of the lesson.
Bring your school Chromebook every day and keep it charged. You will also need access to your school Google account and your AQR Drive materials. Most other materials will be provided.
By the end of AQR, you should be better able to:
AQR is not about memorizing more math just because someone says you should. It is about learning to use mathematics to understand things, build things, question things, and make better decisions.