Three sequences of coursework are detailed in the curriculum development guidelines provided in this document. The 4-year sequence, structured around problem-solving, applications, and the acquisition of theory, is designed for the college-bound student who plans to enter a mathematics-based field of study. The 3-year sequence is designed for students whose present plans are not directed toward entrance into a mathematics-based college program. Although this program is not as mathematically rigorous as the 4-year sequence, students who complete the coursework in the sequence will be prepared (should their plans change) to enter college-level precalculus. The 2-year sequence is designed for students whose present progress in mathematics, achievement level, and aspirations preclude the potential for success if enrolled in either of the other sequences. This sequence provides for meeting the minimal state graduation requirements in mathematics. For each of the sequences, the guidelines indicate the suggested years in which topics should be introduced, developed, and mastered. Major topic areas for the three sequences are: critical thinking and problem-solving; measurement; geometry; number properties, theory, and computation; algebra; and functions. Introductory comments, statement of philosophy, and recommendations upon which the document rests are also provided. (JN)