Middle School Mathematics Courses
Math 6 is a rigorous grade-level course designed to provide students with a strong mathematical foundation to meet 6th grade math standards. Areas of focus include (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
Math 7 is a grade level course designed to provide students with a strong mathematical foundation to meet 7th grade math standards. Areas of focus include (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples
This is a rigorous course that covers all of the 7th grade content standards plus the 8th grade standards. Students will explore and solve mathematical problems, think critically, work cooperatively with others, and communicated their ideas clearly as they work through mathematical concepts. Successful completion of this course adequately prepares students for Algebra I.
A grade level course designed to provide students with a sufficient mathematical foundation to meet the 8th grade national common core standards. Areas of focus include (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; and (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
The course content includes the essential learnings of working with properties of real numbers, problem solving using real world applications, solving and graphing linear equations and functions, writing linear equations, solving and graphing linear inequalities, solving systems of linear equations and inequalities, working with exponents and exponential functions, quadratic equations and functions, radicals and connections to Geometry. Prerequisite: C or better in Pre-Algebra
High School Math Classes
The Algebra I course content focuses on four critical areas: (1) deepening and extending understanding of linear and exponential relationships; (2) contrasting linear and exponential relationships with each other and engaging in methods for analyzing, solving, and using quadratic functions; (3) extending the laws of exponents to square and cube roots; and (4) applying linear models to data that exhibit a linear trend. Practical applications are addressed through the solution of word problems or performance tasks. Prerequisite: C or better in previous math course
The objective of the Geometry course is to help the student understand plane and space relationships. Topics of focus include: (1) establishing criteria for congruence of triangles based on rigid motions; (2) establishing criteria for similarity of triangles based on dilations and proportional reasoning; (3) informally developing explanations of circumference, area, and volume formulas; (4) applying the Pythagorean Theorem to the coordinate plane; (5) proving basic geometric theorems; and (6) extending work with probability. Practical applications are addressed through the solution of word problems or performance tasks. Prerequisite: C or better in Algebra 1
Algebra II complements and expands the mathematical concepts of Algebra I and Geometry. Students gain experience in (1) relating arithmetic of rational expressions to arithmetic of rational numbers; (2) expanding understandings of functions and graphing to include trigonometric functions; (3) synthesizing and generalizing functions and extend understanding of exponential functions to logarithmic functions; and (4) relating data display and summary statistics to probability and explore a variety of data collection methods. Graphing calculators are used to enhance understanding. Prerequisite: C or better in Geometry
This is a course in functions, development of the trigonometric functions through the use of the concept of circular functions, graphical characteristics of the trigonometric functions-including translations, amplitude, change of period, domain, range, and sums and differences of functions, inverse trigonometric functions-notations and graphs, trigonometric identities, including addition and double-angle and half-angle formulas, use of degree and radian measures, solution of trigonometric equations, polar coordinates and vectors; solution of problems related to force and navigation, matrices and determinants, higher degree equations, logarithmic functions, rational functions, summation notation, mathematical induction, the conic sections (parabola, ellipse, hyperbola), translations and rotations of the axes and curve sketching. Graphical calculator required (TI-84 recommended; TI-89 is not allowed on many exams). Prerequisite: C or better in Algebra II
AP Calculus AB
All students interested in this course should sign up for Calculus. Following the screening process, counselors will place qualified students into AP Calculus AB. This course includes the following topics: functions and graphs, limits, derivative, continuity and sequences; differentiation of algebraic functions; and applications of differential calculus; Rolles and Mean Value Theorems, graphing, applied minima-maxima, concavity, differentials, related rates, anti-derivatives, the theory and applications of integral calculus, methods of integration, differentiation and integration of transcendental functions. Problems requiring the use of graphical calculators will be included in the curriculum. Graphical calculator problems will also be on the AP Exam. Time is spent in preparing for the AP Exam in Calculus. Problems will be approached from four perspectives: graphical, numerical, analytical, and verbal. (TI-84 recommended; TI-89 is NOT allowed on many exams). Prerequisite: Completion of Pre-Calculus with a “B” or better and/or Teacher Recommendation
This course prepares the student for basic (non-calculus) college statistics. College statistics is necessary for many non-science majors. The topics covered are those required for the Advanced Placement Statistics Exam. Among the topics covered is exploratory analysis of data (observing patterns and departures from patterns while making use of graphical and numerical techniques), planning a study (deciding what and how to measure), anticipating patterns (producing models using probability theory and simulation), and statistical inference (making inferences with the z-test, t-test, chi-square procedure, and regression analysis). A graphical calculator is required (TI-83 or Tl-84 is recommended.) Prerequisite: Completion of Algebra II with a “B” or better and/or Teacher Recommendation