Advanced Placement Calculus AB

Credit: 1.0

Grade Level: 10-12

PREREQUISITE: Teacher recommendation.

AP Calculus AB is a course designed to offer students college level mathematics under the guidelines of the Advanced Placement Program. Topics shall include, but not be limited to, elementary functions, hyperbolic functions, limits and continuity, derivatives, differentiation including partial differentiation, applications of the derivative, anti-derivatives, definite integrals, indeterminate forms, and applications of the integral. The student enrolled in this course will be expected to take the Advanced Placement Examination in Calculus AB.

Advanced Placement Calculus BC

Credit: 1.0

Grade Level: 11-12

PREREQUISITE: Advanced Placement Calculus AB and teacher recommendation.

Advanced Placement Calculus BC is a course designed to offer students college level mathematics under the guidance of the Advanced Placement Program. Topics shall include, but not be limited to, elementary functions, hyperbolic functions, limits and continuity, derivatives, differentiation including partial differentiation, applications of the derivative, anti-derivatives, definite integrals, indeterminate forms, applications of the integral, and sequences of real numbers, convergence, and elementary differential equations. The student enrolled in this course will be expected to take the Advanced Placement Exam in Calculus BC.

Advanced Placement Statistics 

Credit: 1.0

Grade Level: 10-12

PREREQUISITE:  Teacher recommendation.

AP Statistics is a course designed to give students college level mathematics under the guidance of the Advanced Placement Program. Topics shall include, but not be limited to, exploratory data (observing patterns and departing from data), planning a study (deciding what and how to measure), and producing models using probability and simulation, and statistical inference. The student enrolled in this course will be expected to take the Advanced Placement Examination in Statistics.

SPECIAL NOTE: For Bright Futures, earning credit in this course precludes earning credit in Probability and Statistics with Applications.

AICE Mathematics A Level

Credit: 1.0

Grade Level: 11-12

PREREQUISITE: Completion of AICE Mathematics AS level and Math teacher’s signature required.

This course expands on the skills taught in the AICE Mathematics 1 course. The aims of the syllabus are the same for all students. These are set out below and describe the educational purposes of any course based on the Mathematics units for the Cambridge International AS and A Level examinations. The aims are not listed in order of priority.

The aims are to enable candidates to: develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment; develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject; acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying; develop the ability to analyze problems logically, recognize when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem; use mathematics as a means of communication with emphasis on the use of clear expression; acquire the mathematical background necessary for further study in this or related subjects.

SPECIAL NOTE:  This course prepares the student for the A level Papers.

AICE Mathematics AS Level

Credit: 1.0

Grade Level: 10-12

PREREQUISITE: Teacher recommendation.

The aims of the syllabus are the same for all students. These are set out below and describe the educational purposes of any course based on the Mathematics units for the Cambridge International AS and A Level examinations. The aims are not listed in order of priority. The aims are to enable candidates to:  develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment; develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject; acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying; develop the ability to analyze problems logically, recognize when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem; use mathematics as a means of communication with emphasis on the use of clear expression; acquire the mathematical background necessary for further study in this or related subjects.

SPECIAL NOTE: For the competition class, papers taken are Paper 1: Pure Mathematics 1 and Paper 6: Probability & Statistics. For noncompetition class, papers taken are Paper 1: Pure mathematics 1 and Paper 2: Pure mathematics 2. 

AICE Thinking Skills AS/A Level

Credit: 1.0

Grade Level: 9-12

PREREQUISITE: A passing score on the FSA Language Arts test and Successful completion of Algebra 1 (level 4 or 5 on Algebra EOC).

Thinking Skills develops a specific set of intellectual skills, independent of subject content, reflecting the need voiced by universities and employers for more mature and sophisticated ways of thinking. The Thinking Skills syllabus also enables students to approach their other subjects with an improved ability to understand, analyze and resolve problems. As a result, students will find the course of great benefit when preparing for higher education and for a wide range of careers, including law, scientific research, social science, journalism, medicine, business, accounting and engineering. The Thinking Skills syllabus encourages free and open debate, critical and investigative thinking, and informed and disciplined reasoning.

SPECIAL NOTE: This course is elective credit only.

SPECIAL NOTE: This course prepares the student for Papers 1, 2, 3 & 4.

SPECIAL NOTE: The Advanced International Certificate of Education (AICE) is an international pre-university curriculum and examination system administered by the Local Examinations Syndicate at the University of Cambridge. The AICE courses include embedded assessments and an internationally scored end-of-course assessment.

Algebra 1

Credit: 1.0

Grade Level: 9-12

PREREQUISITE:  Teacher recommendation.

In Algebra 1, instructional time will emphasize five areas: (1) performing operations with polynomials and radicals, and extending the Laws of Exponents to include rational exponents; (2) extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-world relationships; (3) solving quadratic equations in one variable and systems of linear equations and inequalities in two variables; (4) building functions, identifying their key features and representing them in various ways and (5) representing and interpreting categorical and numerical data with one and two variables

Algebra 1 Honors

Credit: 1.0

Grade Level: 9-12

PREREQUISITE:  Teacher recommendation.

In Algebra 1 Honors, instructional time will emphasize the same five areas as Algebra 1 with the addition of the following standards: (1) MA.912.AR.4.2:Given a mathematical or real-world context, write and solve one-variable absolute value inequalities. Represent solutions algebraically or graphically. (2) MA.912.F.2.3:Given the graph or table of 𝑓(𝑥) and the graph or table of 𝑓(𝑥)+𝑘,𝑘𝑓(𝑥), 𝑓(𝑘𝑥) and 𝑓(𝑥+𝑘), state the type of transformation and find the value of the real number 𝑘.  (3) MA.912.F.3.1: Given a mathematical or real-world context, combine two functions, limited to linear and quadratic, using arithmetic operations. When appropriate, include domain restrictions for the new function. (4) MA.912.DP.2.3: Given a scatter plot that represents bivariate numerical data, assess the fit of a given linear function by plotting and analyzing residuals. (5) MA.912.DP.3.2: Given marginal and conditional relative frequencies, construct a two-way relative frequency table summarizing categorical bivariate data. (6) MA.912.DP.3.3:Given a two-way relative frequency table or segmented bar graph summarizing categorical bivariate data, interpret joint, marginal and conditional relative frequencies in terms of a real-world context.

Algebra 2

Credit: 1.0

Grade Level: 9-12

PREREQUISITE: Teacher recommendation.

In Algebra 2, instructional time will emphasize six areas: (1) developing understanding of the complex number system, including complex numbers as roots of polynomial equations; (2) extending arithmetic operations with algebraic expressions to include polynomial division, radical and rational expressions; (3) graphing and analyzing functions including polynomials, absolute value, radical, rational, exponential and logarithmic; (4) extending systems of equations and inequalities to include non-linear expressions; Secondary Mathematics Nov30,2021 (5) building functions using compositions, inverses and transformations and (6) developing understanding of probability concepts.

Algebra 2 Honors

Credit: 1.0

Grade Level: 9-12

PREREQUISITE: Teacher recommendation.

In Algebra 2 Honors, instructional time will emphasize the same five areas as Mathematics for Algebra 2 with the addition of the following standards: (1) MA.912.AR.1.11: Identify and interpret parts of an equation or expression that represent a quantity in terms of a mathematical or real-world context, including viewing one or more of its parts as a single entity. (2) MA.912.AR.6.2: Explain and apply the Remainder Theorem to solve mathematical and real world problems. (3) MA.912.AR.9.10: Solve and graph mathematical and real-world problems that are modeled with piecewise functions. Interpret key features and determine constraints in terms of the context (4) MA.912.AR.10.1: Given a mathematical or real-world context, write and solve problems involving arithmetic sequences (5) MA.912.AR.10.2: Given a mathematical or real-world context, write and solve problems involving geometric sequences. (6) MA.912.DP.4.1: Describe events as subsets of a sample space using characteristics, or categories, of the outcomes, or as unions, intersections or complements of other event (7) MA.912.DP.4.2: Determine if events A and B are independent by calculating the product of their probabilities. (8) MA.912.DP.4.3: Calculate the conditional probability of two events and interpret the result in terms of its context. (9) MA.912.DP.4.4: Interpret the independence of two events using conditional probability. (10) MA.912.DP.4.9: Apply the addition and multiplication rules for counting to solve mathematical and real-world problems, including problems involving probability. (11) MA.912.DP.4.10: Given a mathematical or real-world situation, calculate the appropriate permutation or combination (12) MA.912.F.1.1: Given an equation or graph that defines a function, determine the function type. Given an input-output table, determine a function type that could represent it. (13) MA.912.NSO.4.1: Given a mathematical or real-world context, represent and manipulate data using matrices. (14) MA.912.NSO.4.2: Given a mathematical or real-world context, represent and solve a system of two- or three-variable linear equations using matrices. (15) MA.912.NSO.4.3: Solve mathematical and real-world problems involving addition, subtraction and multiplication of matrices. (16) MA.912.NSO.4.4: Solve mathematical and real-world problems using the inverse and determinant of matrices.

AP Pre-Calculus

Credit: 1.0

Grade Level: 10-12

PREREQUISITE: Teacher recommendation.

In AP Pre-calculus, students explore everyday situations using mathematical tools and lenses.  Through regular practice, students build deep mastery of modeling and functions, and they examine scenarios through multiple representations.  AP Precalculus prepares students for other higher-level mathematics and science courses.  Students study each function type through their graphical, numerical, verbal, and analytical representations and their applications in a variety of contexts.  Through the course, students strengthen their procedural and symbolic fluency skills needed for higher-level mathematics.  While studying each function type, students solve equations and construct equivalent analytic representations in both contextual and purely mathematical settings.

Foundational Skills in Mathematics

Credit:  1.0

Grade Level:  9-12

PREREQUISITE:  Teacher recommendation.

This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, algebraic reasoning, functions, geometric reasoning and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs. Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.

SPECIAL NOTE:  This class is taken concurrently with Algebra 1 (1200310A) or Geometry (1206310G).

SPECIAL NOTE:  This class earns elective credit NOT math credit.

Geometry

Credit: 1.0

Grade Level: 9-12

PREREQUISITE:  Teacher recommendation.

In Geometry, instructional time will emphasize five areas: (1) proving and applying relationships and theorems involving two-dimensional figures using Euclidean geometry and coordinate geometry; (2) establishing congruence and similarity using criteria from Euclidean geometry and using rigid transformations; (3) extending knowledge of geometric measurement to two-dimensional figures and three dimensional figures; (4) creating and applying equations of circles in the coordinate plane and (5) developing an understanding of right triangle trigonometry

Geometry Honors

Credit: 1.0

Grade Level: 9-12

PREREQUISITE: Teacher recommendation

In Geometry Honors, instructional time will emphasize the same five areas as Geometry with the addition of the following standards: (1) MA.912.GR.2.4: Determine symmetries of reflections, symmetries of rotation and symmetries of translation of a geometric figure. (2) MA.912.GR.2.7: Justify the criteria for triangle congruence using the definition of congruence in terms of rigid transformations. (3) MA.912.GR.2.9: Justify the criteria for triangle similarity using the definition of similarity in terms of non-rigid transformations. (4) MA.912.GR.5.4: Construct a regular polygon inscribed in a circle. Regular polygons are limited to triangles, quadrilaterals and hexagons. (5) MA.912.GR.5.5: Given a point outside a circle, construct a line tangent to the circle that passes through the given point. (6) MA.912.GR.6.5: Apply transformations to prove that all circles are similar (7) MA.912.T.1.3: Apply the Law of Sines and the Law of Cosines to solve mathematical and real world problems involving triangles. (8) MA.912.T.1.4: Solve mathematical problems involving finding the area of a triangle given two sides and the included angle. (9) MA.912.LT.4.8: Construct proofs, including proofs by contradiction.

Mathematics for College Algebra

Credit: 1.0

Grade Level: 10-12

PREREQUISITE: Teacher recommendation.

In Mathematics for College Algebra, instructional time will emphasize five areas: (1) developing fluency with the Laws of Exponents with numerical and algebraic expressions; (2) extending arithmetic operations with algebraic expressions to include rational and polynomial expressions; (3) solving one-variable exponential, logarithmic, radical and rational equations and interpreting the viability of solutions in real-world contexts; (4) modeling with and applying linear, quadratic, absolute value, exponential, logarithmic and piecewise functions and systems of linear equations and inequalities; (5) extending knowledge of functions to include inverse and composition

Mathematics for College Liberal Arts

Credit: 1.0

Grade Level: 12

PREREQUISITE: Teacher recommendation.

In Mathematics for College Liberal Arts, instructional time will emphasize five areas: (1) analyzing and applying linear and exponential functions within a real-world context; (2) utilizing geometric concepts to solve real-world problems; (3) extending understanding of probability theory; (4) representing and interpreting univariate and bivariate data and (5) developing understanding of logic and set theory.

Mathematics for College Statistics

Credit: 1.0

Grade Level: 10-12

PREREQUISITE: Teacher recommendation.

In Mathematics for College Statistics, instructional time will emphasize four areas:  (1) analyzing and applying linear and exponential functions within the context of statistics; (2) extending understanding of probability using data and various representations, including two-way tables and Venn Diagrams; (3) representing and interpreting univariate and bivariate categorical and numerical data and (4) determining the appropriateness of different types of statistical studies.

Mathematics for Data and Financial Literacy Honors

Credit:  1.0

Grade Level:  10-12

PREREQUISITE:  Teacher recommendation.

In Mathematics for Data and Financial Literacy, instructional time will emphasize five areas: (1) extending knowledge of ratios, proportions and functions to data and financial contexts; (2) developing understanding of basic economic and accounting principles; (3) determining advantages and disadvantages of credit accounts and short- and long term loans; (4) developing understanding of planning for the future through investments, insurance and retirement plans and (5) extending knowledge of data analysis to create and evaluate reports and to make predictions.

Mathematics for SAT and ACT

Credit: 1.0

Grade Level: 9-12

PREREQUISITE: Teacher recommendation.

This course will extend understanding of linear, quadratic, and exponential functions and use them to model and analyze real-world relationships; develop understanding of the complex number system; extend knowledge of rations, proportions, and functions to data and financial contexts; solve problems involving univariate and bivariate data; relationships and theorems involving two-dimensional figures using Euclidean and coordinate geometry; graph and apply trigonometric relations and functions.

SPECIAL NOTE:  This class is taken concurrently with Algebra 2 (1200330A).

SPECIAL NOTE:  This class earns elective credit NOT math credit.

Pre-AICE Mathematics 3 IGCSE Level Honors

Credit:  1.0

Grade Level:  10-12

PREREQUISITE:  Teacher recommendation.

Cambridge IGCSE Additional Mathematics supports learners in building competency, confidence and fluency in their use of techniques and mathematical understanding.  This course helps learners to develop a feel for quantity, patterns and relationships.  Learners will develop their reasoning, problem-solving and analytical skills in a variety of contexts.  Cambridge IGCSE Additional Mathematics provides a strong foundation of mathematical knowledge both for candidates studying mathematics at a higher level and those who will require mathematics to support skills in other subjects.  It is designed to stretch the most able candidates and provides a smooth transition to Cambridge AS & A Level Mathematics.  The course may study the following topics:  Functions, Quadratic functions; Equations, inequalities and graphs; Indices and surds; Factors of polynomials; Simultaneous equations; Logarithmic and exponential functions; Straight line graphs; Circular measure; Trigonometry; Permutations and combinations; Series; Vectors in two dimensions; Differentiation and integration.

Probability & Statistics Honors

Credit: 1.0

Grade Level: 10-12

PREREQUISITE: Teacher recommendation.

In Probability and Statistics Honors, instructional time will emphasize four areas: (1) creating and interpreting data displays for univariate and bivariate categorical and numerical data; (2) comparing and making observations about populations using statistical data, including confidence intervals and hypothesis testing; (3) extending understanding of probability and probability distributions and (4) developing an understanding of methods for collecting statistical data, including randomized trials.