Mathematics

The fundamental purpose of Math I is to formalize and extend mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Math I uses properties and theorems involving congruent figures to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the algebraic and geometric ideas studied. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics, as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Source: Common Core State Standards for Mathematics, Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards

Credit: 10.00

Graduation Requirement: Math 9

A-G College Requirement: C

The focus of Enhanced Math IAB is the same as Math IAB with an added 2-3 week unit on Volume taken from Math IIAB (Unit 9). It also includes an additional 3-4 weeks of added modeling and performance task projects built into each unit. The goal of the enhanced pathway is so a student can bypass pre-calculus and go straight into AP Calculus. The fundamental purpose of Math I is to formalize and extend mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Math I uses properties and theorems involving congruent figures to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the algebraic and geometric ideas studied. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics, as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Source: Common Core State Standards for Mathematics, Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards

Credit: 10.00

Graduation Requirement: Math 9

A-G College Requirement: C

The focus of Mathematics II is on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from Mathematics I as organized into 6 critical areas, or units. The need for extending the set of rational numbers arises and real and complex numbers are introduced so that all quadratic equations can be solved. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. Circles, with their quadratic algebraic representations, round out the course. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations

Credit: 10.00

Graduation Requirement: Math 10

A-G College Requirement: C

The focus of Enhanced Math II is the same as Math II with an added 3 week statistics unit from Math III. It also includes added time to the probability unit to include 4 (+) standards that include: Applying the general multiplication rule in a uniform probability model, use permutations and combinations to compute probabilities of compound events and solve problems, use probabilities to make fair decisions, and analyze decisions and strategies using probability concepts. Enhanced Math II will also include added standards to circles, two added standards for complex numbers to the solving quadratic unit. Lastly, it will include additional days of added modeling and performance task projects built into some units. The goal of the enhanced pathway is so a student can bypass pre-calculus and go straight into AP Calculus.

Credit: 10.00

Graduation Requirement: Math 10

A-G College Requirement: C

It is in the Math 3 course that students integrate and apply the mathematics they have learned from their earlier courses. This course is comprised of standards selected from the high school conceptual categories: Modeling, Functions, Number and Quantity, Algebra, Geometry, and Statistics and Probability, which were written to encompass the scope of content and skills to be addressed throughout grades 9-12 rather than through any single course. The Math 3 course will focus on four critical areas: (1) apply methods of probability and statistics to draw inferences and conclusions from data; (2) expand understanding of functions to include polynomial, rational, and radical functions; (3) expand right triangle trigonometry to include general triangles; and (4) consolidate functions and geometry to create models and solve contextual problems.

Credit: 10.00

Graduation Requirement: Math 11

A-G College Requirement: C

The purpose of Enhanced Math III with Pre-Calculus is to study the concepts from Math I and Math II with greater depth and to continue to learn more advanced mathematic concepts and skills to prepare students for (Advanced Placement) Calculus AB and BC. Students will be expected to have an understanding of theorems and concepts as well as their applications to the study of the real world. A particular goal is to improve their problem solving and critical thinking skills by requiring students to solve problems that are not simply procedural in nature or a match to problems studied previously. Enhanced Math III students will be taught how to understand mathematics verbally, analytically, numerically, and graphically and be able to present and teach others their knowledge with clarity and brevity. Enhanced Math III with Pre-Calculus combines the trigonometric, geometric, and algebraic concepts studied in Math III and Pre-Calculus courses needed to prepare students for the study of Calculus. Facility with these topics is especially important for students intending to study calculus, physics, and other sciences, and/or engineering in college. This course is highly suggested as preparation before taking a standard Calculus course that would lead to taking an Advanced Placement Calculus exam. 

Credit: 10.00

Graduation Requirement: Math 11

A-G College Requirement: C

Statistics will introduce students to the study of probability, interpretation of data, and fundamental statistical problem solving. Mastery of this academic content will provide students with a solid foundation in probability and facility in processing statistical information.

Credit: 10.00

Graduation Requirement: Math 12

A-G College Requirement: C

Credit: 10.00

Graduation Requirement: Math 12

A-G College Requirement: C

The course will conform to the College Board's description of AP Calculus BC. In both content and rigor, it will be equivalent to a first year college calculus course. The main units include (1) limits and continuity, (2) derivatives, (3) applications of derivatives, (4) definite integrals, (5) differential equations and mathematical modeling, (6) applications of definite integrals, (7) L'Hopital's Rule, improper integrals, and partial fractions, (8) infinite series, and (9) parametric, vector, and polar functions

Credit: 10.00

Graduation Requirement: Math 12

A-G College Requirement: C

*Course only offered as needed