Classes Offered

Course ID: 605

Graduation Requirement: Algebra I/Integrated Math I

A-G: Area C Math

CSF Course: List I

 

The fundamental purpose of Integrated Mathematics 1 is to formalize and extend the mathematics that students learn 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. Integrated Mathematics 1 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. The fundamental purpose of Integrated Mathematics I is to formalize and extend the mathematics that students learn in the middle grades. This course will develop algebraic and geometric concepts as students utilize a multi-representational approach to solve problems and explain solutions numerically, graphically, algebraically, and verbally. Linear relationships will be used to describe patterns and will be applied to real-life linear models. This course will introduce exponential relationships to develop a greater understanding of linear relationships by way of contrast. Geometric concepts involving congruent figures will be formalized through properties and properties as well as to extend algebraic concepts. Mathematical skills and their applications as described in the Mathematical Practice Standards will be used throughout each unit. By the end of this course, students will be able to use these strategies to reach a greater understanding of abstract symbolism by emphasizing real-life application.

Course ID: 609

A-G: Area C Math

CSF Course: List I

 

The focus of Integrated Mathematics 2 is on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from Integrated 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. The fundamental purpose of Integrated Mathematics 2 is to formalize and extend the mathematics that students learned in the middle grades and in Integrated Math 1. This course will develop algebraic and geometric concepts as students utilize a multi-representational approach to solve problems and explain solutions numerically, graphically, algebraically, and verbally. Quadratic relationships will be used to describe patterns and build functions that will be applied to real-life models. Geometric concepts of similarity will be used to prove theorems in terms of transformations. Students will define ratios, solve problems, and prove and apply trigonometric identities within right triangles. Students will understand and apply theorems of circles, find arc lengths and areas of sectors of circles, and translate between geometric descriptions and the equations of conic sections. Students will use coordinates to prove theorems algebraically. Mathematical skills and their applications as described in the Mathematical Practice Standards will be used throughout each unit.

Course ID: 620

A-G: Area C Math

CSF Course: List I

 

It is in Integrated Mathematics 3 that students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. 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.

Course ID: 650

A-G: Area C Math

CSF Course: List I

 

Pre-Calculus weaves together your previous studies of algebra, geometry, and mathematical functions into a preparatory course for calculus. Topics include functions and graphs, polynomials and rational functions, exponential and logarithmic functions, trigonometric functions, analytic trigonometry, topics in trigonometry, systems of equations and inequalities, conic sections and analytic geometry.

Course ID: 651

A-G: Area C Math

CSF Course: List I

 

AP Calculus AB focuses on students’ understanding of calculus concepts and provides experience with methods and applications. Through the use of big ideas of calculus (e.g., modeling change, approximation and limits, and analysis of functions), each course becomes a cohesive whole, rather than a collection of unrelated topics. Both courses require students to use definitions and theorems to build arguments and justify conclusions. The courses feature a multi-representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Exploring the connection among these representations builds an understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential. Teachers and students should regularly use technology to reinforce relationships among functions, confirm written work, implement experimentation, and assist in interpreting results.