Knowledge of mathematics and a familiarity with its applications are essential in today’s changing world. Selection of the correct course sequence is the single most important factor for success in mathematics at the high school level. The courses offered are designed to serve students with differing abilities, interests, and career aspirations and to enable students to experience success in mathematics.

###### Algebra I

###### Integrated Math 1

###### Geometry

This one year course reinforces and extends the mathematical foundation established in an Algebra I course. It offers an in-‐depth investigation of the topics of a yearlong course in Geometry while revisiting numerous algebraic topics from a geometric perspective.

Semester One is devoted to a study of basic principles, reasoning and proof, parallel and perpendicular lines, congruent triangle theory, and special relationships within triangles. Important theorems from semester one include the isosceles triangle theorem, and the proof that all triangles have angles whose sum is 180 degrees.

Semester Two is devoted to a study of quadrilaterals, area, perimeter, and circumference, similarity theory and right triangle trigonometry. Major objectives of this course are a thorough understanding of mathematical topics as tested in both the SAT and the ACT. By the end of this course a student will have, among other things, complete familiarity with the x-‐y plane, facility with the Pythagorean Theorem, and the ability to find measurements indirectly using trigonometry and a calculator.

###### Integrated Math 2

This is a one year college prep course that meets state graduation requirements. This course includes the following topics: Similarity; Coordinate geometry; Trigonometric ratios; Quadratic functions; Quadratic equations; Probability.

*Prerequisite: Integrated Math 1/Algebra 1*

###### Algebra II/Trigonometry

This course reviews and extends the mathematical investigations of the previous two courses into the study of function theory, trigonometry, systems of equations and inequalities, and exponential and logarithmic functions. It constitutes the third-year course in the Mathematics Department Syllabus progression.

*Prerequisite: Algebra I and Geometry.*

###### Integrated Math 3

The following units will be covered in Integrated Math 3: Statistics (Random Processes), Circles and Conics, Trigonometric Functions, Exponential Functions, Functions Capstone, Rational and Polynomial Expressions. This course will complete the 3-year Integrated Math series and includes remaining High School Common Core Math Standards that are not covered in Integrated Math 1 and Integrated Math 2.

*Prerequisites: Integrated Math 2/Geometry Co-requisites: Integrated Math 2 equivalent (from middle school)*

###### Integrated Math 3 STEM

This course is designed for students who are interested in pursuing STEM fields in college. This course is an enhanced course and not an honors course and will cover topics above the Integrated Math 3 course, including vectors, complex numbers and advanced trigonometric function analysis. The following units will be covered in Integrated Math 3 STEM: Statistics (Random Processes), Circles and Conics, Trigonometric Functions, Vectors, Exponential Functions, Functions Capstone, Rational and Polynomial Expressions. This course will complete the 3-year Integrated Math series and includes the remaining High School Common Core Math Standards and a variety of the “plus” standards that are not covered in Integrated Math 1 and Integrated Math 2.

*Prerequisites: Integrated Math 2/Geometry Co-requisites: Integrated Math 2 equivalent (from middle school)*

###### Ecology

###### Precalculus

This course is a rigorous one year introduction to the major topics of Precalculus. Students will learn about topics that are beyond the scope of both Algebra II and Trigonometry, but which are necessary to understand Calculus. This course is recommended for any student who is interested and proficient in mathematics and wishes to expand and extend his/her knowledge in this area by pursuing the subject beyond the framework of the basic algebra and geometry course offerings.

*Prerequisite: Algebra II/Trigonometry (or permission of the instructor).*

###### AP Calculus AB

This course is designed for students who have a strong background in Precalculus, including equation theory and trigonometry, and wish to continue their study of higher-‐level mathematics as well as take the AP Calculus AB exam in May. As such, this course is aimed at students who are hard workers and are looking for a challenge. Topics covered in past years include: functions, limits, differentiation, logarithmic & exponential functions, applications of differentiation, integration, applications of integration, and further techniques of integration. There is a heavy emphasis on problem-‐solving, particularly in the form of word problems.

*Prerequisite: Precalculus (or permission of the instructor).*

###### AP Calculus BC

Calculus BC is an extension of Calculus AB rather than an enhancement; common topics require a similar depth of understanding. Both courses are intended to be challenging and demanding. Broad concepts and widely applicable methods are emphasized. The focus of the courses is neither manipulation nor memorization of an extensive taxonomy of functions, curves, theorems or problem types. Thus, although facility with manipulation and computational competence are important outcomes, they are not the core of these courses. Using the unifying themes of derivatives, integrals, limits, approximation, and applications and modeling, the course becomes a cohesive whole rather than a collection of unrelated topics. These themes are developed using all the functions listed in the Prerequisite.

*Prerequisite: Calculus AB, Advanced Placement*

###### AP Statistics

The AP Statistics course lends itself naturally to a mode of teaching that engages students in constructing their own knowledge. For example, students working individually or in small groups can plan and perform data collection and analyses where the teacher serves in the role of a consultant, rather than a director. This approach gives students ample opportunity to think through problems, make decisions and share questions and conclusions with other students as well as with the teacher. Important components of the course should include the use of technology, projects and laboratories, cooperative group problem- solving, and writing, as a part of concept-oriented instruction and assessment. This approach to teaching AP Statistics will allow students to build interdisciplinary connections with other subjects and with their world outside school.

*Prerequisite: Integrated Math 3, Integrated Math 3 STEM*