Algebra 1
This first-year course provides a solid foundation in Algebraic skills and concepts, and lays the groundwork for more advanced math classes in the curriculum. The course emphasizes fundamental properties of real numbers, solving linear equations and inequalities, and multiplying and factoring polynomials. Topics also include systems of equations and absolute values. Teaching emphasizes concepts that allow students to approach problems in a variety of ways.
Textbook:
- Algebra 1 Foundation Series, 11th Edition – Student Edition (NOT the Common Core Edition), Prentice Hall; ISBN-13: 978-0785469179
Geometry
Geometry is a one-year college prep course that is designed to develop students’ understanding of geometric concepts by emphasizing and integrating logical reasoning and spatial visualization skills. It is a course wherein deductive reasoning is the basis of understanding. All instruction is designed to actively engage the students and the course promotes understanding, as opposed to rote memorization. Consequently, class dialogue is an integral part of the teaching and learning process. The geometry course will focus on the following topics: points, lines, planes, and angles, deductive reasoning, parallel lines and planes, congruent triangles, quadrilaterals, similar polygons, right triangles, circles, areas of plane figures, areas and volumes of solids, and coordinates. The goals of the geometry course are to teach students the value of mathematics, to reason mathematically, to think analytically, to be problem solvers, to work independently and also in groups, to practice communication skills, and to prepare for subsequent math courses.
Prerequisites: Algebra I
Textbooks:
- Holt Geometry for California by Burger, Chard, Hall, Kennedy, Leinwand, Renfro, Roby, Seymour, and Waits, Holt, Rinehart, Winston, ISBN-13: 978-0-03-092345-6
- In addition to the textbook, students are also required to have a scientific calculator
Honors Geometry
Open to students with a strong background in math, the Honors Geometry course follows the same syllabus as basic Geometry, but concepts are explored in more depth and the pace of the course is faster. The goal is to develop students’ understanding of geometric concepts by emphasizing and integrating logical reasoning and spatial visualization skills. It is a course wherein deductive reasoning is the basis of understanding. All instruction is designed to actively engage the students and the course promotes understanding, as opposed to rote memorization. Consequently, class dialogue is an integral part of the teaching and learning process. The course will focus on the following topics: points, lines, planes, and angles, deductive reasoning, parallel lines and planes, congruent triangles, quadrilaterals, similar polygons, right triangles, circles, areas of plane figures, areas and volumes of solids, and coordinates. The goals of the geometry course are to teach students the value of mathematics, to reason mathematically, to think analytically, to be problem solvers, to work independently and also in groups, to practice communication skills, and to prepare for subsequent honors or advanced level math courses.
Prerequisites: Algebra I
Textbooks:
- Holt Geometry for California by Burger, Chard, Hall, Kennedy, Leinwand, Renfro, Roby, Seymour, and Waits, Holt, Rinehart, Winston. ISBN-13: 978-0-03-092345-6
- In addition to the textbook, students are also required to have a scientific calculator
Intermediate Algebra
Designed for students who have struggled with mathematics, Intermediate Algebra covers the same material as Algebra II but moves at a slower pace. The class enables students to use mathematics as a tool in active learning situations and provides opportunities for exploration, investigation, and reasoning. Some of the topics covered are linear equations and inequalities, graphing, functions, quadratic equations, logarithmic equations, exponential equations, geometry, number patterns, and data analysis. The goals and objectives of the course are to develop a love of math (or at least increase enjoyment!) develop a higher level of confidence and competence in problem solving, solidify understanding of basic algebraic concepts, develop an understanding of more sophisticated algebraic concepts, extend and increase knowledge of geometry, and develop an understanding of basic statistics. Students are encouraged to work collaboratively, demonstrate understanding of mathematical concepts through written and verbal communications, and learn appropriate use of calculator and other technology in mathematical problem solving.
Prerequisites: Algebra I
Textbook:
- Algebra 2 with Trigonometry by Smith, et al, published by Prentice Hall; ISBN-13: 978-0131337985 * Note: There are many classroom copies on campus, so students do not need to purchase this textbook.
Algebra II
This course continues the development of algebraic skills and prepares students for pre-Calculus. The course will focus on extending students’ knowledge of Algebra I topics and developing their understanding of new topics including but not limited to linear equations & inequalities, graphing, rational expressions, functions, quadratic equations, logarithmic equations, and exponential equations. The goals and objectives of Algebra II are to develop a higher level of confidence and competence in mathematical problem solving, to extend understanding of sophisticated algebraic concepts, to learn to work collaboratively, to demonstrate understanding of mathematical concepts through written & verbal communications, to learn effective use of advanced algebraic techniques to solve problems and appropriate use of the calculator and other technology in mathematical problem solving.
Prerequisites: Algebra I
Textbooks:
- Pearson Mathematics: Algebra 2 Common Core Edition by Pearson Mathematics Charles, Kennedy, & Hall; Pearson, ISBN-13: 978-0133186031
- In addition to the textbook, students are also required to have a scientific calculator
Math IV: Math Analysis – Pre-Calculus
Math IV is a year-long course that bridges Algebra II and Calculus. Many of the topics are familiar, but the presentation tends to be more conceptual and less procedural than is the case with Algebra II. After completing this course, students will be prepared to take AP Calculus or AP Statistics.
We cover traditional topics (polynomial functions, exponential functions, and trigonometric functions) while developing more generalized skills that will apply to any course: the ability to view a complex problem and see the simple structure, the ability to approach new notation and definitions and learn to apply them to new situations, and to learn to use efficient methods given a variety of options. Students will continue to grow in mathematical fluency, precision, perseverance, and reasoning.
Prerequisites: Algebra I & II
Textbook:
- PreCalculus: Graphical, Numerical, Algebraic “seventh edition”, by Franklin D. Demana; Prentice Hall (2007); ISBN–13: 978-0132276504.
- In addition to the textbook, a scientific calculator is required for this course.
AP Calculus AB
AP Calculus AB is a year-long class that is equivalent to one semester of college calculus. The course emphasizes that students be able to explain their work in a variety of ways. We will learn to express results orally, graphically, numerically, analytically, and verbally and be able to translate easily from one method to another. Communicating our results is one of the most important things we will practice. Students will write solutions to problems in complete sentences, as a complement to showing and explaining work. The main topics we will cover in AP Calculus AB are functions, limits, differentiation, and integration. We will cover all of the topics outlined by the College Board in preparation for the AP test and then some extra topics after we take the test. It is expected that all students enrolled in the AP Calculus class will take the AP exam.
Prerequisites: Algebra I, Algebra II, Math IV, and department approval
Textbook:
- Calculus: Graphical, Numerical, Algebraic; 3rd Edition by Finney, Demana, Waits, and Kennedy, Prentice Hall (2006) ISBN-13: 978-0132014083.
- In addition to the textbook, a TI83+ or TI84+ graphing calculator is required for this course.
AP Calculus BC
AP Calculus BC is a year-long class that is equivalent to one-semester of college calculus. The course emphasizes that students be able to explain their work in a variety of ways. We will learn to express results orally, graphically, numerically, analytically, and verbally and be able to translate easily from one method to another. Communicating our results is one of the most important things we will practice. Students will write solutions to problems in complete sentences, as a complement to showing and explaining work. In AP Calculus BC, we will continue the work started in AP Calculus AB. Using our knowledge of limits, derivatives, functions, and integration, we will continue to learn more techniques of integrations, many more applications of integration and differentiation, and then move on to infinite series. We will also learn quite a bit about parametric equations, polar equations, and vectors. We will continue to use the graphing calculator to help us explore these concepts. We will cover all of the topics outlined by the College Board in preparation for the AP test. It is expected that all students enrolled in the AP Calculus BC class will take the AP exam.
Prerequisites: Algebra I, Algebra II, Math IV, and department approval
Textbooks:
- Calculus: Graphical, Numerical, Algebraic; 3rd Edition by Finney, Demana, Waits, and Kennedy, Prentice Hall (2006) ISBN-13: 978-0132014083.
- In addition to the textbook, a TI83+ or TI84+ graphing calculator is required for this course.
AP Statistics
The AP Statistics course is a college-level, introductory class which focuses on data analysis and how statistics applies to real world problems. The course focuses on four main themes: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Upon completing the course, students will know how to gather data, interpret the data and present the results in a rigorous manner. Relying heavily on graphing calculators and statistical software, some major topics students explore include standard normal distributions, standardized scores (z-scores), modeling, and probability. Students are well prepared for the AP Statistics exam.
Prerequisites: Math IV: Math Analysis
Textbooks:
- The Practice of Statistics, 5th Edition by Daren S. Starnes; Josh Tabor; Dan Yates; David S. Moore. ISBN-13: 978-1464108730.
- In addition to the textbook, a graphing calculator with statistical software is required.
Functions and Statistics
This course is an introductory class to a first year college statistics course. Students will learn to gather data, interpret the data, and present their findings in a concise manner using real world problems. Focusing heavily on information students collect outside the classroom, the course will focus on four main themes: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. This course will teach students how to use statistical software and graphing calculators to arrive at a solution efficiently. Some major topics to be covered in Functions and Statistics include: standard normal distributions, standardized scores (z-scores), and probability.
Prerequisites: Algebra I and II
Textbooks:
- Elementary Statistics, Picturing the World, 6th Edition by Ron Larson; Betsy Farber. ISBN-13: 978-0321911216.
- In addition to the textbook, a graphing calculator with statistical software is required.
Computer Science A and B
Computer Science A is an introduction to Computer Science and is a one-semester course. Computer Science B is also a one-semester course and is an introduction to Java programming. In Computer Science A, this course covers an introduction to computer science and software engineering for all students interested in developing software applications, not just using them. Through a project-oriented approach, students will explore a variety of programming systems and languages to create applications and systems. By collaborating in a hands-on environment using their own computers, students will learn problem solving, software design, debugging strategies, and the foundations of computer science such as data structures, procedures, and algorithms. Students will work on projects in the areas of graphics and games, animation and art, electronics systems, and interactive fashion, all using open-source software tools such as Scratch, Arduino, Processing, and Python. In Computer Science B, students will be introduced to Java Programming.
Prerequisites: Students entering Computer Science A must have basic familiarity with computers and software applications, plus a curious spirit and a willingness to experiment and learn. Students entering Computer Science B must have completed Computer Science A, or have teacher approval.
Textbooks:
- In both A and B courses, there are no textbooks, although there will be reference books available in the classroom. Most of the teaching materials, such as handouts, presentation slides, resource lists, and assignments, will be found on our school’s online Moodle, or other public website resources. Students will need a working computer with at least 100 GB of dedicated space for this class and a flash drive to transport digital files back and forth from computer to computer. We will be using many different software tools in the course; most of the software, like this course, is “open source,” which means it is free and available for anyone to download and use on their own computers.
AP Computer Science
AP Computer Science is a rigorous college-level course where students begin a journey from being software users to becoming software creators. The course will fulfill the College Board’s Computer Science Principles Curriculum Framework and prepare students to take the 2017 AP Computer Science A exam.
Prerequisites: Algebra I and II, and department approval
AP Computer Science Principles
The new AP Computer Science Principles course complements AP Computer Science A as it aims to broaden participation in the study of computer science. The courses underscore the importance of communicating solutions appropriately and in ways that are relevant to current societal needs. In this course, students will develop computational thinking skills vital for success across all disciplines, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. The course engages students in the creative aspects of the field by allowing them to develop computational artifacts based on their interests. Students will also develop effective communication and collaboration skills by working individually and collaboratively to solve problems, and will discuss and write about the impacts these solutions could have on their community, society, and the world.
Prerequisites: Must have successfully completed a first-year high school algebra course with a strong foundation on basic linear functions, and problem solving strategies that require multiple approaches, and collaborative efforts. In addition, students should be able to use a Cartesian (x, y) coordinate system to represents points in a plane.
Textbooks:
- There is no textbook for this course, although there will be reference books available in the classroom. Most of the teaching materials such as handouts, presentation slides, resource lists, assignments, etc. will be found on our school’s online Moodle, or other public website resources. You will need a working computer with at least 100 GB of dedicated space for this class, and you will need a flash drive to transport digital files back and forth from computer to computer. We will be using many different software tools in the course, most of the software, like this course, is “open source,” which means it is free and available for anyone to download and use on their own computers.
