Duxbury Public Schools



MATHEMATICS

The 6-12 Mathematics program at Duxbury Middle School and High School is designed to offer equal opportunity to all students. It blends the basic skills necessary for college entry-level mathematics with the abstract, application with theory, and conceptual understanding. As students progress through their mathematical sequence, they are exposed to a myriad of mathematical skills, and are frequently presented with challenges that test their higher order thinking skills. Such skills include analyzing, predicting, learning through discovery, and making sound conclusions based on mathematics.

Our approach to the teaching of mathematics is based upon the accumulation and analysis of several respectable sources. Professional development opportunities coupled with expertise and experience created the foundation for the department's teaching philosophy. Varied instructional techniques offer students opportunities to learn cooperatively, improve their sense of responsibility, and become self- motivated, knowledge- enriched individuals.

The Mathematics Department has minimum grade prerequisites for entry into mathematics courses/levels (approved by the Board of Education). Only students earning minimum grade prerequisites may take the next course in sequence. Careful consideration was given to these prerequisites and the benefits of adopting them.

The reason for having minimum grade prerequisites is for students to enroll in a course commensurate with their needs and past achievement and to maintain the integrity of the sequential courses. The minimum grade prerequisites decrease the number of students who are inappropriately placed in courses.

MATH COURSE SEQUENCES

(Other combinations are possible)

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Duxbury Public Schools

Mathematics Department 6 - 12 Calculator Use Policies

The following policies were developed in accordance with guidelines dictated by the Massachusetts State Curriculum Frameworks and recommendations provided by the National Council of Teachers of Mathematics and the National Center for Education Statistics.

Guiding Principle III from the Massachusetts State Frameworks states:

Technology enhances the mathematics curriculum in many ways. Tools such as measuring instruments, manipulatives, scientific and graphing calculators, and computers with appropriate software, if properly used, contribute to a rich learning environment for developing and applying mathematical concepts. However, appropriate use of calculators is essential: calculators should not be used as a replacement for basic understanding and skills. Moreover, elementary grade state assessments do not permit the use of a calculator. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.* Although the use of a graphing calculator can help middle and secondary students to visualize properties of functions and their graphs, graphing calculators should be used to enhance their understanding and skills rather than replace them.

Technology enables students to communicate ideas within the classroom or to search for information in external databases such as the Internet, and important supplement to a school’s internal library resources. Technology can be especially helpful in assisting students with special needs in regular and special classrooms, at home and in the community.

Technology changes what mathematics is to be learned and when and how it is learned. Available technology provides a dynamic approach to such mathematical concepts as functions, rates of change, geometry, and averages. Some mathematics becomes more important because technology requires it, some becomes less important because technology replaces it, and some become possible because technology allows it.

* “U.S. fourth graders use calculators and computers in mathematics class more frequently than do students in most other TIMSS countries. Use of calculators in U.S. fourth grade mathematics classes is about twice the international average... In six of the seven nations that outscore the U.S. in mathematics, teachers of 85 percent or more of the students report that students never [or hardly ever] use calculators in class.” National Center for Education Statistics, Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science Achievement in International Context, chapter 2 “C Contexts of Learning,” accessed June 15, 2000, .

Mathematics Department Recommendations:

(1) Students in Grades 3 - 7 should be familiar with a four function calculator to enhance their understanding of previously learned concepts and to support the validity of answers in a problem solving situation. Students should learn to perform basic arithmetic operations without a calculator.

(2) It is strongly recommended that all students enrolled in an Algebra I or subsequent course, including Grade 8 Algebra, own a TI 83, 83 Plus or 84 graphing calculator.

(3) A graphing calculator is required for all students enrolled in an Algebra II or subsequent course.

(4) All high school students will be assessed both with and without a graphing calculator.

(5) All midyear and final exams will include graphing calculator and non-calculator sections

Massachusetts State Frameworks and the Common Core Standards strongly support these recommendations:

Conceptual Category: Number and Quantity

Calculators, spreadsheets, and computer algebra systems can provide ways for students to become better acquainted with these new number systems and their notation. They can be used to generate data for numerical experiments, to help understand the workings of matrix, vector, and complex number algebra, and to experiment with non-integer exponents.

Conceptual Category: Algebra

A spreadsheet or a computer algebra system (CAS) can be used to experiment with algebraic expressions, perform complicated algebraic manipulations, and understand how algebraic manipulations behave.

Conceptual Category: Functions

Functions presented as expressions can model many important phenomena. A graphing utility or a computer algebra system can be used to experiment with properties of these functions and their graphs and to build computational models of functions, including recursively defined functions. Sometimes functions are defined by a recursive process, which can be displayed effectively using a spreadsheet or other technology.

Conceptual Category: Modeling

Graphing utilities, spreadsheets, computer algebra systems, and dynamic geometry software are powerful tools that can be used to model purely mathematical phenomena (e.g., the behavior of polynomials) as well as physical phenomena.

Conceptual Category: Statistics and Probability

Technology plays an important role in statistics and probability by making it possible to generate plots, regression functions, and correlation coefficients, and to simulate many possible outcomes in a short amount of time.

The National Council of Teachers of Mathematics’ Technology Principle:

Calculators and computers are reshaping the mathematical landscape, and school mathematics should reflect those changes. Students can learn more mathematics more deeply with the appropriate and responsible use of technology. They can make and test conjectures. They can work at higher levels of generalization or abstraction. In the mathematics classroom envisioned in Principles and Standards, every student has access to technology to facilitate his or her mathematics learning.

Technology also offers options for students with special needs. Some students may benefit from more constrained and engaging task situations possible with computers. Students with physical challenges can become more engaged in mathematics using special technologies.

Technology cannot replace the mathematics teacher, nor can it be used as a replacement for basic understandings and intuitions. The teacher must make prudent decisions about when and how to use technology and should ensure that the technology is enhancing students’ mathematical thinking.

HIGH SCHOOL MATHEMATICS COURSES

9-12 Mathematics Department at Duxbury High School Placement Requirements

If students don't meet the Final Grade requirement, they are placed one level lower. If they are in the lowest level already, they are recommended to repeat or complete summer school.

FINAL PLACEMENT CRITERIA

Advanced Placement Calculus BC: 93% or higher in Course 230

AND Approved AP Mathematics Application

Advanced Placement Calculus AB: 80% or higher in Course 230 or 93% or higher in

Course 231

AND Approved AP Mathematics Application

AP Probability and Statistics 80% or higher in Pre-Calculus or

83% or higher in Course 220 or 233

AND Approved AP Mathematics Application

Accelerated Level 80% or higher

Honors Level 73% or higher

College Prep Level 65% or higher

64% or below: A student needs to repeat the course. No summer school will be offered to students who score below a 55% final average.

Grade 8 to Grade 9 Placement: Final Placement Criteria is based upon the Grade 8 course taken, the final average of tests and quizzes, the Grade 8 benchmark exam, MCAS results, and teacher recommendation. It is strongly discouraged to override the placement decision made due to the rigor and pace of the Grade 9 Integrated Program. Historical data shows that the majority of Grade 9 students who choose the Placement Review Process drop to a lower level within that year or subsequent year.

MOVING UP A LEVEL:

1) A teacher can recommend a student to move into Level 1 from Level 2 OR into Accelerated from Level 1 if and only if the student achieves a final average of 93% or higher in the previous sequential course.

2.) Advanced Placement Calculus: Prerequisites must be met and all students must apply by the specified deadline. An AP Mathematics board decides on accepted applicants based upon the application. Only students who meet the final criteria will be considered. There are no overrides into an Advanced Placement Course.

3) Students will not be allowed to take two sequential math courses in one year, a.k.a “double up”, due to the integrated approach of the mathematics program.

NEW STUDENTS:

Students new to Duxbury will take a Mathematics placement exam to determine correct level placement. The mathematics supervisor will make a placement recommendation to guidance based upon the results of this exam and students’ previously completed classes.

Grades 9-12 Course Descriptions

214 ELEMENTS I (FIRST SEMESTER) / 2.5 credits

214B ELEMENTS II (SECOND SEMESTER) 2.5 credits

Grade: 10-12

Prerequisite: None. Unleveled

This course is designed for students who have experienced difficulty in mathematics, especially in areas covered by the MCAS exams in Grades 8 and/or 10. These students may have been identified by their results of the Massachusetts Comprehensive Assessment System. The teacher in this course will seek to identify the areas of weakness and instruct in the appropriate areas.

The first semester will concentrate on Number Sense and Operations, Patterns, Relations, and Algebra. The second semester will concentrate on Geometry and Measurement, Data Analysis, Statistics and Probability. Both semesters will involve consistent review of MCAS- type problems. The course will have a strong focus on the fortification of mathematical skills necessary to succeed on the MCAS, as well as journal writing and open- ended problem solving.

212 INTEGRATED ALGEBRA 1B Level: College

Grade: 9, 10 5 credits

Placement Criteria: Final Placement Criteria in Courses 281 or 282 (This placement decision cannot be overridden) (DMS)

This is an integrated high school math course designed for students who need to continue their Algebra studies from Grade 8. Students enrolled in this course will continue Duxbury’s integrated mathematics program sequence in preparation for a four- year college. Upon entering, students should have a strong background in whole numbers, fractions, decimals, and percents. They should have a good understanding of topics covered in the Common Core’s Grade 8 mathematics curriculum.

This course focuses on real numbers and exponents, factoring, solving linear equations and inequalities, graphing systems of linear and quadratic equations, rates of change, modeling relatinships between two quantities, geometry topics, patterns and bivariate data, and comparing functions of all types. Content also includes applications of all topics covered.

Next Sequential Course: 221 (93% or higher is absolutely required)

OR 222 (65% - 92%)

AND 214A/B

210 ACCELERATED INTEGRATED GEOMETRY Level: Honors

Grade: 9 5 credits

Prerequisite: Final placement criteria in Course 280 (DMS)

Students who enter this course should have an excellent understanding of Algebra one concepts and procedures, as well as basic Geometry and Statistics skills. They should be able to solve linear equations and inequalities in a variety of forms, graph linear relations, identify rates of change, solve systems of equations, solve quadratic equations, simplify radicals, apply the Pythagorean Theorem, calculate perimeters, areas and volumes, apply coordinate Geometry techniques and find measures of central tendencies. This rigorous course is aligned to the Model Integrated Pathway, “Mathematics I”, which can be found in the Massachusetts Curriculum Frameworks. It is in the AP sequence and a forerunner to Accelerated Integrated Algebra Two.

The course consists of two units of linear and non-linear algebra and functions, five units of Geometry, one unit of right triangle trigonometry, and one unit of Probability and Statistics. The content has been carefully designed to provide students with an interconnectedness of concepts and skills. The fast-paced, rigorous course focuses on non-linear equations, the definitions, postulates and theorems of plane and solid geometry concerning parallel lines, angles, congruence, similarity, right triangles, special right triangles and trigonometry, areas, volumes, circles, coordinate and transformational geometry and some ruler and compass constructions. Algebraic applications and formal proofs are emphasized. Use of Geometry Sketchpad to discover new concepts is offered during the year.

Next Sequential Course: 220 (80% or higher is required)

OR 233 (70%- 79%)

OR 234 (65%- 69%)

221 HONORS INTEGRATED GEOMETRY Level: Honors

Grade: 9-11 5 credits

Prerequisite: Final Placement Criteria in Courses 280 or 281 (DMS)

Students who enter this course should have a very good understanding of Algebra one concepts and procedures, as well as basic Geometry and Statistics skills. They should be able to solve linear equations and inequalities in a variety of forms, graph linear relations, identify rates of change, solve systems of equations, estimate radicals, apply the Pythagorean Theorem, calculate perimeters, areas and volumes, apply coordinate Geometry techniques and find measures of central tendencies. This course is aligned to the Model Integrated Pathway, “Mathematics I”, which can be found in the Massachusetts Curriculum Frameworks. It is a forerunner to Honors Integrated Algebra Two course.

The course consists of two units of linear and non-linear algebra and functions, five units of Geometry, one unit of right triangle trigonometry, and one unit of Probability and Statistics. The content has been carefully designed to provide students with an interconnectedness of concepts and skills. The moderately-paced, structured course focuses on non-linear equations, the definitions, postulates and theorems of plane and solid geometry concerning parallel lines, angles, congruence, similarity, right triangles, special right triangles and trigonometry, areas, volumes, circles, coordinate and transformational geometry and some ruler and compass constructions. Algebraic applications and real world applications will be stressed. Some proof will be discussed but not in great depth. Use of Geometry sketchpad for discoveries is an integral part of the course.

Next Sequential Course: 233 (73% or higher is required)

OR 234 (65%- 72%)

222 COLLEGE INTEGRATED GEOMETRY Level: College

Grades: 9-11 5 credits

Prerequisite: Final Placement Criteria in Courses 281 or 282 (DMS) or 65% in 212

Students who enter this course should have a good understanding of linear algebra, as well as basic Geometry and Statistics skills. They should be able to solve linear equations and inequalities in a variety of forms, graph linear relations, identify rates of change, estimate radicals, apply the Pythagorean Theorem, calculate perimeters, areas and volumes, apply coordinate Geometry techniques and find measures of central tendencies. This College Preparatory course is aligned to the Model Integrated Pathway, “Mathematics I”, which can be found in the Massachusetts Curriculum Frameworks. It is a forerunner to College Integrated Algebra Two course.

The course consists of two units of linear and non-linear algebra, five units of Geometry, one unit of right triangle trigonometry, and one unit of Probability and Statistics. The content has been carefully designed to provide students with an interconnectedness of concepts and skills. The slower-paced, structured course focuses on non-linear equations, key concepts of Euclid's geometry (angles, parallel lines, congruence, similarity, right triangles, special triangles and trigonometry, areas, volumes, circles, coordinate and transformational geometry), statistical measurements, and simple probability. Hands on discovery approaches including the use of technology, ruler and compass will be used. Real world applications of Geometry will be emphasized. Geometry sketchpad is used for discoveries and to emphasize constructions and informal proofs.

Next Sequential Course: 233 (93% or higher is required)

OR 234 (65%-92%)

220 ACCELERATED INTEGRATED ALGEBRA 2 Level: Honors

Grade: 10 5 credits

Prerequisite: 80% in 210 or 93% in 221

Students who enter into this course should have a thorough understanding of the Model Integrated Pathway, “Mathematics I” concepts and procedures, which can be found in the Massachusetts Curriculum Frameworks. They should be able to solve linear and polynomial equations and inequalities in a variety of forms, graph linear relationships without the use of technology, reason inductively, perform trigonometric relationships when problem-solving, and solve linear applications of algebra in a problem- solving situation.

This is a fast paced, highly analytical, discovery- oriented course that is aligned to the Model Integrated Pathway, “Mathematics II” curriculum, which can be found in the Massachusetts Curriculum Frameworks. Students will be able to understand relationships among real and complex numbers, compute fluently, and make reasonable estimates. They will represent and analyze a variety of mathematical situations and structures using algebraic symbols, and use mathematical models to represent and understand quantitative relationships. They will analyze change in various contexts, characteristics and properties of two-dimensional geometric shapes, and develop mathematical arguments about relationships. Students will formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Students will develop and evaluate inferences and predictions that are based on data with and without the use of technology. They will understand and apply concepts of all types of functions, including exponential and logarithmic. The graphing calculator will be used as the primary technological tool, and its instruction will be incorporated into every unit of material. Students will use technology both collaboratively and independently to acquire, organize, make mathematical connections, and problem solve.

Next Sequential Course: 230 (80% or higher is required)

OR 231 (70%- 79%)

OR 232 (65%- 69%)

OR 250 (83% or higher AND approved AP application is absolutely required)

233 HONORS INTEGRATED ALGEBRA 2 Level: Honors

Grade: 10-11 5 credits

Prerequisite: 93% in 222 or 73% in 221 or 70% in 210

Students who enter into this course should have a strong understanding of the Model Integrated Pathway, “Mathematics I” concepts and procedures, which can be found in the Massachusetts Curriculum Frameworks. They should be able to solve linear and polynomial equations and inequalities in a variety of forms, graph linear relationships without the use of technology, and solve linear applications of algebra in a problem- solving situation.

This is a moderately- paced, analytical, discovery- oriented course that is aligned to the Model Integrated Pathway, “Mathematics II” curriculum, which can be found in the Massachusetts Curriculum Frameworks. Students will be able to understand relationships among real and complex numbers, compute fluently, and make reasonable estimates. They will represent and analyze a variety of mathematical situations and structures using algebraic symbols, and use mathematical models to represent and understand quantitative relationships. They will analyze change in various contexts, characteristics and properties of two-dimensional geometric shapes, and develop mathematical arguments about relationships. Students will formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Students will develop and evaluate inferences and predictions that are based on data with and without the use of technology. They will understand and apply concepts of all types of functions, including exponential and logarithmic. The graphing calculator will be used as the primary technological tool, and its instruction will be incorporated into every unit of material. Students will use technology both collaboratively and independently to acquire, organize, make mathematical connections, and problem solve.

Next Sequential Course: 230 (93% or higher is absolutely required)

OR 231 (73%- 92%)

OR 232 (65%-72%)

OR 250 (83% or higher is required AND Approved Math AP Application is absolutely required)

234 COLLEGE INTEGRATED ALGEBRA 2 Level: College

Grade: 10-12 5 credits

Prerequisites: 65% in 222 or 221

Students who enter into this course should have a basic understanding of the Model Integrated Pathway, “Mathematics I” concepts and procedures, which can be found in the Massachusetts Curriculum Frameworks. They should be able to solve linear equations and inequalities in a variety of forms, graph linear relationships without the use of technology, solve linear applications of algebra in a problem-solving situation, experiment with geometrical transformations, interpret functions and interpret categorical and quantitative data.

This course prepares the student for college topics of algebra, Geometry and trigonometry, and is aligned to to the Model Integrated Pathway, “Mathematics II” curriculum, which can be found in the Massachusetts Curriculum Frameworks. Students will be able to understand relationships among real and complex numbers. They will represent and analyze a variety of mathematical situations and structures using algebraic symbols. They will analyze change in various contexts, characteristics and properties of two-dimensional geometric shapes. Students will formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. The graphing calculator will be used as a supplemental technological tool in the graphing sections.

Next Sequential Course: 231 (93% or higher is required)

OR 232 (65%- 92%)

230 ACCELERATED PRE-CALCULUS Level: Pre-AP

Grade: 11,12 5 credits

Prerequisite: 93% in 233 or 80% in 220

This course is a fast-paced, rigorous class that prepares students for AP Calculus, as well as covers the Common Core’s Model Integrated Pathway, “Mathematics III” curriculum. Students must enter this course with an excellent understanding of the basic properties of real/complex numbers, methods of solution to linear/quadratic equations and inequalities, properties of exponents and/or polynomial expressions and must be well acquainted with the dynamics of the graphing calculator.

This course focuses on the following critical areas: Extended work with complex numbers, the expansion of understanding of logarithms and exponential functions, using characteristics of polynomials and rational functions to sketch graphs, the building of functions that models relationships, using conics as non-functions and applying geometric and trigonometric relationships in modeling situations. Probability and statistics, as well as sequences and series topics will supplement the course to prepare students for Advanced Placement courses. Technology will be integrated throughout all lessons. Students will be expected to work independently, as well as actively participate in group activities. The graphing calculator will be used as a technological tool and is incorporated into every unit.

Next Sequential Course: 240 (80% or higher is required AND Approved Math AP Application)

OR 260 (93% or higher is required AND Approved Math AP Application)

OR 242 (73% or higher)

OR 243 (65% or higher)

OR 250 (80% or higher is required AND Approved Math AP Application)

231 PRE-CALCULUS Level: Honors

Grade: 11,12 5 credits

Prerequisite: 93% in 234 or 73% in 233 or 65% in 220

This course is a moderately-paced, honors class that prepares students for Calculus, as well as covers the Common Core’s Model Integrated Pathway, “Mathematics III” curriculum. Students must enter this course with an good understanding of the basic properties of real/complex numbers, methods of solution to linear/quadratic equations and inequalities, properties of exponents and/or polynomial expressions, mathematical models to represent various problem-solving situations, how to graph quadratic relations, and solving linear systems. They must also be well acquainted with the dynamics of the graphing calculator.

Students will study a variety of topics in advanced algebra, including linear, quadratic, polynomial, rational, exponential and logarithmic relations and functions, polynomial inequalities, and operations on functions. They will learn how to graph these functions with and without the use of technology, and use technology appropriately in solving problems. Students will apply a variety of function models to problem-solving situations. Course content also includes conics, trigonometric functions, relationships, and identities, modeling periodic behavior, the laws of sines and cosines, and statistics and probability.

Next Sequential Course: 240 (93% or higher AND approved AP Application is absolutely required)

OR 242 (80% or higher)

OR 243 (65% or higher)

OR 251 (70% or higher) OR 250 (83% or higher and Approved AP application)

232 PRE-CALCULUS Level: College

Grade:11,12 5 credits

Prerequisite: 65% in 234 or 233

This course is designed for college bound students who wish to strengthen and expand their algebra skills and receive an introduction to the study of trigonometry. An emphasis on problem solving will be a key component of the class. Topics include: solution to linear, literal, quadratic, absolute value and radical equations/ inequalities, systems of equations and linear programming, properties of exponents and logarithms, an introduction to conics (parabolas and circles only) and right/oblique triangle trigonometry. Students will be instructed in the use of a trigonometric or graphing calculator.

Next Sequential Course: 242 (93% or higher is absolutely required)

OR 243 (73% or higher)

OR 643 (65% or higher)

OR 251 (80% or higher)

242 CALCULUS Level: Honors

Grade: 12 5 credits

Prerequisite: 77% in 231 or 70% in 230 or 93% in 232

This is an advanced mathematics course in introductory calculus with elementary functions. Students must be able to evaluate properties and algebra of functions, including asymptotics, rationals, complex, trigonmetric and compositions. Also, students must be able to graph polynomials without the use of technology.

Topics include working with piece-wise defined, polynomial, exponential, logarithmic and trigonometric functions. In addition to functions and graphs, students will learn how to work with conic sections, use parametric equations, find limits and continuity, study differential calculus and be introduced to some topics in integral calculus. A graphing calculator is required.

This course will concentrate on the understanding of concepts rather than process and product. Students will understand the meaning of the derivative in a variety of forms and interpretations. Students will communicate mathematics both orally and in well-written sentences. They will be able to model a written description of a physical situation, determine the reasonableness of solutions, and apply calculus as a coherent body of knowledge. Students will be able to use technology to help solve problems, experiment, interpret results, and verify solutions.

243 CALCULUS Level: College

Grade:12 5 credits

Prerequisite: 73% in 232 or 65% in 231

This is a college preparatory course that offers an introductory calculus curriculum with elementary functions and technological representations. Students must be able to evaluate properties and algebra of functions, including rationals, complex, trigonmetric and compositions. Also, students must be able to graph linear and polynomial functions without the use of technology.

College Calculus provides an interactive curriculum that is visual, exploratory, and discovery-oriented. Course content includes linear and non-linear functions, finding the derivative, graphical relationships of the derivative, applications of the derivative, and an introduction to integration. Instruction will be supplemented with hands- on technology. The course’s software coupled with a SMARTboard creates graphical animations, moves 2D and 3D graphs, post web notebooks, uses TI Smartview to show graphing calculator computations, and applies Calculus procedures and concepts. Students in the course will have the opportunity to learn introductory Calculus through applications and investigations, as well as algebraic methods.

251 PROBABILITY AND STATISTICS Level: Honors

Grade: 11, 12 5 credits

Prerequisite: 80% in Course 234, 70% in Course 233 or 65% in Course 220

OR 80% in Course 232, 70% in Course 231, or 65% in Course 230

Students who enter this course need to have a good understanding of Algebra 2 concepts and procedures. They should be able to solve linear and second-degree equations and inequalities, and work fluidly with exponents.

Through hands-on activities and project-based learning, students will discover introductory probability and statistical applications with the utilization of technology. Students will analyze normal, binomial and geometric distributions, utilize correlations and regressions, design samples and experiments, find probabilities in several situations and apply hypothesis testing and confidence intervals. This course requires the use of a TI-83 or TI-84 graphing calculator by Texas Instruments.

250 ADVANCED PLACEMENT STATISTICS Level: AP

Grade: 11, 12 5 credits

Prerequisite: 80% in Pre-Calculus or 83% in 233 or 220 Approved Math AP Application is required.

Students who enter this course should have a strong understanding of Algebra two concepts and procedures. They should be able to solve linear and second- degree equations and inequalities in many forms and work with exponents.

Students will learn about normal distributions, correlation and regression, power transformations, designing samples and experiments, computing probabilities, discrete and continuous random variables, binomial and geometric distributions, hypothesis testing and confidence intervals. Requirements also include the use of a graphing calculator and the completion of the AP exam in May. The College Board exam requires the use of a graphing calculator.

240 ADVANCED PLACEMENT CALCULUS (AB) Level: AP

Grade: 12 5 credits

Prerequisite: 80% in 230 or 93% in 231 Approved Math AP Application is required.

This is an intensive mathematics course whose content consists of college- level Calculus. Students must enter the course with an excellent understanding of trigonometric, logarithmic, piece-wise defined, exponential, and polynomial functions. They must be able to meticulously evaluate properties and algebra of functions, including inverse trigonometry, asymptotics, rationals, complex, and compositions. They must also be able to graph polynomials without the use of technology. Requirements also include the use of a graphing calculator and the completion of the AP exam in May. The College Board exam requires the use of a graphing calculator.

This course will concentrate on the understanding of concepts rather than process and product. Students will understand the meaning of the derivative and integral in a variety of forms and interpretations. Students will communicate mathematics both orally and in well-written sentences. They will be able to model a written description of a physical situation, determine the reasonableness of solutions, and apply Calculus as a coherent body of knowledge. Students will be able to use technology to help solve problems, experiment, interpret results, and verify solutions.

260 ADVANCED PLACEMENT CALCULUS (BC) Level: AP

Grade: 12 5 credits

Prerequisite: 93% in 230 Approved Math AP Application is required.

This is fast-paced, intensive mathematics course whose content consists of college- level Calculus 1 and 2. Students must enter the course with an excellent understanding of trigonometric, logarithmic, piece-wise defined, exponential, and polynomial functions. They must be able to meticulously evaluate properties and algebra of functions, including inverse trigonometry, asymptotics, rationals, complex, and compositions. They must also be able to graph polynomials without the use of technology. Requirements also include the use of a graphing calculator and the completion of the AP exam in May. The College Board exam requires the use of a graphing calculator.

This course will cover more topics than AP Calculus (AB). It will also concentrate on the understanding of concepts rather than process and product. Students will understand the meaning of the derivative and integral in a variety of forms and interpretations. Students will communicate mathematics both orally and in well-written sentences. They will be able to model a written description of a physical situation, determine the reasonableness of solutions, and apply Calculus as a coherent body of knowledge. Students will be able to use technology to help solve problems, experiment, interpret results, and verify solutions.

266 MATH TECHNOLOGY APPLICATIONS (MT) Unleveled

Grade: 12 5 credits

Prerequisite: Seniors only

This course emphasizes project-based learning by applying mathematical content and strategies into technology-enriched projects. Some technologies and applications integrated into the course include the 3-D application of “Google Sketch-up”, the visual programming language “Scratch”, the Math Webquest project, Podcasting, Digital Storytelling, Data-studio software with motion sensors and probes, SMARTboard software, Sketchpad labs, Web 2.0 interface and multi-media tools.

Projects involve work in cooperative groups where students work together in a constructivist setting to explore and understand mathematics. Students will acquire technology skills and critical thinking strategies. Through hands-on technology-based activities, they will discover mathematical applications used in the real world, and become involved in several interdisciplinary associations.

Math credit is given toward graduation requirement.

643 FUNDAMENTALS OF THE BUSINESS WORLD Unleveled

Grade: 10-12 2.5 credits

Prerequisite: 77% in 212 or 65% in 232

This course is designed for students interested in learning about the world of business in today’s dynamic society. The course will explore the business cycle, economics, the stock market, marketing, accounting, finance, investments, and the world economy. Students will learn about small sole proprietorships as well muti-national corporations. Business ethics and entrepreneurship will also be studied. Current business shows on TV will help reinforce the business concepts as well as knowledge from reading the Wall St. Journal. Guest speakers from various sectors of the economy and a field trip to a company in the Boston area are planned.

Math credit is given toward graduation requirement.

625 ACCOUNTING I Unleveled

Grade: 10-12 2.5 credits

This course is for students who have a variety of career objectives: 1) Beginning vocational preparation for careers in accounting, 2) Accounting knowledge and skill needed for careers in related business fields, 3) A foundation upon which to continue studying business and accounting at the collegiate level. This course will cover accounting for a service business and partnership accounting for a merchandise business. Contemporary accounting software, including Windows, will be integrated into the curriculum.

Math credit is given toward graduation requirement.

642 PERSONAL FINANCE Unleveled

Grade: 10-12 2.5 credits

This course is designed for students interested in improving their understanding of how to manage their income wisely. The course will explore the benefits of saving, investing, mutual funds, stocks, index funds, money markets accounts, types of credit, and insurance. Students will learn about personal tax structure and how to maximize investment growth related to the tax treatment of various investments. Students will manage a portfolio of stocks.

Math credit is given toward graduation requirement.

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