### Integrated Algebra

**COURSE TITLE: Integrated Algebra **

**LEVEL: 9th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: Placement based on algebra placement exam**

This course will focus on: (1) basic operations and applications; (2) probability; (3) concepts and properties of numbers; (4) expressions and equations; (5) graphical representations; and (6) perimeter, area, and measurement. This course is designed to bridge the gap between middle school mathematics and algebra. The standards are taught through two courses. One course focuses on isolation skills and creating math to math connections. The second course is reading intensive, focusing on word problems and connecting the math to the world around us. A detailed list of the learning standards that will be focused on in this class can be found in the syllabus. Technology, including graphing calculators, will be used throughout the course to enhance learning.

### Algebra I

**LEVEL: 9th Grade **

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: Placement based on algebra placement exam**

This first course in the high school mathematics sequence, provides tools and ways of thinking that are necessary for solving problems in a wide variety of disciplines. This course assists students in developing algebraic skills, processes, and conceptual understandings. Problem solving and applications of learning are central features of the course. This course will focus on: (1) describing and generalizing patterns in both data and functional relationships; (2) using the language of algebra to model relationships with variables, expressions, and equations; (3) using these models to predict results; (4) modeling algebraic functions via verbal, graphical, tabular, and symbolic representations; (5) solving and graphing equations. Technology, including graphing calculators will be incorporated into the course as both a problem-solving tool and a tool to allow for deeper understanding.

### Honors Algebra I

**LEVEL: 9th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: Placement based on algebra placement exam**

This first course in the high school mathematics sequence, provides tools and ways of thinking that are necessary for solving problems in a wide variety of disciplines. Students in this course will receive additional support and resources that will assist in their success in algebra. This course assists students in developing algebraic skills, processes, and conceptual understandings. Problem solving and applications of learning are central features of the course. Course objectives include describing and generalizing patterns in both data and functional relationships; using the language of algebra to model relationships with variables, expressions, and equations; using these models to predict results; modeling algebraic functions via verbal, graphical, tabular, and symbolic representations; solving equations; and graphing equations. Graphing calculator technology will be incorporated into the course as both a problem-solving tool and a tool to allow for deeper understanding.

### Integrated Geometry

**LEVEL: 10th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of algebra courses. Placement based on teacher** recommendation and Standardized Tests Scores

This course will focus on mastery ofCommon Core State Standards from a geometric perspective. Students will develop reasoning and problem solving skills in the study of basic arithmetic, probability and statistics, number concepts, expressions and equations, graphical representations, geometric figures and measurement. These skills will be learned in the context of exploring the properties and uses of points, lines, planes, and two-dimensional shapes, along with being applied to a variety of real-world problems.Technology, including graphing calculators, will be used consistently throughout the course to enhance learning.

### Sports Geometry

**LEVEL: 10th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of algebra courses. Placement based on teacher recommendation and Standardized Tests Scores**

This course in geometry will explore the properties of two- and three-dimensional figures of Euclidean geometry using algebraic properties. Students will develop reasoning and problem solving skills in the study of congruence and similarity; they will apply properties of lines, triangles, quadrilaterals, and circles. Students will also develop problem solving skills by using length, perimeter, area circumference, surface area, and volume to solve real-world problems. The course will place an emphasis on the development and use of logical reasoning to understand geometric properties, theorems, and concepts, whereby these things will be used in concert to solve a problem. The course will be punctuated by periods where calculators will not be in use to strengthen students’ ability to do mental math, estimate, and conjecture if their answers are logical in a given context.

### Algebra Bridge

**LEVEL: 10th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of algebra courses. Placement based on teacher recommendation and Standardized Tests Scores**

This Algebra Bridge course builds on the skills learned as a freshman in Algebra 1 and bridges the gap to junior level Algebra 2. This course continues linear modeling looking at two linear models during the first semester. Second semester focuses on a nonlinear model, the quadratic function. Problem solving and applications of learning are central features of the course. Course objectives include solving systems of linear equations graphically and algebraically; solving linear inequalities graphically and algebraically; graphing systems of linear inequalities; solving quadratic equations graphically and algebraically. Graphing calculator technology will be incorporated into the course as both a problem-solving tool and a tool to allow for deeper understanding.

### Honors Geometry

**LEVEL: 10th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of algebra courses. Placement based on teacher recommendation and Standardized Tests Scores**

This course in geometry will explore the properties of two- and three-dimensional figures of Euclidean geometry using algebraic properties. Students will develop reasoning and problem solving skills in the study of congruence and similarity; they will apply properties of lines, triangles, quadrilaterals, and circles. They will have occasion to not only express them themselves logically through verbal communication but also through written proofs. Students will also develop problem solving skills by using length, perimeter, area circumference, surface area, and volume to solve multi-step problems that will require several skills to be used in concert. The course will place an emphasis on the development and use of logical reasoning to understand geometric properties, theorems, and concepts. The course will be punctuated by periods where calculators will not be in use to strengthen students’ ability to do mental math, estimate, and conjecture if their answers are logical in a given context.

### Integrated Algebra II

**LEVEL: 11th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of geometry courses. Placement based on teacher recommendation and Standardized Tests Scores**

This course will focus on: (1) basic operations and applications; (2) probability; (3) expressions, equations, and inequalities; (4) graphical representations; (5) perimeter, area, and volume; and (6) functions. A detailed list of the learning standards that will be focused on in this class can be found in the syllabus. Technology, including graphing calculators, will be used throughout the course to enhance learning.

### Algebra II

**LEVEL: 11th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of geometry courses. Placement based on teacher recommendation and Standardized Tests Scores**

This course will develop reasoning and problem solving skills in the study of basic arithmetic, probability and statistics, number concepts, expressions and equations, graphical representations, geometric figures, measurement, and functions. These skills will be applied to a variety of real-world problems using reading skills and strategies. Technology, including graphing calculators, will be used consistently throughout the course to enhance learning.

### Honors Algebra II

**LEVEL: 11th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of geometry courses. Placement based on teacher recommendation and Standardized Tests Scores**

This course will deepen reasoning and problem solving skills in the study of basic arithmetic, probability and statistics, number concepts, expressions and equations, graphical representations, geometric figures, measurement, and functions. These skills will be applied to a variety of real-world problems using reading skills and strategies. Technology, including graphing calculators, will be used consistently throughout the course to enhance learning.

### Advanced Topics in Algebra

**LEVEL: 12th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of Algebra II courses. Placement based on teacher recommendation and Standardized Tests Scores**

This course will focus on a variety of skills with an emphasis on the critical thinking skills necessary to succeed in college math courses. Students will develop reasoning and problem solving skills in the study of basic arithmetic, probability and statistics, number concepts, expressions and equations, graphical representations, geometric figures, measurement, and functions. These skills will be applied to a variety of real-world problems using reading skills and strategies. Technology, including graphing calculators, will be used consistently throughout the course to enhance learning.

### Advanced Topics in Algebra with Trigonometry

**LEVEL: 12th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of Algebra II courses. Placement based on teacher recommendation and Standardized Tests Scores**

This course will extend algebraic concepts and applications and explore trigonometric functions and its applications. Through meaningful problems and appropriate technologies, students will study matrices and a variety of functions, including radical, rational, polynomial, exponential and logarithmic functions. One theme for the course is the relationship between the more advanced algebraic functions and their graphs. Course topics include systems of linear equations, rational equations, polynomial equations, exponential and logarithmic equations, and trigonometric equations. Mathematical modeling will constitute an area of focus for the course as well as solving equations via both graphical and algebraic techniques. Graphing calculators will be an integral part of this course.

### Honors Pre-Calculus

**LEVEL: 12th Grade**

**LENGTH/CREDITS: Full Year and 1.0 Credit**

**PREREQUISITES: One year of Honors Algebra II. Placement based on teacher recommendation and Standardized Tests Scores**

This course is designed to deepen and solidify students’ prior knowledge of mathematics and to develop skills and concepts that are necessary for success in a college level mathematics course. Course topics include linear and quadratic relations and functions; polynomial functions; and exponential and logarithmic functions and an introduction to calculus. The mathematical process standards of problem solving, communication, connections, reasoning and proof, and representation will be incorporated into the course design to develop students’ proficiency with and conceptual understanding of topics. The course is designed to allow students to move, with ease, between numerous functional representations—graphic, numeric, symbolic, and verbal. Use of graphing calculators will be an integral part of this course.

### Statistics

**LEVEL: 11th/12th Grade**

**LENGTH/CREDITS: One Semester and 0.5 Credit**

**PREREQUISITES: None**

Statistics is the science of collecting, organizing, analyzing and interpreting data in order to make decisions. In this course we will be studying frequency distributions and their graphs, measures of central tendency, measures of variations, measures of position, and z-score, correlation and regression.

### Entrepreneurship and Architecture

L**EVEL: Any Grade**

**LENGTH/CREDITS: One Semester and 0.5 Credit**

**PREREQUISITES: None**

This course is intended for anyone interested in starting a business, working for an entrepreneurial company or working with entrepreneurial firms. The course is designed as a broad overview of entrepreneurship, including identifying a winning business opportunity, gathering funding for and launching a business. Entrepreneurship is an interdisciplinary pursuit. Entrepreneurial opportunities may arise from many fields, including engineering, natural sciences, communications and media, architecture, education, and music. Pursuing these opportunities requires building a diverse knowledge base, including but not limited to management, technology, law, and finance. This course will draw on the knowledge you have gained on a number of subjects, including composing informational documents, mathematics, navigating social structures, and how governments interplay with businesses. At the end of the course, you will present your own business plan to the class. The learning objectives of this course include: 1. Deepening the understanding of the concept of entrepreneurialism and its many facets. 2. Sharpening each student’s communication and networking skills 3. Developing each student’s entrepreneurial mindset

### Probability

**LEVEL: 9th/10th**

**LENGTH/CREDITS: One Semester and 0.5 Credit**

**PREREQUISITES: None**

Probability is the study of chance; they are fractions derived from modeling real world experiments and simulations. Some of the essential questions of the course are: What is the significance of a large number of trials? How do I determine a sample space? What is the difference between subjective, theoretical and experimental probability? And, what is the significance of a large number of trials? The classroom will be utilized mainly as a laboratory to explore and further elucidate probability concepts.