At the high school level, students continue to build on the basic foundation developed in grades K-8 mathematics as they expand their understanding through other mathematical experiences. These foundations, which include the understanding of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics, are essential foundations throughout high school mathematics.
Review Course Program Details by Course Title and Grade Level by selecting from the links below:

Algebra I Textbook: Holt ALgebra I Publisher: Holt, Rinehart and Winston, 2007 Edition Click on the link below to access the publisher student companion site for this course. http://go.hrw.com/gopages/ma/alg1_07.html In Algebra I, students continue to build on the basic foundation developed in grades K-8 mathematics as they expand their understanding through other mathematical experiences. These foundations, which include the understanding of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics, are essential foundations for all work in high school mathematics. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students use symbols in a variety of ways to study relationships among quantities. Functions represent the systematic dependence of one quantity on another. Students use functions to represent and model problem situations and to analyze and interpret relationships. Algebraic equations arise as a way of asking and answering questions involving functional relationships. Students work in many situations to set up equations and use a variety of methods to solve these equations. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete, numerical, algorithmic, graphical), tools, and technology, including, but not limited to, powerful and accessible handheld calculators and computers with graphing capabilities and model mathematical situations to solve meaningful problems. Also, students continually use problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, and justification and proof. Students will use a TI83+ graphing calculator throughout this course.

Algebra II Textbook: Holt ALgebra II Publisher: Holt, Rinehart and Winston, 2007 Edition
Click on the link below to access the publisher student companion site for this course. http://go.hrw.com/gopages/ma/alg2_07.html  In Algebra II, students continue to build on the foundation developed in grades K-8 mathematics and the Algebra I and Geometry curriculum as they expand their understanding through other mathematical experiences. These foundations, which include the understanding of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics, are essential foundations for all work in high school mathematics.

Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students study algebraic concepts and the relationships among them to better understand the structure of algebra. The study of functions, equations, and their relationship is central to all of mathematics. Students develop an understanding of functions and equations as means for analyzing and understanding a broad variety of relationships and as a useful tool for expressing generalizations.

Equations and functions are algebraic tools that can be used to represent geometric curves and figures; similarly, geometric figures can illustrate algebraic relationships. Students perceive the connections between algebra and geometry and use the tools of one to help solve problems in the other.

Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete, numerical, algorithmic, graphical), tools, and technology, including, but not limited, to powerful and accessible handheld calculators and computers with graphing capabilities and model mathematical situations to solve meaningful problems.

Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, and justification and proof.

Students will use a TI83+ graphing calculator throughout this course.

Geometry TextbookHolt Geometry Publisher: Holt, Rinehart and Winston, 2007 Edition Click on the link below to access the publisher student companion site for this course. http://go.hrw.com/gopages/ma/geo_07.html In Geometry, students continue to build on the basic foundation developed in grades K-8 mathematics as they expand their understanding through other mathematical experiences. These foundations, which include the understanding of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics, are essential foundations for all work in high school mathematics. Students continue to build on this foundation and on the Algebra I curriculum as they expand their understanding of mathematics through other mathematical experiences. Spatial reasoning plays a critical role in geometry; shapes and figures provide powerful ways to represent mathematical situations and to express generalizations about space and spatial relationships. Geometry consists of the study of geometric figures of zero, one, two, and three dimensions and the relationships among them. Students study properties and relationships having to do with size, shape, location, direction, and orientation of these figures. They also use geometric thinking to understand mathematical concepts and the relationships among them. Geometry can be used to model and represent many mathematical and real world situations. Students develop an understanding of the connection between geometry and the real and mathematical worlds as well as use geometric ideas, relationships, and properties to solve problems. Techniques for working with spatial figures and their properties are essential in understanding underlying relationships. Therefore, students use a variety of representations (concrete, pictorial, algebraic, and coordinate), tools, and technology, including, but not limited to, powerful and accessible handheld calculators and computers with graphing capabilities to solve meaningful problems by representing figures, transforming figures, analyzing relationships, and proving things about them. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, and justification and proof. Students will use a TI83+ graphing calculator throughout this course.

Precalculus Textbook: Precalculus with Limits Publisher: McDougal Littell a Division of Houghton Mifflin Publishing, 2007 Edition Click on the link below to access the publisher student companion site for this course. http://college.hmco.com/mathematics/larson/precalculus_limits/1e/student_home.html In Precalculus, students continue to build on the basic foundation developed in grades K-8 mathematics and on the Algebra I, Algebra II, and Geometry curriculum as they expand their understanding through other mathematical experiences. These foundations which include the understanding of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics are essential foundations for all work in high school mathematics. Symbols provide powerful ways to represent mathematical situations and to express generalizations, therefore, symbolic reasoning plays a critical role in precalculus. Students use analytical methods to study mathematical concepts and the relationships among them. The study of functions, equations, and their relationship is central to all of mathematics. Students use functions, equations, and limits as useful tools for expressing generalizations and as means for analyzing and understanding a broad variety of mathematical relationships. Symbolic representation and symbolic reasoning are tools that can be used to represent and connect ideas in geometry, probability, statistics, trigonometry, and calculus. Students develop an understanding of the connections among various branches of mathematics through functions in order to model real-world situations. Techniques for working with representations of functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete, algorithmic, graphical), tools, and technology to solve meaningful problems. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, and justification and proof. Students will use a TI83+ graphing calculator throughout this course.

AP Calculus (AB and BC) Textbook: Calculus Publisher: Hougton Mifflin Publishing, 2007 Edition Click on the link below to access the publisher student companion site for this course. http://www.college.hmco.com/mathematics/larson/calculus_analytic/8e/resources.html The Mathematical Association of America and the National Council of Teachers of Mathematics, which recommends that students who enroll in a calculus course in secondary school should have demonstrated mastery of algebra, geometry, coordinate geometry, and trigonometry. This means that students should have at least four full years of mathematical preparation, beginning with the first course in algebra. The advanced topics in algebra, trigonometry, analytic geometry, complex numbers, and elementary functions studied in depth during the fourth year of preparation are critically important for students' later course work in mathematics. I. Functions, Graphs, and Limits Analysis of graphs The emphasis is on the interplay between the geometric and analytic information and on the use of calculus both to predict and to explain the observed local and global behavior of a function. Limits of functions (including one-sided limits) An intuitive understanding of the limiting process is sufficient for this course. Calculating limits using algebra Estimating limits from graphs or tables of data. Asymptotic and unbounded behavior Understanding asymptotes in terms of graphical behavior. Describing asymptotic behavior in terms of limits involving infinity. Comparing relative magnitudes of functions and their rates of change. (For example, contrasting exponential growth, polynomial growth, and logarithmic growth.) Continuity as a property of functionsThe central idea of continuity is that close values of the domain lead to close values of the range. Understanding continuity in terms of limits Geometric understanding of graphs of continuous functions (Intermediate Value Theorem and Extreme Value Theorem). II. Derivatives Concept of the derivative The concept of the derivative is presented geometrically, numerically, and analytically, and is interpreted as an instantaneous rate of change. Derivative defined as the limit of the difference quotient. Relationship between differentiability and continuity. Derivative at a point Slope of a curve at a point. Examples are emphasized, including points at which there are vertical tangents and points at which there are no tangents. Tangent line to a curve at a point and local linear approximation. Instantaneous rate of change as the limit of average rate of change. Approximate rate of change from graphs and tables of values. Derivative as a function Corresponding characteristics of graphs of f and f'. Relationship between the increasing and decreasing behavior of f and the sign of f'. The Mean Value Theorem and its geometric consequences. Equations involving derivatives. Verbal descriptions are translated into equations involving derivatives and vice versa. Second derivatives Corresponding characteristics of the graphs of f, f', and f". Relationship between the concavity of f and the sign of f". Points of inflection as places where concavity changes. Applications of derivatives Analysis of curves, including the notions of monotonicity and concavity. Optimization, both absolute (global) and relative (local) extrema. Modeling rates of change, including related rates problems. Use of implicit differentiation to find the derivative of an inverse function. Interpretation of derivative as a rate of change in varied applied contexts, including velocity. Computation of derivatives Knowledge of derivatives of basic functions, including xy, exponential, trigonometric, and inverse trigonometric functions. Basic rules for the derivative of sums, products, and quotients of functions. Chain Rule and implicit differentiation. III. Integrals Riemann sums Concept of a Riemann sum over equal subdivisions. Computation of Riemann sums using left, right and midpoint evaluation points. Interpretations and properties of definite integrals Definite integral as a limit of Riemann sums. Definite integral of the rate of change of a quantity over an interval interpreted as the change of the quantity over the interval:

Basic properties of definite integrals For example, additivity and linearity. Applications of integrals Appropriate integrals are used in a variety of applications to model physical, social, or economic situations. Although only a sampling of applications can be included in any specific course, students should be able to adapt their knowledge and techniques to solve other similar application problems. Whatever applications are chosen, the emphasis is on using the integral of a rate of change to give accumulated change or using the method of setting up an approximating Riemann sum and representing its limit as a definite integral. To provide a common foundation, specific applications should include finding the area of a region, the volume of a solid with known cross sections, the average value of a function and the distance traveled by a particle along a line. IV. Fundamental Theorem of Calculus Use of the Fundamental Theorem to evaluate definite integrals Use of the Fundamental Theorem to represent a particular antiderivative, and the analytical and graphical analysis of functions so defined. Techniques of antidifferentiation Antiderivatives following directly from derivatives of basic functions. Antiderivatives by substitution of variables (including change of limits for definite integrals). Applications of antidifferentiation Finding specific antiderivatives using initial conditions, including applications to motion along a line. Solving separable differential equations and using them in modeling. In particular, studying the equation y' = ky and exponential growth. Numerical approximations to definite integrals Use of Riemann sums and the Trapezoidal Rule to approximate definite integrals of functions represented algebraically, geometrically, and by tables of values. Students will use a TI83+ graphing calculator throughout this course.

AP Statistics Textbook: Introduction to Statistics and Data Analysis Publisher: Thomson Learning/Brooks Cole Publishing, 2005 Edition Click on the link below to access the publisher student companion site for this course. http://www.brookscole.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0495109665&discipline_number=503 The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes:

Exploring Data: Observing patterns and departures from patterns

Planning a Study: Deciding what and how to measure

Anticipating Patterns: Producing models using probability and simulation

Statistical Inference: Confirming models In examining distributions of data, students should be able to detect important characteristics, such as shape, location, variability, and unusual values. From careful observations of patterns in data, students can generate conjectures about relationships among variables. The notion of how one variable may be associated with another permeates almost all of statistics, from simple comparisons of proportions through linear regression. The difference between association and causation must accompany this conceptual development throughout. Data must be collected according to a well-developed plan if valid information on a conjecture is to be obtained. The plan must identify important variables related to the conjecture and specify how they are to be measured. From the data collection plan, a model can be formulated from which inferences can be drawn. Probability is the tool used for anticipating what the distribution of data should look like under a given model. Random phenomena are not haphazard: they display an order that emerges only in the long run and is described by a distribution. The mathematical description of variation is central to statistics. The probability required for statistical inference is not primarily axiomatic or combinatorial, but is oriented toward describing data distributions. Statistical inference guides the selection of appropriate models. Models and data interact in statistical work: models are used to draw conclusions from data, while the data are allowed to criticize and even falsify the model through inferential and diagnostic methods. Inference from data can be thought of as the process of selecting a reasonable model, including a statement in probability language of how confident one can be about the selection. Students who successfully complete the course and examination may receive credit and/or advanced placement for a one-semester introductory college statistics course. Students will use a TI83+ graphing calculator throughout this course.

Mathematical Models with Applications Textbook: MathMatters 3 Publisher: Glencoe McGraw-Hill Publishing, 2006 Edition Click on the link below to access the publisher student companion site for this course. http://glencoe.mcgraw-hill.com/sites/0078681782/ In Mathematical Models with Applications, students continue to build on the basic foundation developed in grades K-8 mathematics and Algebra I curriculum as they expand their understanding through other mathematical experiences. These foundations, which include the understanding of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics, are essential foundations for all work in high school mathematics. Mathematical reasoning is a powerful tool that allows us to recognize patterns and structure and model information. Students use algebraic, graphical, and geometric reasoning to solve problems from various disciplines. Mathematical methods for solving realistic applied problems can be powerful, practical, and aesthetically pleasing. Therefore, students work with applications of mathematics including money, data, chance, patterns, music, design, and science. Mathematical models have proven indispensable in a wide variety of applications that are not ordinarily seen as mathematical. Students use ideas from algebra, geometry, probability, and statistics and connections among these areas to solve problems involving advanced mathematical applications. Working with applied problems links modeling techniques and purely mathematical concepts. Students use a variety of representations (concrete, algorithmic, graphical), tools, and technology to solve meaningful applied problems. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, and justification and proof. Students will use a TI83+ graphing calculator throughout this course.