course . The course is taught using a combined graphical , numerical , and algebraic approach and emphasizes understanding of broad concepts and applying methods of problem-solving . Topics include limits , derivatives and their applications , curve sketching , differential equations , and integration with applications to areas and volumes . The final AP examination is offered by the College Board .
AP CALCULUS 12 BC
Prerequisite
Course Credit Course Duration Delivery Method
98 % or higher in Pre- Calculus 12
4 credits Full year Classroom-based
AP Calculus 12 BC students study the material covered in the first year of a university calculus course . The course is taught using a combined graphical , numerical , and algebraic approach and emphasizes understanding of broad concepts and applying methods of problem-solving . Topics include limits , derivatives and their applications , curve sketching , differential equations , integration with applications to areas and volumes , series , polar coordinates , and parametrics . The final AP examination is offered by the College Board .
AP STATISTICS ( BLENDED )
Prerequisite
Course Credit Course Duration Delivery Method
90 % or higher in Pre- Calculus 11
4 credits Full year
Classroom-based and blended with St . George ’ s
AP Statistics students study the material covered in the second year university statistics calculus course . While statistics is in the field of mathematical studies , students must also have strong writing , reading comprehension , and communication skills . Statistics focuses on the ability to understand data accurately and to interpret numbers in context to help inform decision making . This course culminates with the final AP examination offered by the College Board . This course will be offered in conjunction with AP Statistics at St . George ’ s and students will be expected to meet ( approximately ) t biweekly after school with the St . George ’ s students at one of the two campuses .
MATHEMATICS : FAQ
How will my daughter be placed in Mathematics in Grade 8 ?
It is important that a student is placed in a course in which she will have the greatest chance of being successful both in terms of mathematical growth and confidence . Placement includes teacher recommendation , past performance , external assessment ( s ), and a CHS placement assessment if they are interested in being considered for acceleration .
What is the structure of acceleration in the Senior School mathematics department ?
Students in the Mathematics 8 / 9 program will complete all the necessary learning outcomes of Mathematics 8 and Mathematics 9 in their Grade 8 year . After Grade 8 , students who are ahead in their mathematics courses will be placed in the applicable course ( for example , a Grade 10 student who is learning Pre-Calculus 11 will be placed in a Pre-Calculus 11 course with both Grade 11s and other Grade 10s in a similar situation ). See explanation of “ Mixed Grade Blocks ” in the section titled “ Framework of a Student Timetable ”. Current research in mathematics education promotes the idea of a growth mindset , rather than a fixed mindset . The mathematics department , to directly support a growth mindset , focuses on differentiation as a tool to expose all learners to a challenging level of mathematics . For more information on growth mindset and differentiation in mathematics , please see Stanford University ’ s Dr . Jo Boaler ’ s book , “ Mathematical Mindsets ,” or her website ( youcubed . org ).
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