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) 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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