Integrated Mathematics I
The fundamental purpose of Mathematics I is to formalize and extend the mathematics
that students learned in the middle grades. The critical areas, organized into units,
deepen and extend understanding of linear relationships, in part by contrasting them with
exponential phenomena, and in part by applying linear models to data that exhibit a
linear trend. Mathematics 1 uses properties and theorems involving congruent figures to
deepen and extend understanding of geometric knowledge from prior grades. The final
unit in the course ties together the algebraic and geometric ideas studied. The
Mathematical Practice Standards apply throughout each course and, together with the
content standards, prescribe that students experience mathematics as a coherent,
useful, and logical subject that makes use of their ability to make sense of problem
situations.
Integrated Mathematics II
The focus of Mathematics II is on quadratic expressions, equations, and functions;
comparing their characteristics and behavior to those of linear and exponential
relationships from Mathematics I as organized into 6 critical areas, or units. The need for
extending the set of rational numbers arises and real and complex numbers are
introduced so that all quadratic equations can be solved. The link between probability
and data is explored through conditional probability and counting methods, including
their use in making and evaluating decisions. The study of similarity leads to an
understanding of right triangle trigonometry and connects to quadratics through
Pythagorean relationships. Circles, with their quadratic algebraic representations, round
out the course. The Mathematical Practice Standards apply throughout each course and,
together with the content standards, prescribe that students experience mathematics as
a coherent, useful, and logical subject that makes use of their ability to make sense of
problem situations.
Integrated Mathematics III
It is in Mathematics III that students pull together and apply the accumulation of learning
that they have from their previous courses, with content grouped into four critical areas,
organized into units. They apply methods from probability and statistics to draw
inferences and conclusions from data. Students expand their repertoire of functions to
include polynomial, rational, and radical functions. They expand their study of right
triangle trigonometry to include general triangles. And, finally, students bring together all
of their experience with functions and geometry to create models and solve contextual
problems. The Mathematical Practice Standards apply throughout each course and,
together with the content standards, prescribe that students experience mathematics as
a coherent, useful, and logical subject that makes use of their ability to make sense of
problem situations.
Math Analysis & Statistics
To help students prepare for college math and brush up on skills learned in three years
of math courses. The course will prepare students to understand and apply mathematics
in a variety of contexts, including other curriculum subjects, and the workplace. It will help
students develop logical, creative thinking skills and become more confident in their math
ability. The course is designed for the student who does not plan to focus on math,
engineering or science after high school, and is an alternative to Pre-Calculus. Skills: To
develop mathematical problem-solving and reasoning skills with a particular emphasis on
data analysis and statistics. A major focus will be collection, analysis and drawing
conclusions from real life data, and using mathematical modeling.
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