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MATHEMATICS
The 6-12 Mathematics program at Duxbury Middle School and High School is designed
to offer equal opportunity to all students. It blends the basic skills necessary for college
entry-level mathematics with the abstract, application with theory, and conceptual
understanding. As students progress through their mathematical sequence, they are
exposed to a myriad of mathematical skills, and are frequently presented with challenges
that test their higher order thinking skills. Such skills include analyzing, predicting,
learning through discovery, and making sound conclusions based on mathematics.
Our approach to the teaching of mathematics is based upon the accumulation and analysis
of several respectable sources. Professional development opportunities coupled with
expertise and experience created the foundation for the department's teaching philosophy.
Varied instructional techniques offer students opportunities to learn cooperatively,
improve their sense of responsibility, and become self- motivated, knowledge- enriched
individuals.
The Mathematics Department has minimum grade prerequisites for entry into
mathematics courses/levels (approved by the Board of Education). Only students earning
minimum grade prerequisites may take the next course in sequence. Careful
consideration was given to these prerequisites and the benefits of adopting them.
The reason for having minimum grade prerequisites is for students to enroll in a course
commensurate with their needs and past achievement and to maintain the integrity of the
sequential courses. The minimum grade prerequisites decrease the number of students
who are inappropriately placed in courses.
MATH COURSE SEQUENCES
(Other combinations are possible)
GRADE
SEQUENCE A
SEQUENCE B
SEQUENCE C
6
Everyday Math
Everyday Math
7
Pre-Algebra
8
Algebra I
• Pre-Algebra
• Math Connections
Algebra 1
9
Geometry
Algebra 1B
Algebra 1B
10
Algebra II
• Geometry
• Geometry
• Elements
• Elements
11
Pre-Calculus
Algebra 2
Algebra 2
12
• Calculus
• Probability &
Statistics
• Business Courses
• Math Technology
• College PreCalculus
• Business Courses
• Math Technology
• College PreCalculus
• Business Courses
• Math Technology
Grade 7 Math Skills
Grade 8 Math Skills
Duxbury Public Schools
Mathematics Department 6 - 12 Calculator Use Policies
The following policies were developed in accordance with guidelines dictated by the
Massachusetts State Curriculum Frameworks and recommendations provided by the
National Council of Teachers of Mathematics and the National Center for Education
Statistics.
Guiding Principle III from the Massachusetts State Frameworks states:
Technology enhances the mathematics curriculum in many ways. Tools such as
measuring instruments, manipulatives, scientific and graphing calculators, and computers
with appropriate software, if properly used, contribute to a rich learning environment for
developing and applying mathematical concepts. However, appropriate use of
calculators is essential: calculators should not be used as a replacement for basic
understanding and skills. Moreover, elementary grade state assessments do not permit
the use of a calculator. Elementary students should learn how to perform thoroughly the
basic arithmetic operations independent of the use of a calculator.* Although the use of a
graphing calculator can help middle and secondary students to visualize properties of
functions and their graphs, graphing calculators should be used to enhance their
understanding and skills rather than replace them.
Technology enables students to communicate ideas within the classroom or to search for
information in external databases such as the Internet, and important supplement to a
school’s internal library resources. Technology can be especially helpful in assisting
students with special needs in regular and special classrooms, at home and in the
community.
Technology changes what mathematics is to be learned and when and how it is learned.
Available technology provides a dynamic approach to such mathematical concepts as
functions, rates of change, geometry, and averages. Some mathematics becomes more
important because technology requires it, some becomes less important because
technology replaces it, and some become possible because technology allows it.
* “U.S. fourth graders use calculators and computers in mathematics class more frequently than
do students in most other TIMSS countries. Use of calculators in U.S. fourth grade mathematics
classes is about twice the international average... In six of the seven nations that outscore the U.S.
in mathematics, teachers of 85 percent or more of the students report that students never [or
hardly ever] use calculators in class.” National Center for Education Statistics, Pursuing
Excellence: A Study of U.S. Fourth-Grade Mathematics and Science Achievement in
International Context, chapter 2 “C Contexts of Learning,” accessed June 15, 2000,
<nces.ed.gov/timss/report/97255-2a.html>.
Mathematics Department Recommendations:
(1) Students in Grades 3 - 7 should be familiar with a four function calculator to enhance
their understanding of previously learned concepts and to support the validity of answers
in a problem solving situation. Students should learn to perform basic arithmetic
operations without a calculator.
(2) It is strongly recommended that all students enrolled in an Algebra I or subsequent
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course, including Grade 8 Algebra, own a TI 83, 83 Plus or 84 graphing calculator.
(3) A graphing calculator is required for all students enrolled in an Algebra II or
subsequent course.
(4) All high school students will be assessed both with and without a graphing calculator.
(5) All midyear and final exams will include graphing calculator and non-calculator
sections
Massachusetts State Frameworks and the Common Core Standards strongly
support these recommendations:
Conceptual Category: Number and Quantity
Calculators, spreadsheets, and computer algebra systems can provide ways for students to
become better acquainted with these new number systems and their notation. They can be
used to generate data for numerical experiments, to help understand the workings of
matrix, vector, and complex number algebra, and to experiment with non-integer
exponents.
Conceptual Category: Algebra
A spreadsheet or a computer algebra system (CAS) can be used to experiment with
algebraic expressions, perform complicated algebraic manipulations, and understand how
algebraic manipulations behave.
Conceptual Category: Functions
Functions presented as expressions can model many important phenomena. A graphing
utility or a computer algebra system can be used to experiment with properties of these
functions and their graphs and to build computational models of functions, including
recursively defined functions. Sometimes functions are defined by a recursive process,
which can be displayed effectively using a spreadsheet or other technology.
Conceptual Category: Modeling
Graphing utilities, spreadsheets, computer algebra systems, and dynamic geometry
software are powerful tools that can be used to model purely mathematical phenomena
(e.g., the behavior of polynomials) as well as physical phenomena.
Conceptual Category: Statistics and Probability
Technology plays an important role in statistics and probability by making it possible to
generate plots, regression functions, and correlation coefficients, and to simulate many
possible outcomes in a short amount of time.
The National Council of Teachers of Mathematics’ Technology Principle:
Calculators and computers are reshaping the mathematical landscape, and school
mathematics should reflect those changes. Students can learn more mathematics more
deeply with the appropriate and responsible use of technology. They can make and test
conjectures. They can work at higher levels of generalization or abstraction. In the
mathematics classroom envisioned in Principles and Standards, every student has access
to technology to facilitate his or her mathematics learning.
Technology also offers options for students with special needs. Some students may
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benefit from more constrained and engaging task situations possible with computers.
Students with physical challenges can become more engaged in mathematics using
special technologies.
Technology cannot replace the mathematics teacher, nor can it be used as a replacement
for basic understandings and intuitions. The teacher must make prudent decisions about
when and how to use technology and should ensure that the technology is enhancing
students’ mathematical thinking.
HIGH SCHOOL MATHEMATICS COURSES
9-12 Mathematics Department at Duxbury High School Placement
Requirements
If students don't meet the Final Grade requirement, they are placed one level
lower. If they are in the lowest level already, they are recommended to repeat or
complete summer school.
FINAL PLACEMENT CRITERIA
Advanced Placement Calculus
80% or higher in Course 230 or
93% or higher in Course 231
AND Approved AP Mathematics Application
AP Probability and Statistics
80% or higher in Pre-Calculus or
83% or higher in Course 220 or 233
AND Approved AP Mathematics Application
Accelerated Level
80% or higher
Honors Level
73% or higher
College Prep Level
65% or higher
64% or below: A student needs to repeat the course. No summer school will be offered
to students who score below a 55% final average.
MOVING UP A LEVEL / DOUBLING UP:
1) A teacher can recommend a student to move into Level 1 from Level 2
OR into Accelerated from Level 1 if and only if the student achieves a
93% or higher the year before. If the student is taking Courses 221 and
233, they must have a 93% average in both to move into AP Accelerated
Pre-Calculus (Course 230).
2.) Advanced Placement Calculus: Students must take Course 230 to
qualify for AP Calculus OR achieve a 93% final average in Course 231.
All students must apply by the specified deadline. An AP Mathematics
board decides on accepted applicants based upon the application. Only
students who meet the final criteria will be considered.
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3.) Students may choose to double up in their math classes if and only if
they achieve a 93% or higher in a prerequisite course.
NEW STUDENTS:
Students new to Duxbury will take a Mathematics placement exam to determine correct
level placement. The department head will make a placement recommendation to
guidance based upon the results of this exam and students’ previously completed classes.
Grades 9-12 Course Descriptions
214
ELEMENTS I (FIRST SEMESTER) /
214B
ELEMENTS II (SECOND SEMESTER)
Grade: 10-12
2.5 credits
2.5 credits
Prerequisite: None.
Unleveled
This course is designed for students who have experienced difficulty in mathematics, especially in areas
covered by the MCAS exams in Grades 8 and/or 10. These students may have been identified by their
results of the Massachusetts Comprehensive Assessment System. The teacher in this course will seek to
identify the areas of weakness and instruct in the appropriate areas.
The first semester will concentrate on Number Sense and Operations, Patterns, Relations, and Algebra.
The second semester will concentrate on Geometry and Measurement, Data Analysis, Statistics and
Probability. Both semesters will involve consistent review of MCAS- type problems. The course will have
a strong focus on the fortification of mathematical skills necessary to succeed on the MCAS, as well as
journal writing and open- ended problem solving.
Tech Competencies: 1, 3, 6
212
ALGEBRA 1B
Grade: 9, 10
Level:
5 credits
College
Prerequisite: None
This is a standard high school math course designed for students who want to take a sequence of Algebra I,
Geometry, and Algebra II in preparation for a four- year college. Students should have a strong
background in whole numbers, fractions, decimals, and percents. This course covers factoring, solving
linear equations and inequalities, graphing systems of linear and quadratic equations. Content also includes
applications of all topics covered.
Next Sequential Course: 221 (93% or higher is absolutely required)
OR 222 (65% - 92%)
Tech Competencies: 1, 3, 6
210 ACCELERATED INTEGRATED GEOMETRY
Grade: 9
Level: Honors
5 credits
Prerequisite: 85% in 280 (DMS)
Students who enter this course should have an excellent understanding of Algebra one concepts and
procedures, as well as basic Geometry and Statistics skills. They should be able to solve linear equations
and inequalities in a variety of forms, graph linear relations, identify rates of change, solve systems of
equations, solve quadratic equations, simplify radicals, apply the Pythagorean Theorem, calculate
perimeters, areas and volumes, apply coordinate Geometry techniques and find measures of central
tendencies. This rigorous geometry course is in the AP sequence and a forerunner to Accelerated Integrated
Algebra Two.
The course consists of one unit of linear and non-linear algebra, five units of Geometry, one unit of right
triangle trigonometry, and one unit of Probability and Statistics. The content has been carefully designed to
provide students with an interconnectedness of concepts and skills. The fast-paced, rigorous course focuses
on non-linear equations, the definitions, postulates and theorems of plane and solid geometry concerning
parallel lines, angles, congruence, similarity, right triangles, special right triangles and trigonometry, areas,
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volumes, circles, coordinate and transformational geometry and some ruler and compass constructions.
Algebraic applications and formal proofs are emphasized. Use of Geometry Sketchpad to discover new
concepts is offered during the year.
Next Sequential Course: 220 (80% or higher is required)
OR 233 (70%- 79%)
OR 234 (65%- 69%)
Tech Competencies: 1, 3, 4, 5, 6, 7
221 HONORS INTEGRATED GEOMETRY
Grade: 9-11
Level: Honors
5 credits
Prerequisite: 85% in 281 or 73% in 280
Students who enter this course should have a very good understanding of Algebra one concepts and
procedures, as well as basic Geometry and Statistics skills. They should be able to solve linear equations
and inequalities in a variety of forms, graph linear relations, identify rates of change, solve systems of
equations, estimate radicals, apply the Pythagorean Theorem, calculate perimeters, areas and volumes,
apply coordinate Geometry techniques and find measures of central tendencies. This Honors Geometry
course is a forerunner to Honors Integrated Algebra Two.
The course consists of one unit of linear and non-linear algebra, five units of Geometry, one unit of right
triangle trigonometry, and one unit of Probability and Statistics. The content has been carefully designed to
provide students with an interconnectedness of concepts and skills. The moderately-paced, structured
course focuses on non-linear equations, the definitions, postulates and theorems of plane and solid
geometry concerning parallel lines, angles, congruence, similarity, right triangles, special right triangles
and trigonometry, areas, volumes, circles, coordinate and transformational geometry and some ruler and
compass constructions. Algebraic applications and real world applications will be stressed. Some proof will
be discussed but not in great depth. Use of Geometry sketchpad for discoveries is an integral part of the
course.
Next Sequential Course: 233 (73% or higher is required)
OR 234 (65%- 72%)
Tech Competencies: 1, 2, 3, 4, 5, 7
222 COLLEGE INTEGRATED GEOMETRY
Grades: 9-11
Level: College
5 credits
Prerequisite: 93% in Course 282 or 73% in 281 or 65% in 212
Students who enter this course should have a good understanding of linear algebra, as well as basic
Geometry and Statistics skills. They should be able to solve linear equations and inequalities in a variety of
forms, graph linear relations, identify rates of change, estimate radicals, apply the Pythagorean Theorem,
calculate perimeters, areas and volumes, apply coordinate Geometry techniques and find measures of
central tendencies. This College Preparatory Geometry course is a forerunner to College Integrated Algebra
Two.
The course consists of one unit of linear and non-linear algebra, five units of Geometry, one unit of right
triangle trigonometry, and one unit of Probability and Statistics. The content has been carefully designed to
provide students with an interconnectedness of concepts and skills. The slower-paced, structured course
focuses on non-linear equations, key concepts of Euclid's geometry (angles, parallel lines, congruence,
similarity, right triangles, special triangles and trigonometry, areas, volumes, circles, coordinate and
transformational geometry), statistical measurements, and simple probability. Hands on discovery
approaches including the use of technology, patty paper, ruler and compass will be used. Real world
applications of Geometry will be emphasized. Geometry sketchpad is used for discoveries and to
emphasize constructions and informal proofs.
Next Sequential Course: 233 (93% or higher is required)
OR 234 (65%-92%)
Tech Competencies: 2, 7
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220 ACCELERATED INTEGRATED ALGEBRA 2
Grade: 10
Level: Honors
5 credits
Prerequisite: 80% in 210 or 93% in 221
Students who enter into this course should have a thorough understanding of Algebra 1 and Geometry
concepts and procedures. They should be able to solve linear and polynomial equations and inequalities in
a variety of forms, graph linear relationships without the use of technology, reason inductively, perform
trigonometric relationships when problem-solving, and solve linear applications of algebra in a problemsolving situation.
This is a fast paced, highly analytical, discovery- oriented course. Students will be able to understand
relationships among real and complex numbers, compute fluently, and make reasonable estimates. They
will represent and analyze a variety of mathematical situations and structures using algebraic symbols, and
use mathematical models to represent and understand quantitative relationships. They will analyze change
in various contexts, characteristics and properties of two-dimensional geometric shapes, and develop
mathematical arguments about relationships. Students will formulate questions that can be addressed with
data and collect, organize, and display relevant data to answer them. Students will develop and evaluate
inferences and predictions that are based on data with and without the use of technology. They will
understand and apply concepts of all types of functions, including exponential and logarithmic. The
graphing calculator will be used as the primary technological tool, and its instruction will be incorporated
into every unit of material. Students will use technology both collaboratively and independently to acquire,
organize, make mathematical connections, and problem solve.
Next Sequential Course: 230 (80% or higher is required)
OR 231 (70%- 79%)
OR 232 (65%- 69%)
OR 250 (83% or higher AND approved AP application is absolutely required)
Tech Competencies: 3
233 HONORS INTEGRATED ALGEBRA 2
Grade: 10-11
Level: Honors
5 credits
Prerequisite: 93% in 222 or 73% in 221 or 70% in 210
Students who enter into this course should have a strong understanding of Algebra 1 and Geometry
concepts and procedures. They should be able to solve linear and polynomial equations and inequalities in
a variety of forms, graph linear relationships without the use of technology, and solve linear applications of
algebra in a problem- solving situation.
Students will be able to understand relationships among real and complex numbers, compute fluently, and
make reasonable estimates. They will represent and analyze a variety of mathematical situations and
structures using algebraic symbols, and use mathematical models to represent and understand quantitative
relationships. They will analyze change in various contexts, characteristics and properties of twodimensional geometric shapes, and develop mathematical arguments about relationships. Students will
formulate questions that can be addressed with data and collect, organize, and display relevant data to
answer them. Students will develop and evaluate inferences and predictions that are based on data with and
without the use of technology. They will understand and apply concepts of all types of functions, including
exponential and logarithmic. The graphing calculator will be used as the primary technological tool, and its
instruction will be incorporated into every unit of material. Students will use technology both
collaboratively and independently to acquire, organize, make mathematical connections, and problem
solve.
Next Sequential Course: 230 (93% or higher is absolutely required)
OR 231 (73%- 92%)
OR 232 (65%-72%)
OR 250 (83% or higher is required AND Approved Math AP Application is
absolutely required)
Tech Competencies: 3
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234 COLLEGE INTEGRATED ALGEBRA 2
Grade: 10-12
Level: College
5 credits
Prerequisites: 65% in 222 or 221
Students who enter into this course should have a basic understanding of Algebra 1 and Geometry concepts
and procedures. They should be able to solve linear equations and inequalities in a variety of forms, graph
linear relationships without the use of technology, and solve linear applications of algebra in a problemsolving situation.
This course prepares the student for college topics of algebra and trigonometry. Students will be able to
understand relationships among real and complex numbers. They will represent and analyze a variety of
mathematical situations and structures using algebraic symbols. They will analyze change in various
contexts, characteristics and properties of two-dimensional geometric shapes. Students will formulate
questions that can be addressed with data and collect, organize, and display relevant data to answer them.
The graphing calculator will be used as a supplemental technological tool in the graphing sections.
Next Sequential Course: 231 (93% or higher is required)
OR 232 (65%- 92%)
Tech Competencies: 3
230 ACCELERATED PRE-CALCULUS
Grade: 11,12
Level: Pre-AP
5 credits
Prerequisite: 93% in 233 or 80% in 220
This course is an accelerated class that prepares students for AP Calculus. Students must enter this course
with an excellent understanding of the basic properties of real/complex numbers, methods of solution to
linear/quadratic equations and inequalities, properties of exponents and/or polynomial expressions and
must be well acquainted with the dynamics of the graphing calculator.
This course will provide lessons, examples and exercises that will establish the importance of mathematics
to everyday life and a variety of scientific and technical fields and will lay the groundwork for further study
of mathematics at the collegiate level. Technology will be integrated throughout all lessons and students
will be expected to work independently and to actively participate in group activities. Topics include
linear/quadratic/polynomial functions, exponents/logarithms, some analytic geometry and an intense study
of trigonometric functions.
Next Sequential Course: 240 (80% or higher is required AND Approved Math AP Application)
OR 260 (93% or higher is required AND Approved Math AP Application)
OR 242 (73% or higher)
OR 243 (65% or higher)
OR 250 (80% or higher is required AND Approved Math AP Application)
Tech Competencies: 3, 7
231
PRE-CALCULUS
Grade: 11,12
Level: Honors
5 credits
Prerequisite: 93% in 234 or 73% in 233 or 65% in 220
Students who enter this course should have a solid grasp of the concepts covered in 233, including solving
linear equations and inequalities in various forms, using mathematical models to represent various
problem-solving situations, solving quadratic equations and graphing quadratic relations, and solving linear
systems.
Students will study a variety of topics in advanced algebra, including linear, quadratic, polynomial,
exponential and logarithmic relations and functions, polynomial equations and inequalities, and operations
on functions. They will learn how to graph these functions with and without the use of technology, and use
technology appropriately in solving problems. Students will apply a variety of function models to problemsolving situations. Course content includes trigonometric functions, relationships, and identities, modeling
periodic behavior, and the laws of sines and cosines.
Next Sequential Course: 240 (93% or higher AND approved AP Application is absolutely required)
OR 242 (80% or higher)
30
OR 243 (65% or higher)
OR 251 (70% or higher) OR 250 (83% or higher and Approved AP application)
Tech Competencies: 3
232
PRE-CALCULUS
Grade:11,12
Level: College
5 credits
Prerequisite: 65% in 234 or 233
This course is designed for college bound students who wish to strengthen and expand their algebra skills
and receive an introduction to the study of trigonometry. An emphasis on problem solving will be a key
component of the class. Topics include: solution to linear, literal, quadratic, absolute value and radical
equations/ inequalities, systems of equations and linear programming, properties of exponents and
logarithms, an introduction to conics (parabolas and circles only) and right/oblique triangle trigonometry.
Students will be instructed in the use of a trigonometric or graphing calculator.
Next Sequential Course:
242 (93% or higher is absolutely required)
OR 243 (73% or higher)
OR 643 (65% or higher)
OR 251 (80% or higher)
Tech Competencies: 3, 7
242
Grade: 12
CALCULUS
Level: Honors
5 credits
Prerequisite: 77% in 231 or 70% in 230 or 93% in 232
This is an advanced mathematics course in introductory calculus with elementary functions. Topics include
piece-wise defined, polynomial, exponential, logarithmic and trigonometric functions. Students must be
able to evaluate properties and algebra of functions, including asymptotics, rationals, complex, and
compositions. Also, students must be able to graph polynomials without the use of technology. In addition
to functions and graphs, topics include conic sections, parametric equations, limits and continuity,
differential calculus and an introduction to integral calculus. A graphing calculator is required.
This course will concentrate on the understanding of concepts rather than process and product. Students
will understand the meaning of the derivative in a variety of forms and interpretations. Students will
communicate mathematics both orally and in well-written sentences. They will be able to model a written
description of a physical situation, determine the reasonableness of solutions, and apply calculus as a
coherent body of knowledge. Students will be able to use technology to help solve problems, experiment,
interpret results, and verify solutions.
Tech Competencies: 2, 3, 7
243
Grade:12
CALCULUS
Level: College
5 credits
Prerequisite: 73% in 232 or 65% in 231
College Calculus provides an interactive curriculum that is visual, exploratory, and discovery-oriented.
Course content includes linear and non-linear functions, finding the derivative, graphical relationships of
the derivative, applications of the derivative, and an introduction to integration. Instruction will be
supplemented with hands- on technology. The course’s software coupled with a SMARTboard creates
graphical animations, shows intermediate steps to several different types of mathematical calculations and
algebraic simplification rules, moves 2D and 3D graphs, post web notebooks, has “MathSpeak” for
visually-impaired learners, communicates with TI Graphing calculators by importing and exporting data,
and applies Calculus procedures and concepts. Students in the course will have the opportunity to learn
introductory Calculus through applications and investigations.
Tech Competencies: 2, 3, 4, 6
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251 PROBABILITY AND STATISTICS
Grade: 11, 12
Unleveled
5 credits
Prerequisite: 80% in Course 234, 70% in Course 233 or 65% in Course 220
Students who enter this course need to have a good understanding of Algebra 2 concepts and procedures.
They should be able to solve linear and second-degree equations and inequalities, and work fluidly with
exponents.
Through hands-on activities and project-based learning, students will discover introductory probability and
statistical applications with the utilization of technology. Students will analyze normal, binomial and
geometric distributions, utilize correlations and regressions, design samples and experiments, find
probabilities in several situations and apply hypothesis testing and confidence intervals. This course
requires the use of a TI-83 or TI-84 graphing calculator by Texas Instruments.
Tech Competencies: 3
250 ADVANCED PLACEMENT STATISTICS
Grade: 11, 12
Level: AP
5 credits
Prerequisite: 80% in Pre-Calculus or 83% in 233 or 220
Approved Math AP Application is required.
Students who enter this course should have a strong understanding of Algebra two concepts and
procedures. They should be able to solve linear and second- degree equations and inequalities in many
forms and work with exponents.
Students will learn about normal distributions, correlation and regression, power transformations, designing
samples and experiments, computing probabilities, discrete and continuous random variables, binomial and
geometric distributions, hypothesis testing and confidence intervals. Requirements also include the use of a
graphing calculator and the completion of the AP exam in May. The College Board exam requires the use
of a graphing calculator.
Tech Competencies: 3
240 ADVANCED PLACEMENT CALCULUS (AB)
Grade: 12
Level: AP
5 credits
Prerequisite: 80% in 230 or 93% in 231
Approved Math AP Application is required.
This is an intensive mathematics course whose content consists of college- level Calculus. Students must
enter the course with an excellent understanding of trigonometric, logarithmic, piece-wise defined,
exponential, and polynomial functions. They must be able to meticulously evaluate properties and algebra
of functions, including inverse trigonometry, asymptotics, rationals, complex, and compositions. They
must also be able to graph polynomials without the use of technology. Requirements also include the use of
a graphing calculator and the completion of the AP exam in May. The College Board exam requires the use
of a graphing calculator.
This course will concentrate on the understanding of concepts rather than process and product. Students
will understand the meaning of the derivative and integral in a variety of forms and interpretations.
Students will communicate mathematics both orally and in well-written sentences. They will be able to
model a written description of a physical situation, determine the reasonableness of solutions, and apply
Calculus as a coherent body of knowledge. Students will be able to use technology to help solve problems,
experiment, interpret results, and verify solutions.
Tech Competencies: 1,2,3,4,5,6,7
260 ADVANCED PLACEMENT CALCULUS (BC)
Grade: 12
Level: AP
5 credits
Prerequisite: 93% in 230
Approved Math AP Application is required.
This is fast-paced, intensive mathematics course whose content consists of college- level Calculus 1 and 2.
Students must enter the course with an excellent understanding of trigonometric, logarithmic, piece-wise
defined, exponential, and polynomial functions. They must be able to meticulously evaluate properties and
algebra of functions, including inverse trigonometry, asymptotics, rationals, complex, and compositions.
They must also be able to graph polynomials without the use of technology. Requirements also include the
use of a graphing calculator and the completion of the AP exam in May. The College Board exam requires
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the use of a graphing calculator.
This course will cover more topics than AP Calculus (AB). It will also concentrate on the understanding of
concepts rather than process and product. Students will understand the meaning of the derivative and
integral in a variety of forms and interpretations. Students will communicate mathematics both orally and
in well-written sentences. They will be able to model a written description of a physical situation,
determine the reasonableness of solutions, and apply Calculus as a coherent body of knowledge. Students
will be able to use technology to help solve problems, experiment, interpret results, and verify solutions.
Tech Competencies: 1,2,3,4,5,6,7
266 MATH TECHNOLOGY APPLICATIONS (MT)
Grade: 12
Unleveled
5 credits
Prerequisite: Seniors only
This course emphasizes project-based learning by applying mathematical content and strategies into
technology-enriched projects. Some technologies and applications integrated into the course include the 3D application of “Google Sketch-up”, the visual programming language “Scratch”, the Math Webquest
project, Podcasting, Digital Storytelling, Data-studio software with motion sensors and probes,
SMARTboard software, Sketchpad labs, Web 2.0 interface and multi-media tools.
Projects involve work in cooperative groups where students work together in a constructivist setting to
explore and understand mathematics. Students will acquire technology skills and critical thinking
strategies. Through hands-on technology-based activities, they will discover mathematical applications
used in the real world, and become involved in several interdisciplinary associations.
Math credit is given toward graduation requirement.
643 FUNDAMENTALS OF THE BUSINESS WORLD
Grade: 10-12
Tech Competencies: 1,2,3,4,5,6,7
Unleveled
2.5 credits
Prerequisite: 77% in 212 or 65% in 232
This course is designed for students interested in learning about the world of business in today’s dynamic
society. The course will explore the business cycle, economics, the stock market, marketing, accounting,
finance, investments, and the world economy. Students will learn about small sole proprietorships as well
muti-national corporations. Business ethics and entrepreneurship will also be studied. Current business
shows on TV will help reinforce the business concepts as well as knowledge from reading the Wall St.
Journal. Guest speakers from various sectors of the economy and a field trip to a company in the Boston
area are planned.
Math credit is given toward graduation requirement.
Tech Competencies: 1,2,3,4,5,6,7
625 ACCOUNTING I
Grade: 10-12
Unleveled
2.5 credits
This course is for students who have a variety of career objectives: 1) Beginning vocational preparation for
careers in accounting, 2) Accounting knowledge and skill needed for careers in related business fields, 3)
A foundation upon which to continue studying business and accounting at the collegiate level. This course
will cover accounting for a service business and partnership accounting for a merchandise business.
Contemporary accounting software, including Windows, will be integrated into the curriculum.
Math credit is given toward graduation requirement.
Tech Competencies: 3
642 PERSONAL FINANCE
Grade: 10-12
Unleveled
2.5 credits
This course is designed for students interested in improving their understanding of how to manage their
income wisely. The course will explore the benefits of saving, investing, mutual funds, stocks, index
funds, money markets accounts, types of credit, and insurance. Students will learn about personal tax
structure and how to maximize investment growth related to the tax treatment of various investments.
Students will manage a portfolio of stocks.
Math credit is given toward graduation requirement.
Tech Competencies: 1, 4, 5
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