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What is your current math course?


Coming From:	THEN	Your Freshman Course is
Math 8	-->	Algebra 1
Accelerated Math 8	-->	Geometry
Compacted Math 8	-->	Algebra 2 or 2+
Concepts Math	-->	Your IEP for the Team's Decision

$Math Pathway$

All students have the opportunity to move fluidly through their individualized math pathway that allows access to challenging course level content, high-quality mathematics instruction, and supports student interests inclusive of necessary supports to promote mathematical development.

Algebra 1, Geometry and Algebra 2 or equivalent are requirements to graduate from High School and for entrance to university.

Statistics and Data Science I and II do not validate A-G requirements in math for CSU/UC applications.

Calculus D is a one-semester course paired with Linear Algebra OR Differential Equations, which are offered in alternating years.

Students often take Calculus D and IB Math HL at the same time in their senior year.

All Special Education course placement is determined by the annual IEP team and is for students in the Special Education program only.

Click on the course in which you are interested.

Important acrynomns:
- MRWC: Mathematical Reasoning with Connections
- AP: Advanced Placement
- IB SL: International Baccalaureate Standard Level
- IB HL: International Baccalaureate Higher Level
All Special Education course placement is determined by the annual IEP team and is for students in the Special Education program only.
Algebra 1

Topics taught in this course will emphasize functions, polynomials & factoring, quadratic equations and statistics, with a brief review of graphing linear equations and solving systems.

Algebra 1 Extended

This course extends Algebra 1 over two years, so topics and concepts can be taught slower for increased student comprehension. This course is for students on an IEP who have a learning disability related to mathematics. Topics taught in this course will emphasize functions, polynomials & factoring, quadratic equations and statistics, with a brief review of graphing linear equations and solving systems.
Geometry

This course is designed to teach the fundamentals of both plane and solid geometry, with a strong emphasis on transformation and constructions. Geometry is the study of the measurements, properties and relationships of points, lines, angles, triangles, quadrilaterals, circles, and the nature of deductive and inductive proofs.

Geometry Concepts
Algebra 2

This course is designed to teach higher level Algebra topics including rational exponents, quadratic inequalities, binomial theorem, functions, exponential and logarithmic equations, complex numbers, and probability. This course meets the UC/CSU math requirement.

Algebra 2 Plus
This course is intended to give students additional content needed to succeed in upper level math courses. It includes all standards from Algebra 2, plus Law of
Sines/Cosines, and precalculus preparation topics.
Statistics & Data Science 1

This course will develop skills in Data Science and statistics by emphasizing a modeling approach and learning the R programming language -- an industry standard. The General Linear Model (GLM) is used as a major connecting principle among the many concepts covered in this course. Students will learn to use data and modeling to answer questions and to critically evaluate information. This is achieved, in part, by embedding opportunities for students to engage in productive struggle, deliberate practice, and practicing explicit connections between concepts into the structure of the course and its online textbook.

Statistics & Data Science 2

Statistics & Data Science 2 is a rigorous statistics course taught with R, a programming language used by professional Data Scientists. In-class assignments use Jupyter Notebooks, a widely-used application to analyze and report conclusions from real world data sets.

At the end of the course, students will:
- Generate research questions and form evidence-based conclusions
- Engage in the cycle of data analysis: explore variation, model variation, and evaluate models
- Model real-world phenomena using univariate and multivariate models
- Prepare for career opportunities in the growing field of Data Science
AP Statistics

Statistics is the science (and art) of learning from data. Data are numbers, but not “just numbers”, they are numbers with context. We will explore four general themes throughout this course: Exploring Data, Sampling and Experimentation, Anticipating patterns and Statistical Inference. AP Statistics is a math class not calculation intensive, but will challenge the intellect. A graphing calculator is heavily relied upon, so it important to feel at ease with technology.
AP Pre-Calculus
Students will be reintroduced to conic sections, factoring, polynomials, functions, and inequalities. Trigonometry will be studied as curricular functions and as ratios of sides of a triangle. Related topics include radian and degree measure, graphs of trigonometric functions. Methods for solving trigonometric equations will be explored. Exponential and logarithmic functions will be reintroduced.

AP Calculus AB
Calculus AB is a college level course in beginning Calculus. Topics include limits, derivatives, and integration concepts; techniques and application of derivatives, techniques and applications of integration and an introduction to differential equations. Students will work with functions graphically, analytically, numerically, and through writing. AP requires the use of a graphing calculator for part of the course.

AP Calculus BC
Calculus BC is a college level course continuing the study of Calculus beyond Calculus AB. Topics include limits, derivatives and integration concepts; techniques and applications of derivatives, techniques and applications of integration, including the study of Calculus with Polar, Parametric, and Vector functions. Also included will be a study of the Calculus in Series and Taylor polynomials and an introduction to differential equations. Students will work with functions graphically, analytically, numerically, and through writing. AP requires a graphing calculator for part of the course.

Calculus D

CSUSM: MATH 260 (4 units): Calculus with Applications III Differential and integral calculus of functions of several variables: three dimensional analytic geometry, vector calculus, partial derivatives, multiple integrals, line integrals, applications, and historical perspectives.
Advanced Algebra with Financial Applications

Advanced Algebra with Financial Applications (AAFA) is a mathematical modeling course that is algebra-based, applications-oriented, and technology-dependent. The course addresses college preparatory mathematics topics from Advanced Algebra, Statistics, Probability, Precalculus, and Calculus under eleven financial umbrellas: Discretionary Expenses, Banking Services, Consumer Credit, Automobile Ownership, Employment Basics, Income Taxes, Independent Living, The Stock Market, Modeling a Business, Planning for Retirement, and Preparing a Budget. The course allows students to experience the interrelation of mathematical topics, find patterns, make conjectures, and extrapolate from known situations to unknown situations. Students are encouraged to use a variety of problem-solving skills and strategies in real-world contexts, and to question outcomes using mathematical analysis and data to support their findings. The course offers students multiple opportunities to use, construct, question, model, and interpret financial situations through symbolic, algebraic, graphical, geometric, and verbal representations. It provides students a motivating, young-adult centered financial context for understanding and applying the mathematics they are guaranteed to use in the future.
SL (Standard Level)

Mathematics SL is designed for the individual who does not have a strong interest in going into a field having a heavy concentration in mathematics (such as engineering), but rather in fields requiring knowledge of mathematics but not a theoretical basis of knowledge. Such fields are chemistry, psychology, economics, and business administration . Topics include statistics & probability, circular functions, trigonometry, vectors, matrices and calculus. Students going into the SL program should still have a proficient background in basic mathematical concepts, and should possess skills needed to apply simple mathematical techniques correctly. They should also be more independent and responsible than the typical student, so that success will be more probable when confronted with portfolio problems.

HL (Higher Level)

Mathematical HL is designed for the student that plans on pursuing a career in mathematics or a field that requires a heavy concentration of mathematics. The emphasis of the course is on developing a deep understanding of mathematical concepts, enabling the student to use the skills proficiently, develop links between various concepts, and justify their mathematics in proofs. A student leaving this course should be equipped to pursue further work in many areas of mathematics. The various topics that are covered in Mathematics HL are: algebra, functions and equations, circular functions and trigonometry, matrices, vectors, statistics and probability, calculus, sets, relations, and groups, series and differential equations, and discrete mathematics. The topics listed by the IBO for Mathematics HL are actually covered over a 4 year span in the courses of Pre IB Algebra 2, Pre IB Pre Calculus, Calculus BC, and Mathematics HL.The goal is to allow students to develop a strong background in mathematics so that they are prepared to pursue a degree in mathematics or start work in a field that relies heavily on mathematics.

Since the teacher is the key to the quality of the education that a student receives, we math teachers at GOHS are committed to continually improving our instruction. Central to that commitment is our spirit and practice of collaboration. The Mathpack at GOHS meets weekly to share and create more effective ways to teach mathematics. We do this by setting goals, giving common assessments, and designing lessons.

While we are a very collaborative bunch, our intent is not to be instructional robots. While we have agreed upon some common standards and practices, the Mathpack offers a wide variety of teaching styles and embraces our instructional diversity. We believe that our diversity and the fact that we agree to disagree make for a powerful and effective collaborative process.

Rather than sharing the same style, we choose to share the same instructional philosophy described below.