This is an entry-level course for students not ready for Algebra I in the 9th grade.  Topics  explored are number sense and theory, estimation, measurement, computation, patterns and functions, introductory probability and statistics, spatial sense, and the geometric concepts of construction, angles, parallel and perpendicular lines, triangles, circles, and quadrilaterals.
NOTE:  Entering freshmen who do not meet the requirements for Algebra I must begin with Foundations I.
 

Students will expand on the concepts from Foundations I and its relationship in preparing the student for Algebra I and the  State Gateway Examination.  Topics  include the number theory concepts of primes, factors, and divisibility.  The course will analyze statistical data and construct appropriate graphical representations of that data.  Problem solving and performing simple algebraic operations will be covered.
NOTE:  Entering freshmen who do not meet the requirement for Algebra I must  begin with Foundations I.
 

Standard Algebra I covers algebraic terminology and properties, linear functions, exponents and radicals, polynomials, rational expressions, quadratic functions, and probability and statistics.  It is recommended that students have access to a calculator.
 

This course follows the state curriculum for Algebra I; however, it is a more demanding course than standard Algebra I.  It is designed for students who plan to take Algebra II or higher but are not eligible for advanced tracking.  The material is supplemented with extra practice, enrichment, discovery, and hands-on activities.
 

This course is highly accelerated and more rigorous than other Algebra courses.  In addition to the material covered in Standard Algebra I, course reqauirements include projects done through research and extended reading/writing assignments in order to enhance the student's understanding of the objective.  Therefore, students should expect to do more work out of class.  Topics include (but are not limited to) linear and quadratic equations and functions, rational expressions, irrational numbers, geometry, exponential and logarithmic functions, matrices, probability and statistics, powers and roots.

Honors Algebra II is a mathematics course designed for advanced students who are capable of a more rigorous study of Algebra II at an accelerated pace.  In addition to the material covered in Standard Algebra II, students explore more challenging problems.  topics are covered in greater depth and there is a strong emphasis on problem-solving, critical analysis, and application.  Some of the course requirements for Honors Algebra II include research, reading assignments, writing assignments, and projects to enhance understanding of the objectives studied in the course and to apply course curriculum to relevant or real-world situations.  While a graphing calculator is not a requirement for this course, students may benefit from having their own graphing calculator to continue practicing skills acquired in class.  Students planning to take Pre-Calculus and/or AP Calculus are strongly encouraged to take Honors mathematics courses to be adequately prepared.

This course includes the state required basic elements of plane and solid geometry, coordinate geometry, formal proofs, and problem solving.  Students planning to take Pre-Calculus and/or AP Calculus are strongly encouraged to take advanced math courses to be adequately prepared.
 

Honors Geometry is an accelerated mathematics course for students who desire a more rigorous approach in the learning of Euclidean geometry.  In addition to the objectives covered in a standard geometry class, the students will be required to complete a project that applies the course curriculum to relevant or real-world situations.  Extended reading and writing assignments connected with the curriculum will also be a part of the course requirements.  Emphasis on problem solving, critical analysis, and application will occur throughout the course.
 

Statistics is an integral part of most college courses of study.  Students who are planning to study business, computer science, medicine, nursing, education, engineering, agriculture, science, sports medicine, architecture, pre-law, and a variety of other subjects will all be taking a statistics course at the college level.  This course will introduce students to elementary statistics and data collection to help prepare students for college-level study.  Students will construct tables, charts, analyze data, and perform experiments using computer models and graphing calculators.  Emphasis will be place on the use of appropriate technology.
 

The content of this course is a combination of topics from trigonometry and pre-calculus.  Objectives include understanding algebraic and transcendental functions, equations and inequalities, trigonometric functions, polar coordinates and complex numbers, sequences and series, and conic sections. Students must have at least a scientific calculator and a graphing calculator (TI-86 or TI-83) is strongly recommended.
 

Honors pre-calculus will cover the state curriculum with the addition of extended reading and writing assignments and a class project.  Students are strongly encouraged to have a graphing calculator (TI-86 recommended.)  Preparation for AP Calculus is an important objective of this class. Emphasis will be placed upon problem solving, critical analysis, and application throughout the course.
 

This course includes the topics of relations and functions, exponents and logarithms, trigonometry, matrices, sequences and series, linear programming, and coordinate geometry.  A graphing calculator is required (preferably a TI-86) for several sections of the class.

AP Calculus covers introductory differential and integral calculus.  Students taking this course should have a strong interest in mathematics with a willingness to meet the demands of a college level course.  The student will be required to purchase a graphing calculator, preferably a TI-86.  The purchase of a student solution manual is optional.
 

This computer programming course will reinforce a student's mathematical training in the following ways: 1) Help the student learn how to use a computer competently, 2) Help deepen the student's understanding of the logical processes of problem solving, 3) Help present a wide selection of applications, both practical and theoretical in the visual basic language.