Mathematics

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general mathematics, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus AB provides students with an understanding of the concepts of calculus and experience with its methods and applications. These courses introduce calculus and include the following topics: functions, graphs, limits, and continuity; differential calculus (including definition, application, and computation of the derivative; derivative at a point; derivative as a function; and second derivatives); and integral calculus (including definite integrals and antidifferentiation).

Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus AB provides students with an understanding of the concepts of calculus and experience with its methods and applications. These courses introduce calculus and include the following topics: functions, graphs, limits, and continuity; differential calculus (including definition, application, and computation of the derivative; derivative at a point; derivative as a function; and second derivatives); and integral calculus (including definite integrals and antidifferentiation).

Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus AB provides students with an understanding of the concepts of calculus and experience with its methods and applications. These courses introduce calculus and include the following topics: functions, graphs, limits, and continuity; differential calculus (including definition, application, and computation of the derivative; derivative at a point; derivative as a function; and second derivatives); and integral calculus (including definite integrals and antidifferentiation).

Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus AB provides students with an understanding of the concepts of calculus and experience with its methods and applications. These courses introduce calculus and include the following topics: functions, graphs, limits, and continuity; differential calculus (including definition, application, and computation of the derivative; derivative at a point; derivative as a function; and second derivatives); and integral calculus (including definite integrals and antidifferentiation).

Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus BC courses provide students with an understanding of the concepts of calculus and experience with its methods and applications. These courses cover all of the calculus topics in AP Calculus AB as well as the following topics: parametric, polar, and vector functions; applications of integrals; and polynomial approximations and series, including series of constants and Taylor series. See SCED Code 02124 for more details.

Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus BC courses provide students with an understanding of the concepts of calculus and experience with its methods and applications. These courses cover all of the calculus topics in AP Calculus AB as well as the following topics: parametric, polar, and vector functions; applications of integrals; and polynomial approximations and series, including series of constants and Taylor series. See SCED Code 02124 for more details.

Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus BC courses provide students with an understanding of the concepts of calculus and experience with its methods and applications. These courses cover all of the calculus topics in AP Calculus AB as well as the following topics: parametric, polar, and vector functions; applications of integrals; and polynomial approximations and series, including series of constants and Taylor series. See SCED Code 02124 for more details.

Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus BC courses provide students with an understanding of the concepts of calculus and experience with its methods and applications. These courses cover all of the calculus topics in AP Calculus AB as well as the following topics: parametric, polar, and vector functions; applications of integrals; and polynomial approximations and series, including series of constants and Taylor series. See SCED Code 02124 for more details.

Following the College Board's suggested curriculum designed to parallel college-level statistics courses, AP Statistics courses introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, sampling and experimentation, anticipating patterns, and statistical inference.

Following the College Board's suggested curriculum designed to parallel college-level statistics courses, AP Statistics courses introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, sampling and experimentation, anticipating patterns, and statistical inference.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

Algebra II course topics typically include developing an understanding of the relationships between the symbolic, graphic, tabular and verbal representations of functions; utilizing the various representations to interpret function behavior and solve equations; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher-degree equations; exponential functions; inverse functions; statistical modeling; modeling linear and quadratic data; and operations with rational and irrational exponents.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

The Bridge to College Mathematics course is a math course for Seniors who have completed Algebra II. The course curriculum emphasizes modeling with mathematics and the CCSS Standards for Mathematical Practice. Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data. This course must be taught using the Bridge to College Mathematics curriculum.

Consumer Mathematics courses reinforce general mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics) and apply these skills to consumer problems and situations. While these courses prepare students for a variety of practical applications, they are not intended to serve as remedial mathematics courses. Applications typically include budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

Consumer Mathematics courses reinforce general mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics) and apply these skills to consumer problems and situations. While these courses prepare students for a variety of practical applications, they are not intended to serve as remedial mathematics courses. Applications typically include budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Other Mathematics courses.

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first-degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; solving quadratic equations; and modeling linear data. Specific content depends upon state standards.

Other Mathematics courses.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles, quadrilaterals, vertical angles, lines intersected by a transversal, etc.

IB Mathematics: Applications and Interpretation courses prepare students to take the International Baccalaureate Mathematics: Applications and Interpretation exams. Intended to provide students with an understanding of the role of mathematics in an increasing technological world, these courses focus on mathematical concepts used as applications and in mathematical modeling. Course topics include numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

IB Mathematics: Applications and Interpretation courses prepare students to take the International Baccalaureate Mathematics: Applications and Interpretation exams. Intended to provide students with an understanding of the role of mathematics in an increasing technological world, these courses focus on mathematical concepts used as applications and in mathematical modeling. Course topics include numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

IB Mathematics: Applications and Interpretation courses prepare students to take the International Baccalaureate Mathematics: Applications and Interpretation exams. Intended to provide students with an understanding of the role of mathematics in an increasing technological world, these courses focus on mathematical concepts used as applications and in mathematical modeling. Course topics include numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

IB Mathematics: Applications and Interpretation courses prepare students to take the International Baccalaureate Mathematics: Applications and Interpretation exams. Intended to provide students with an understanding of the role of mathematics in an increasing technological world, these courses focus on mathematical concepts used as applications and in mathematical modeling. Course topics include numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

IB Mathematics: Analysis and Approaches courses prepare students to take the International Baccalaureate Mathematics: Analysis and Approaches exams. These courses prepare students to use analytical concepts within mathematics to solve abstract problems in a variety of contexts. These concepts are applied to course topics such as numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

IB Mathematics: Analysis and Approaches courses prepare students to take the International Baccalaureate Mathematics: Analysis and Approaches exams. These courses prepare students to use analytical concepts within mathematics to solve abstract problems in a variety of contexts. These concepts are applied to course topics such as numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

IB Mathematics: Analysis and Approaches courses prepare students to take the International Baccalaureate Mathematics: Analysis and Approaches exams. These courses prepare students to use analytical concepts within mathematics to solve abstract problems in a variety of contexts. These concepts are applied to course topics such as numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

IB Mathematics: Analysis and Approaches courses prepare students to take the International Baccalaureate Mathematics: Analysis and Approaches exams. These courses prepare students to use analytical concepts within mathematics to solve abstract problems in a variety of contexts. These concepts are applied to course topics such as numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematical Modeling courses build upon students' knowledge of algebra and geometry to analyze information and make sense of data using statistical methods and probability, simulate change using mathematical relationships and spatial and geometric modeling, and critically assess and make decisions or solve problems based on quantitative data and logical reasoning.

Mathematical Modeling courses build upon students' knowledge of algebra and geometry to analyze information and make sense of data using statistical methods and probability, simulate change using mathematical relationships and spatial and geometric modeling, and critically assess and make decisions or solve problems based on quantitative data and logical reasoning.

This course contains five thematic units where students use high school mathematics to analyze everyday life experiences and to support informed life choices. The math applications support student interest and career connections and can be sequenced in any order. Thematic Units:Finances for Life, Civic Readiness, Health and Fitness, Digital World, & Arts and Music.

This course contains five thematic units where students use high school mathematics to analyze everyday life experiences and to support informed life choices. The math applications support student interest and career connections and can be sequenced in any order. Thematic Units:Finances for Life, Civic Readiness, Health and Fitness, Digital World, & Arts and Music.

This course contains five thematic units where students use high school mathematics to analyze everyday life experiences and to support informed life choices. The math applications support student interest and career connections and can be sequenced in any order. Thematic Units:Finances for Life, Civic Readiness, Health and Fitness, Digital World, & Arts and Music.

This course contains five thematic units where students use high school mathematics to analyze everyday life experiences and to support informed life choices. The math applications support student interest and career connections and can be sequenced in any order. Thematic Units:Finances for Life, Civic Readiness, Health and Fitness, Digital World, & Arts and Music.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Mathematic Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; modeling linear, quadratic, exponential, and trigonometric data; and limits and continuity.

Probability and Statistics courses introduce the study of likely events and the analysis, interpretation, and presentation of quantitative data. Course topics generally include basic probability and statistics: discrete probability theory, odds and probabilities, probability trees, populations and samples, frequency tables, measures of central tendency and variation, and presentation of data (including graphs). Course topics may also include normal distribution and measures of variability.

Probability and Statistics courses introduce the study of likely events and the analysis, interpretation, and presentation of quantitative data. Course topics generally include basic probability and statistics: discrete probability theory, odds and probabilities, probability trees, populations and samples, frequency tables, measures of central tendency and variation, and presentation of data (including graphs). Course topics may also include normal distribution and measures of variability.

Probability and Statistics courses introduce the study of likely events and the analysis, interpretation, and presentation of quantitative data. Course topics generally include basic probability and statistics: discrete probability theory, odds and probabilities, probability trees, populations and samples, frequency tables, measures of central tendency and variation, and presentation of data (including graphs). Course topics may also include normal distribution and measures of variability.

Probability and Statistics courses introduce the study of likely events and the analysis, interpretation, and presentation of quantitative data. Course topics generally include basic probability and statistics: discrete probability theory, odds and probabilities, probability trees, populations and samples, frequency tables, measures of central tendency and variation, and presentation of data (including graphs). Course topics may also include normal distribution and measures of variability.

Probability and Statistics courses introduce the study of likely events and the analysis, interpretation, and presentation of quantitative data. Course topics generally include basic probability and statistics: discrete probability theory, odds and probabilities, probability trees, populations and samples, frequency tables, measures of central tendency and variation, and presentation of data (including graphs). Course topics may also include normal distribution and measures of variability.

Probability and Statistics courses introduce the study of likely events and the analysis, interpretation, and presentation of quantitative data. Course topics generally include basic probability and statistics: discrete probability theory, odds and probabilities, probability trees, populations and samples, frequency tables, measures of central tendency and variation, and presentation of data (including graphs). Course topics may also include normal distribution and measures of variability.

Other Mathematics courses.

Other Mathematics courses.

Other Mathematics courses.

Other Mathematics courses.

Other Mathematics courses.

Other Mathematics courses.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Pre-Algebra courses increase students' foundational mathematics skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

Consumer Mathematics courses reinforce general mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics) and apply these skills to consumer problems and situations. While these courses prepare students for a variety of practical applications, they are not intended to serve as remedial mathematics courses. Applications typically include budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

Consumer Mathematics courses reinforce general mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics) and apply these skills to consumer problems and situations. While these courses prepare students for a variety of practical applications, they are not intended to serve as remedial mathematics courses. Applications typically include budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

Consumer Mathematics courses reinforce general mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics) and apply these skills to consumer problems and situations. While these courses prepare students for a variety of practical applications, they are not intended to serve as remedial mathematics courses. Applications typically include budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

Consumer Mathematics courses reinforce general mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics) and apply these skills to consumer problems and situations. While these courses prepare students for a variety of practical applications, they are not intended to serve as remedial mathematics courses. Applications typically include budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

Consumer Mathematics courses reinforce general mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics) and apply these skills to consumer problems and situations. While these courses prepare students for a variety of practical applications, they are not intended to serve as remedial mathematics courses. Applications typically include budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

Consumer Mathematics courses reinforce general mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics) and apply these skills to consumer problems and situations. While these courses prepare students for a variety of practical applications, they are not intended to serve as remedial mathematics courses. Applications typically include budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]

Mathematics-General courses involve content that is not grade differentiated and may apply to a range of consecutive grades (e.g., 'by third grade, students should know and be able to do...'). These courses include content that may be applicable to states or localities that do not employ grade-level content standards. [These courses provide broad content that is not organized as described elsewhere (i.e., Mathematics, early childhood education through grade 8).]