OUR SCHOOL

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## FACULTY

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### ALGEBRA I

### PRE-AP ALGEBRA I

### ALGEBRA I (PART A & B)

### ALGEBRA II

### PRE-AP ALGEBRA II

### GEOMETRY

### PRE-AP GEOMETRY

### GEOMETRY (PART A & B)

### PRE CALCULUS

### PRE-AP PRE CALCULUS

### CALCULUS

### TRANSITIONAL MATH READY

### ADVANCED TOPICS AND MODELING IN MATHEMATICS

### ADVANCED TOPICS AND MODELING IN MATHEMATICS / COLLEGE ALGEBRA

### AP STATISTICS

### AP CALCULUS AB

### AP CALCULUS BC

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OUR SCHOOL

DEPARTMENTS

**AMBER MILLER**

**CARIE ADAMS**

**ADRIANNE CAREY**

**CHARLI BLAIR**

**SAUNDERS, KIMBERLY**

**SHELLY CHILDERS**

**SHANNON BOYKIN**

**BOBBIE MCCLELLAN**

**MARIO MOORE**

**ZACH ROGERS**

**DEBBIE SPOONER**

**ALEX TOWNSEND**

**HEATHER CRAIG**

**ANNE BURGESS**

Four units of math, including Algebra I and II, Geometry, and an advanced math course. Students are **required** to take a math course every year that they are at El Dorado High School.

If Algebra I is taken in junior high, it counts toward graduation requirements but not as a 4th year math.

Teachers hold various tutoring sessions throughout the week. Speak with your teacher to discuss what day/time they provide tutoring.

This course is a basic approach to the study of algebra with emphasis on the acquisition and application of algebraic concepts and skills in problem solving. Algebra I is a graduation requirement for all students.

This course covers essentially the same material as Algebra I with greater emphasis on algebraic concepts and Laying the Foundation activities and assessments. The logical thinking skills emphasized in this course should help prepare the student for higher level mathematics.

Algebra I Part A is the first part of a two-credit algebra course. Algebra I Part B is the second part of a two-credit algebra course. Students who successfully complete Algebra I Part A and Algebra I Part B will meet the Algebra I requirement for graduation. The process of collecting and analyzing data are embedded throughout this course. Appropriate technology and manipulatives will be used regularly for instruction and assessment. Students should be able to judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.

Students are strongly urged to take Geometry before Algebra II. This course is designed to equip the college-bound student with a working knowledge of the algebra needed for success in college. It includes the study of linear and quadratic equations and inequalities; linear, quadratic, polynomial, exponential and logarithmic functions; systems of linear and quadratic equations and inequalities; graphing of all types of equations, inequalities and functions; and the complex number system. Applications of these concepts to problem solving is stressed throughout.

This course provides students with an in-depth study of the algebra needed for higher level mathematics. It covers the same topics as Algebra II with the addition of matrices. This course is strongly recommended for students planning to specialize in fields such as science, engineering, or mathematics.

A comprehensive study of the basic properties of geometric figures in both two and three dimensions. Deductive reasoning is correlated with algebraic skills in applications of principles and problem solving. This course is designed to help the student develop skills in logical thinking.

This course covers essentially the same material as Geometry with greater emphasis on theory and proofs. The logical thinking skills emphasized in this course should help prepare the student for higher level mathematics.

Geometry Part A is the first part of a two-credit geometry course. Geometry Part B is the second part of a two-credit geometry course. Both courses will help students develop communication skills, enhance reasoning, and make connections within mathematics to other disciplines and the real world. In these courses, students are engaged in problematic situations in which they form conjectures, determine the validity of these conjectures, and defend their conclusions to classmates. Students will use physical models and appropriate technology throughout these courses in their investigations.

This course will emphasize a study of trigonometric functions and identities as well as applications of right triangle trigonometry and circular functions. Students will use symbolic reasoning and analytical methods to represent mathematical situations, express generalizations, and study mathematical concepts and the relationships among them. Students will use functions and equations as tools for expressing generalizations.

Although this course covers the same topics as Pre Calculus, the work is more in-depth and has more emphasis on theory.

Calculus is a two-semester course designed to provide students with experience in the methods and applications of calculus and to develop an understanding of its concepts. This course emphasizes a multi-representational approach to Calculus, with concepts, results, and problems being expressed graphically, numerically, symbolically, analytically, and verbally through the use of unifying themes of derivatives, integrals, limits, application and modeling, and approximation.

This course is designed for students who have not met the determination for college readiness by scoring below:

19 on the mathematics section of the ACT

42 on the mathematics 10th grade PSAT

78 on the AccuPlacer math test, or

460 on the math portion of the SAT.

This course is designed to prepare students for college level Algebra.

This course builds on Algebra I, Geometry, and Algebra II to explore mathematical topics and relationships beyond Algebra II. Emphasis will be placed on applying modeling, graphing, and technology to student-generated data in order to better understand and to improve decisions in analyzing empirical situations.

Advanced Topics and Modeling in Mathematics builds on Algebra I, Geometry, and Algebra II to explore mathematical topics and relationships beyond Algebra II. Emphasis will be placed on applying modeling, graphing, and technology to student-generated data in order to better understand and to improve decisions in analyzing empirical situations.

College Algebra is a college-level mathematics course and will provide students with 3 hours of college credit at the end of the fall semester. Topics covered include solutions to quadratic equations, graphing functions, linear regression, systems of equations, etc. College Trigonometry – providing 3 hours of college credit at the end of the spring semester – will cover topics such as right and oblique triangles, trigonometric functions, trigonometric identities, etc.

This is a college-level mathematics course. It may be taken concurrently with other fourth-year mathematics. This course is designed to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. An introductory statistics course is typically required for majors such as social sciences, health sciences, and business. Science, engineering, and mathematics majors usually take an upper-level calculus-based course in statistics, for which the AP Statistics course is effective preparation.

This is a college-level mathematics course. It may be taken concurrently with other fourth-year mathematics. Topics covered include functions, graphs, limits, differentiation, and integration. Students pursuing careers in mathematics, science, engineering and other related fields will find this course especially helpful.

This is a college-level mathematics course. It may be taken concurrently with other fourth-year mathematics. It is an enhancement of Calculus AB and includes all topics taught in Calculus AB plus additional topics. Topics covered include functions, derivatives, integrals, and polynomial approximations and series. Students pursuing careers in mathematics, science, engineering and other related fields will find this course especially helpful.