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In Algebra I, students will build on the knowledge and skills for mathematics in Grades 6-8, which provide a foundation in linear relationships, number and operations, and proportionality. Students will study linear, quadratic, and exponential functions and their related transformations, equations, and associated solutions. Students will connect functions and their associated solutions in both mathematical and real-world situations. Students will use technology to collect and explore data and analyze statistical relationships. In addition, students will study polynomials of degree one and two, radical expressions, sequences, and laws of exponents. Students will generate and solve linear systems with two equations and two variables and will create new functions through transformations. End of Course (EOC) Tested.

In Pre-AP Algebra I, students develop a deep understanding of linear relationships emphasizing patterns of change, multiple representations of functions and equations, modeling real world scenarios with functions, and methods for finding and representing solutions of equations and inequalities. Taken together, these ideas provide powerful conceptual tools that students can use to make sense of their world through mathematics. The Pre-AP mathematics areas of focus are aligned to the disciplinary practices that are fundamental to mathematics in high school, AP courses, and beyond. This gives students multiple opportunities to think and work like mathematicians as they develop and strengthen these disciplinary reasoning skills throughout their education: connections among multiple representations, authentic applications and modeling, engagement in mathematical argumentation.

In Geometry, students will build on the knowledge and skills for mathematics in Kindergarten – Grade 8 and Algebra I to strengthen their mathematical reasoning skills in geometric contexts. Within the course, students will begin to focus on more precise terminology, symbolic representations, and the development of proofs. Students will explore concepts covering coordinate and transformational geometry; logical argument and constructions; proof and congruence; similarity, proof, and trigonometry; two- and three-dimensional figures; circles; and probability. Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational geometry strand. In the logical arguments and constructions strand, students are expected to create formal constructions using a straight edge and compass. Though this course is primarily Euclidean Geometry, students should complete the course with an understanding that non-Euclidean Geometries exist. Due to the emphasis of probability and statistics in the college and career readiness standards, standards dealing with probability have been added to the geometry curriculum to ensure students have proper exposure to these topics before pursuing their post- secondary education.

Pre-AP Geometry with Statistics provides students with a conceptual bridge between algebra and geometry that deepens their understanding of mathematics. The course includes a unit of statistics and probability to support students’ understanding of concepts essential to quantitative literacy. Throughout the course, students solve problems across the domains of algebra, geometry, and statistics. The Pre-AP mathematics areas of focus are vertically aligned to the mathematical practices that are fundamental to the discipline of mathematics in high school, AP courses, and beyond. This gives students multiple opportunities to think and work like mathematicians as they develop and strengthen these disciplinary reasoning skills throughout their education: connections among multiple representations, authentic applications and modeling, engagement in mathematical argumentation

Mathematical Models with Applications is designed to build on the knowledge and skills for mathematics in Kindergarten- Grade 8 and Algebra I. This mathematics course provides a path for students to succeed in Algebra II and prepares them for various post-secondary choices. Students learn to apply mathematics through experiences in personal finance, science, engineering, fine arts, and social sciences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, model information, solve problems, and communicate solutions. Students will select from tools such as physical objects; manipulatives; technology, including graphing calculators, data collection devices, and computers; and paper and pencil and from methods such as algebraic techniques, geometric reasoning, patterns, and mental math to solve problems.

In Algebraic Reasoning, students will build on the knowledge and skills for mathematics in Kindergarten- Grade 8 and Algebra I, continue with the development of mathematical reasoning related to algebraic understandings and processes, and deepen a foundation for studies in subsequent mathematics courses. Students will broaden their knowledge of functions and relationships, including linear, quadratic, square root, rational, cubic, cube root, exponential, absolute value, and logarithmic functions. Students will study these functions through analysis and application that includes explorations of patterns and structure, number and algebraic methods, and modeling from data using tools that build to workforce and college readiness such as probes, measurement tools, and software tools, including spreadsheets.

In Algebra II, students will build on the knowledge and skills for mathematics in Kindergarten- Grade 8 and Algebra I. Students will broaden their knowledge of quadratic functions, exponential functions, and systems of equations. Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions, and their related equations. Students will connect functions to their inverses and associated equations and solutions in both mathematical and real- world situations. In addition, students will extend their knowledge of data analysis and numeric and algebraic methods.

In Pre-AP Algebra II, students solidify and extend the understanding of functions and data analysis developed in prior courses.

Students build upon linear, quadratic, and exponential functions as they work to define logarithmic, polynomial, rational, square root, cube root, and trigonometric functions. Quantitative literacy is developed by weaving data sets, contextual scenarios, and mathematical modeling throughout the course. The Pre-AP mathematics areas of focus are vertically aligned to the mathematical practices that are fundamental to the discipline of mathematics in high school, AP courses, and beyond. This gives students multiple opportunities to think and work like mathematicians as they develop and strengthen these disciplinary reasoning skills throughout their education: connections among multiple representations, authentic applications and modeling, and engagement in mathematical argumentation.

Students deepen their critical thinking skills and develop their ability to persist through challenges as they explore function families: Linear, Absolute Value, Quadratic, Polynomial, Radical, Rational, Exponential, and Logarithmic. Students analyze data algebraically and with technology while developing their knowledge of properties of functions, matrices and systems of equations, and complex numbers. Students will connect functions to their inverses and associated equations and solutions in both mathematical and real-world situations. Students will experience a high-quality curriculum designed by the faculty at The University of Texas at Austin. Using an Inquiry-Based Approach, students take an active role in the construction of their learning. This learning will be accomplished by abstraction, generalization, problem-solving, and modeling. Successful completion of this course earns college credit for UT M301 or Math 1324 and high school credit for Algebra II or Independent Study in Math if a student already has earned an Algebra II credit.

This course is for students to continue their preparation for Precalculus. It is recommended for college bound seniors who need additional support with advanced algebra skills foundational to conceptual understanding in Precalculus. Topics included are functions, radical functions and rational exponents, exponential and logarithmic functions, natural logarithms, rational functions, conics, trigonometry, trigonometric identities and equations.

Precalculus is the preparation for Calculus. The course approaches topics from a function point of view, where appropriate, and is designed to strengthen and enhance conceptual understanding and mathematical reasoning used when modeling and solving mathematical and real-world problems. Students systematically work with functions and their multiple representations. The study of Precalculus deepens students’ mathematical understanding and fluency with algebra and trigonometry and extends their ability to make connections and apply concepts and procedures at higher levels. Students investigate and explore mathematical ideas, develop multiple strategies for analyzing complex situations, and use technology to build understanding, make connections between representations, and provide support in solving problems.

AP Precalculus is designed to offer high school students a research-based exploration of functions designed to better prepare students for college-level calculus and provide grounding for other mathematics and science courses. In this course, students study a broad spectrum of function types that are foundational for careers in mathematics, physics, biology, health science, social science, and data science. During this course, students acquire and apply mathematical tools in real-world modeling situations in preparation for using these tools in college-level calculus. AP Precalculus fosters the development of a deep conceptual understanding of functions. As a result of examining functions from many perspectives, students develop a conceptual understanding not only of specific function types but also of functions in general. This type of understanding helps students to engage with both familiar and novel contexts. Students are encouraged to take the Advanced Placement test at the completion of the course.

Students will deepen and extend their knowledge of functions, graphs, and equations from their high school algebra and geometry courses so they can successfully work with the concepts in a rigorous university-level calculus course.  This course is designed to push students well beyond “drill and kill” type exercises, with an emphasis on unpacking mathematical definitions and making logical arguments to their peers. The students will strengthen and enhance conceptual understanding and mathematical reasoning used when modeling and solving mathematical and real-world problems. Students systematically work with functions and their multiple representations with algebra and trigonometry and extend their ability to make connections and apply concepts and procedures at higher levels.  Students investigate and explore mathematical ideas, develop multiple strategies for analyzing complex situations, and use technology to build understanding, make connections between representations, and provide support in solving problems. Each unit consists of a series of explorations designed to engage students and empower them to develop their problem-solving skills alongside the teacher. In each exploration, students will create connections with prior concepts in developing the current topic. Students will experience high-quality curriculum designed by the faculty at the University of Texas at Austin. The pedagogy of the course, Inquiry-Based Learning, encourages students to take an active role in the construction of their learning. Successful completion of this course earns 3 college credits for UT M 305G and high school credit for Precalculus.

In Statistics, students will build on the knowledge and skills for mathematics in Kindergarten- Grade 8 and Algebra I. Students will broaden their knowledge of variability and statistical processes. Students will study sampling and experimentation, categorical and quantitative data, probability and random variables, inference, and bivariate data. Students will connect data and statistical processes to real-world situations. In addition, students will extend their knowledge of data analysis.

The AP Statistics course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes evident in the content, skills, and assessment in the AP Statistics course: exploring data, sampling and experimentation, probability and simulation, and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding.

Students develop the quantitative reasoning skills and habits of mind necessary to use data science and mathematical thinking effectively across multiple disciplines while learning the interactive applications and coding skills needed to meet the demands of higher education and the workplace. In this introductory statistics course, high school students have the opportunity to develop quantitative reasoning skills, broaden their knowledge of variability and statistical processes, connect data to real world situations, and develop the habits of the mind necessary to use data science and mathematical thinking effectively across multiple disciplines. This course will hone relevant mathematical and critical thinking skills through scaffolded learning experiences and statistical methodologies. Students will learn the foundations of data science by engaging in hands-on analysis of real data, methods to extract key insights, and coding skills aligned to the expectations of higher education and today’s workplace. Students will experience interactive applications built into the high-quality curriculum designed by the faculty at the University of Texas at Austin, allowing them to discover a more intuitive understanding of concepts. Collaborative problem-solving will be used to strengthen mathematical connections while individual depth of understanding will be reflected in regular assessments. Students can earn three hours of UT Austin credit with feedback and assessment provided by UT Austin course staff. Successful completion of this course earns college credit for UT SDS 302 or Math 1345 and high school credit for Statistics or Independent Study in Math if a student already has earned a Statistics credit.

In Advanced Quantitative Reasoning, students will develop and apply skills necessary for college, careers, and life. Course content consists primarily of applications of high school mathematics concepts to prepare students to become well-educated and highly informed 21st century citizens. Students will develop and apply reasoning, planning, and communication to make decisions and solve problems in applied situations involving numerical reasoning, probability, statistical analysis, finance, mathematical selection, and modeling with algebra, geometry, trigonometry, and discrete mathematics.

Students will extend their mathematical understanding beyond the Precalculus or Advanced Placement Calculus level in this elective course covering the specific area of calculus.

AP Calculus AB covers advanced mathematical topics including elementary differential and integral calculus. AP Calculus AB is approximately equivalent to a one semester Calculus course at the college level. Topics of study will be selected from limits and continuity, the derivative, the fundamental theorem of calculus, special functions, techniques of integration, partial derivatives, and multiple-integration. This course is designed to prepare students for the College Board Advanced Placement Exam. AP Calculus AB is not a prerequisite to AP Calculus BC. After completing this course, students are encouraged to take the Advanced Placement Calculus AB exam given by the College Board.

AP Calculus BC is approximately equivalent to a two-semester Calculus course at the college level. This course is designed to prepare students for the College Board Advanced Placement Exam. AP Calculus BC covers advanced mathematical topics including elementary differential and integral calculus and their applications with polar, parametric and vector functions. Additionally, applications of integral functions, logistic models, polynomial approximations, and advanced sequences and series will be studied. This course can be taken in lieu of AP Calculus AB. After completing this course, students are encouraged to take the Advanced Placement Calculus BC exam given by the College Board.

This course will fulfill the International Baccalaureate (IB) curriculum requirements for Group 5 Mathematics. The aims of this course are to enable students to develop logical, critical, and creative thinking, to develop an understanding of the principles and nature of advanced mathematics, to employ and refine their powers of abstraction and generalization, and to appreciate the multiplicity of cultural and historical perspectives of mathematics. This course will emphasize the study of polynomial, radical, exponential, logarithmic, and trigonometric functions. In addition, the course will include polar and parametric equations and sequences and series. This is the first year of a two-year course.

This is the second year of IB Math SL. Topics of study will be selected from limits and continuity, the derivative, the fundamental theorem of calculus, special functions, techniques of integration, partial derivatives, and multiple integration. Analytic geometry will be included as needed. Students will be prepared to take the IB assessments in and the spring and also be provided with the opportunity to take the Advanced Placement exam.

This course will fulfill the International Baccalaureate (IB) curriculum requirements for Group 5 Mathematics. The focus of this course is to introduce important mathematical concepts through the development of mathematical techniques and their application to real life situations. Areas of study will include polynomial, radical, exponential, logarithmic, and trigonometric functions. Throughout the course students will become aware of the differences in international mathematical notation and will develop an understanding of mathematics as a means of universal communication. This is the first year of a two year course.

This course is the second year of IB Math Studies SL. Students will be exposed to the four broad conceptual themes which follow: 1) Exploring data – observing patterns and departures from patterns; 2) Planning a study – deciding what and how to measure; 3) Anticipate patterns – producing models using probability and simulation; and 4) Statistical Inference – confirming models. Students will submit a mathematical project involving research, the collection of data, analysis of the data and detailed and accurate mathematics.

This course will fulfill the International Baccalaureate (IB) curriculum requirements for Group 5 Mathematics. The course will cover in further depth all topics addressed in SL including an emphasis in mathematical modeling and statistics, developing strong skills in applying mathematics to the real-world using technology to solve complex real-world problems, and an understanding of mathematics as a means of universal communication. Students will expand their learning to include a more rigorous study of additional topics in precalculus, calculus, and statistics such as differentiation and integration, graph theory, and kinematics. This is the first year of a two year course.

This course is the second year of IB Applications and Interpretations HL.

This course will fulfill the International Baccalaureate (IB) curriculum requirements for Group 5 Mathematics. The IB DP higher level mathematics course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. This is the first year of a two year course.

This is the second year of IB Math Analysis and Approaches HL Year Two. This is the second year of a two year course.