*Honors Courses*

(Accelerated Students Only)

(Accelerated Students Only)

*Core Plus Mathematics*

Click to find out more about the Core Plus Curriculum including course descriptions, program overview, links to studies, parent resources, and sample course materials.

*National Council of Teachers of Mathemtics*

The National Council of Teachers of Mathematics is a global leader and authority in mathematics education, ensuring that all students have access to the highest quality mathematics teaching and learning. NCTM envisions a world where everyone is enthused about mathematics, sees the value and beauty of mathematics, and is empowered by the opportunities mathematics affords.

*National Science Foundation*

The National Science Foundation (NSF) is an independent federal agency created by Congress in 1950 "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…"

*Core Plus Mathematics (CPM) *

Course Desriptions

Course Desriptions

*Core-Plus Mathematics (CPM) is*a four-year integrated mathematics

program inspired by the National Council of Teachers of Mathematics Principles and Standards, funded by the National Science Foundation, developed by the

**Core-Plus**

**Mathematics**

**Project**

**(CPMP)**and is marketed under the title

*Contemporary Mathematics in Context*

**.**

The program includes a three-year core curriculum and an optional fourth-year course continuing the preparation of students for college mathematics. The materials were designed to implement the vision of high schoolmathematics as portrayed in the National Council of Teachers of Mathematics

*Curriculum and Evaluation Standards for School Mathematics*(1989) and

*Professional Standards for Teaching Mathematics*(1991).

The curriculum builds upon the theme of

*mathematics as sense-making.*Through investigations of real-life contexts, students develop a rich understanding of important mathematics that makes sense to them and which, in turn enables them to make sense out of new situations and problems. The curriculum materials have the following features:

**·**

**Multiple**

**Connected**

**Strands:**Each year the curriculum features four strands of mathematics, unified by fundamental themes, by common topics, and by habits of mind or ways of thinking. These strands are: Algebra and Functions, Geometry and Trigonometry, Statistics and Probability, and Discrete Mathematics. Developing mathematics each year along these multiple strands helps students develop diverse mathematical insights and nurtures their differing strengths and talents. Important mathematical ideas are continually revisited through this attention to connections within and across strands, enabling students to develop a robust understanding of mathematics.

**·**

**Mathematical**

**Modeling:**The curriculum emphasizes mathematical modeling and modeling concepts including data collection, representation, interpretation, prediction, and simulation. The modeling perspective permits students to experience mathematics as a means of making sense of data and problems that arise in diverse contexts within and across cultures.

**·**

**Technology:**The accessibility of advanced graphing calculators is assumed and is required for all courses at all levels. The required calculator is the Texas Instruments TI-83 or TI-83 PLUS graphing calculator. The use of technology permits the curriculum and instruction to emphasize multiple representations of a problem (numerical, graphical and symbolic) and allows students to focus on mathematical thinking and reasoning rather than mere computation.

**·**

**Active Learning:**Instruction and assessment practices are designed to promote mathematical thinking through the use of engaging problem situations. Collaborative groups and individual work are used as students explore, conjecture, verify, apply, and communicate mathematical ideas.

Developing mathematics each year along multiple strands nurtures the differing strengths and talents of students and simultaneously helps them to develop diverse mathematical insights. Developing mathematics from a modeling perspective permits students to experience mathematics as a means of making sense of data and problems that arise in diverse contexts within and across cultures. Engaging students in small groups to work together on tasks develops their ability to both deal with, and find commonality in a diversity of ideas. Using calculators and computers as a means for learning and doing mathematics, enables students to develop versatile ways of dealing with realistic situations. Calculator and computer graphics offer powerful, easily understood new ways of visualizing mathematics across each of the strands.

Grade level: 9

Unit 1.0 (Two Terms)

Prerequisites: Placement by the Department

Testing selection process and recommendation of the Mathematics Department

Materials: TI-83 or TI 84, any version Graphing Calculator,

1” 3-ring binder notebook with six dividers, 12” English/metric ruler, and protractor.

__CORE PLUS MATHEMATICS I Honors__Grade level: 9

Unit 1.0 (Two Terms)

Prerequisites: Placement by the Department

Testing selection process and recommendation of the Mathematics Department

Materials: TI-83 or TI 84, any version Graphing Calculator,

1” 3-ring binder notebook with six dividers, 12” English/metric ruler, and protractor.

This is the first course in the Core-Plus series and covers topics regarding patterns in data, patterns of change, linear models, graph models, patterns in space and visualization, exponential models, and simulation models.

Grade Level: 9 or 10

Unit 1.0 (Two Terms)

Prerequisite: CPM IA and/or mathematics dept recommendation

Materials: TI-83 or TI 84 any version Graphing Calculator, 1” 3-ring binder notebook with six dividers, 12” English/metric ruler, and protractor.

__CORE PLUS MATHEMATICS II Honors__Grade Level: 9 or 10

Unit 1.0 (Two Terms)

Prerequisite: CPM IA and/or mathematics dept recommendation

Materials: TI-83 or TI 84 any version Graphing Calculator, 1” 3-ring binder notebook with six dividers, 12” English/metric ruler, and protractor.

This is the second course in the Core-Plus series and covers topics regarding matrix models, patterns of location, shape, and size, patterns of association, power models, network optimization, geometric form and its function, and patterns in chance.

Grade Level: 10 or 11

Unit 1.0 (Two Terms)

Prerequisite: Credit for CPM II (A) and mathematics department recommendation

Materials: TI-83 or TI 84 any version Graphing Calculator, 1” 3-ring binder notebook with six dividers, 12” English/metric ruler, and protractor.

__CORE PLUS MATHEMATICS III Honors__Grade Level: 10 or 11

Unit 1.0 (Two Terms)

Prerequisite: Credit for CPM II (A) and mathematics department recommendation

Materials: TI-83 or TI 84 any version Graphing Calculator, 1” 3-ring binder notebook with six dividers, 12” English/metric ruler, and protractor.

This is the third course in the Core-Plus series and covers topics regarding multiple-variable models, modeling public opinion, symbol sense and algebraic reasoning, shapes and geometric reasoning, patterns in variation, families of functions, and discrete models of change.

Grade Level: 11 or 12

Unit 1.0 (Two Terms)

Prerequisites: Credit in CPM III (A) and mathematics department recommendation

Materials: TI-83 or TI 84 any version Graphing Calculator, 1” 3-ring binder notebook with six dividers, 12” English/metric ruler, and protractor.

__CORE PLUS MATHEMATICS IV Honors__Grade Level: 11 or 12

Unit 1.0 (Two Terms)

Prerequisites: Credit in CPM III (A) and mathematics department recommendation

Materials: TI-83 or TI 84 any version Graphing Calculator, 1” 3-ring binder notebook with six dividers, 12” English/metric ruler, and protractor.

The mathematical content and sequence of units in CPM IVA allows considerable flexibility in tailoring a course to best prepare students for various undergraduate programs. CPM IV is designed for students intending to pursue programs in the mathematical and physical sciences or engineering. The topics include rates of change, modeling motion, logarithmic functions and data models, polynomial and rational functions, functions and symbolic reasoning, and space geometry. Depending on time available, additional topics of study will be selected based on student performance and interests.

Grade Level: 11 or 12

Unit 2 (Four Terms)

Prerequisites: CPM IV OR PRE-CALCULUS

Materials: TI-83 or TI-84 any version Graphing Calculator

__AP CALCULUS IAB/IIAB__Grade Level: 11 or 12

Unit 2 (Four Terms)

Prerequisites: CPM IV OR PRE-CALCULUS

Materials: TI-83 or TI-84 any version Graphing Calculator

This course will meet all the College Board topic requirements for an AB advanced placement calculus class. The equivalent of one semester of college calculus, the course begins with functions and graphs and proceeds through limits, derivatives and their applications, integrals and their applications, and the Fundamental Theorem of Calculus. The use of the graphing calculator and computers as tools to assist in sound problem solving techniques will be strongly emphasized. The course will create the ideal environment for the integration of mathematics, science, and technology. As a result of successful completing of the course together with their performance on the AP exam, students may be able to receive college credit and/or advanced placement in calculus at several colleges and universities. All students enrolled in AP Calculus are required to take the Advanced Placement exam in May.

**AP STATISTICS I & II****Grade Level: 11 or 12**

Unit 2 (Four Terms)

Prerequisites: CPM-IV OR PRE-CALCULUS

Materials: TI-83 or TI-84 any version Graphing Calculator

Unit 2 (Four Terms)

Prerequisites: CPM-IV OR PRE-CALCULUS

Materials: TI-83 or TI-84 any version Graphing Calculator

This course will meet all the College Board topic requirements for an advanced placement (AP) Statistics class. It is the equivalent of one semester of college statistics. The course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four broad conceptual themes covered are:

· Exploring Data

· Planning a Study

· Probability Models

· Statistical Inference

As a result of successful completion of this course, and performance on the AP exam, students may be able to receive college credit and/or advanced placement in statistics at numerous colleges and universities. All students enrolled in AP Statistics are required to take the Advanced Placement exam in May.