Chair: Sarah Shulman

Department Goals

We agree with The National Council of Teaching of Mathematics which states that factual knowledge, procedural facility, and conceptual understanding is necessary for students to use mathematics. Learning the "basics" is important, but it does not consider the most simplistic forms of memorization by repetition to be sufficient achievement in mathematics.  A good student not only understands how and when to use facts, procedures, and concepts, but he or she also wants to figure things out and perseveres in the face of challenge.  While our classrooms are teacher dependant, we hope to instill our students with the tools necessary in order to see numbers as an avenue of better understanding the world around us.

Freshman Curriculum

Integrated Algebra 1
Introduction of Probability, Statistics, Introduction to Graphing, Algebra  Algebraic Expressions, Solving Equations, Ratio, Proportion, Area and Volume of Geometric Figures, Introduction to Trigonometry, Graphing, Radicals, Quadratic Functions, 

Sophomore Curriculum

Integrated Geometry
Logic. Writing Proofs, Deductive Reasoning through solving Geometric Proofs. Transformations, Parallel and Perpendicular Lines, Geometry of Quadrilateral and Circles, Locust.

Junior Curriculum

Integrated Algebra 2 and Trigonometry, Rational and Irrational Expressions, Complex Number System, Relations and Functions, Sequences and Series. Exponential and Logarithmic Functions, Trigonometric Functions, Identities, Graphing and Solving Trigonometric Equations and Applications, Statistics, Regression, Probability, and Binomial Theorym.

Senior Curriculum

Elective Choice: Pre-Calculus, AP Calculus, and AP Statistics

Honors Curriculum

Accelerated track is for students who have started a year ahead and completed Integrated Algebra 1 in 8th grade. Accelerated Juniors who are done with their sequence start on AP Calculus.

Mathematics after High School

After our students graduate, our students will have been given the tools to think logically, critically, and spatially. Our classes, such as Statistics and Calculus, will give our students the proper background to mathematical majors once in college and into the future with their chosen careers. Beyond that, we hope that our mathematical lessons will have given our students the ability to reason and turn everyday problems into something that can be solved with an equation.