Mathematics

Full year, ninth grade

Students develop skills and concepts so as to learn how to solve problems using variables. Learning occurs through discussion, exploration, and group work, with the teacher acting as a guide. Topics include real, rational, and irrational numbers; solving linear and quadratic equations; graphing linear and quadratic equations; systems of linear equations; factoring polynomials; properties of exponents; properties of radicals; and simplifying rational expressions. There is an emphasis on solving problems algebraically, as well as through other methods including modeling and graphing. Developing communication skills is essential to the progression of the students’ mathematical competence.

Full year

The first semester of this full-year course familiarizes students to the language and notation of Euclidian geometry. Formal proof is introduced, which opens up opportunities to investigate  parallel lines, triangles, constructions, transformations, triangles, quadrilaterals, and circles. The second semester introduces right triangle trigonometry, functions and transformations, area/perimeter/volume problems, and conic sections.

Prerequisite: Algebra 1

Full year

The first semester of this full-year course in Algebra 2 emphasizes the role of Algebra as the foundation for further mathematics study. It stresses the structure of algebra, the development of algebraic problem-solving skills, and the use of functions as models of real-world situations. This course concentrates on the application of linear equations through matrices, functions and transformations, number series, and rational expressions and equations. In the second semester, students explore the characteristics of polynomial, rational, exponential, and logarithmic functions including an introduction to complex numbers.

Prerequisite: Geometry

First semester or winter intensive

Collecting, representing, analyzing and interpreting data are activities of major importance in contemporary society. This statistics course emphasizes that learning to interpret data correctly is a means to developing increased awareness of social, political, and scientific issues. Students learn to create unbiased surveys and experiments; describe data objectively with graphs, tables, and numerical statistics; determine correlation between variables and understand the concept of a statistically significant result. A TI-83, TI-83 Plus, TI-84, or TI-84 Plus graphing calculator is required.

Prerequisite: Algebra II

Second semester

This semester course begins with a significant emphasis on trigonometry. Students explore concepts and applications from a circular function approach and then proceed to graphing trigonometric functions, using identities to transform expressions, and using trigonometric functions as mathematical models. Properties of elementary functions are reviewed, expanded upon, and applied to data analysis. In addition to trigonometry, the course provides an introduction to vectors and three-dimensional graphing, matrices, and conic sections. A TI-83, TI-83 Plus, TI-84, or TI-84 Plus graphing calculator is required.

Prerequisites: Algebra II

Full year

This year-long course develops and applies the concepts of differential and integral calculus. Concepts related to limits, derivatives and integrals are explored and understood through contextualized application and analysis. This is often accomplished by first starting with the application of a concept in a real-world situation such as Business Calculus or Physics. These concepts are then used in a variety of applications, such as optimization, related rates of change, and volumes of revolution. Students interpret, analyze and apply single-variable calculus concepts graphically, numerically, algebraically, and analytically. A TI-83, TI-83 Plus, Ti-84, or TI-84 Plus is required.

Prerequisite: Pre-Calculus

Full year

This year-long course develops and applies the concepts of differential and integral calculus. An in-depth exploration of the underlying concepts is used to develop a foundation and understanding of limits, derivatives, and integrals. These concepts are then used in a variety of applications, such as optimization, related rates of change, and volumes of revolution. Students learn to interpret the calculus concepts from several frames of reference: graphically, numerically, algebraically, and verbally. Clear communication of ideas and process is emphasized. Material in this course is a subset of the material on the AB Calculus AP exam. A TI-83, TI-83 Plus, Ti-84, or TI-84 Plus is required.

Prerequisite: Pre-Calculus (or equivalent)

Full year

This year-long course initially revisits the fundamental concepts of calculus, emphasizing rigorous analysis. It continues with a dual approach: exercising the application of course topics and visiting their logical, conceptual basis. The application side may consist of short exercises and more involved projects. The logical, conceptual side introduces and explores the idea of rigorous derivation and proof. In both approaches, students look at the derivative and the integral as they relate to the following topics: infinite series, non-Cartesian coordinate systems, differential equations, vector-valued functions, and multivariable functions. A TI-83, TI-83 Plus, TI-84, or TI-84 Plus graphing calculator is required.

Prerequisite: Calculus I (or equivalent)

Second semester

A continuation of Introduction to Statistics, this course concentrates on statistical inference procedures. In the first half of this semester course, students analyze and interpret data. Topics include confidence intervals, tests of significance, and power and errors analysis associated with tests of significance. In the second half of the course, students design and implement a data collection method for a project of their choosing. Students then analyze and interpret the collected data and present their processes and findings. A TI-83, TI-83 Plus, TI-84, or TI-84 Plus graphing calculator is required.

Prerequisite: Introduction to Statistics (or equivalent)

Second semester

Is the geometry learned in high school adequate for describing the physical world in which we live? How does an online business such as eBay or Amazon ensure the safety of a customer's credit information? In this seminar, students try to answer questions such as these. Topics might include non-Euclidean geometry, Markov chains, discrete mathematics, number theory, matrix algebra, abstract algebra, fractals, and chaos theory. Students will research a topic of interest and present their findings to the class. This course is designed for students with strong preparation who would like to develop a broader understanding of the field of mathematics. Students may repeat this course for credit.

Prerequisite: completion or concurrent enrollment in Pre-Calculus.

First semester

This course empowers students to find, explore, transform, visualize, and interpret big data sets using some of the same programming tools of professional data scientists.  Students explore the use of data in public policy using public data sets and discuss issues of bias in data collection and analysis.  Students analyze data to ask and answer a variety of questions about real-world topics such as movie recommendations, medical testing, political campaigns, sports, and cloud service reliability.  This course involves programming in the Python language, however previous programming experience is not required.  

Prerequisite: Introduction to Statistics or equivalent experience.

First semester

This course meets the needs of those students whose previous math experiences do not fall neatly into our course sequence of algebra and geometry. Students work on an individually designed course of study within a scheduled class. Placement into this course happens during our review of the prior coursework for incoming students. Please direct question to the math department head.

First semester

Students use mathematical thinking and skills to build an understanding of personal finance as well as broader knowledge of the financial world. Students learn about saving for short- and long-term goals of college, homes, and retirement and about investing in stocks, bonds, and funds. Students study, from a mathematical perspective, taxes and the differences between progressive and regressive taxation. Each student develops and works on a mock financial portfolio for the semester and stays current on financial news and developments through blogging and online discussion.

Prerequisite: Algebra II (may take concurrently).

First intensive

This course is an introduction to formal reasoning, logic, and proof. Students examine how Euclid’s postulates are the basis of an axiomatic structure for plane geometry. Various methods for illustrating deductive reasoning are used, including two-column proof, proof by contradiction, and derivation. While the emphasis for this course is on geometric reasoning, students extend their studies with investigations of algebraic reasoning and proof. Throughout the course, students construct proofs for important mathematical concepts such as the Pythagorean Theorem, the laws of sines and cosines, and the quadratic formula. Prerequisite: Geometry A (or equivalent)

First intensive, Second intensive

Intro to Statistics develops students’ potential to quantify and interpret what they observe; collecting, representing, analyzing, and modeling with data are activities of major importance in contemporary society. This statistics course emphasizes that learning to interpret data correctly is a means to developing increased awareness of social, political, and scientific issues. Students learn to create unbiased surveys and experiments, detect bias in other surveys, describe data objectively with graphs table, and numerical statistics; determine correlation between variables and understand the concept of a statistically significant result.

In the intensive model of Intro to Statistics, students look outside the Statistics textbook and inside the city of Seattle (and beyond) to learn how to become a generator, user, and interpreter of information from a statistical perspective.

Prerequisite: Algebra IIB (or equivalent).