Mathematics

Calculus AB is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Major topics include: Functions, Graphs, and Limits, Derivatives, and, Integrals. Extensive out of class preparation is required. Students are expected to take a final AP exam.

Calculus BC is an extension of Calculus AB rather than an enhancement, common topics require a similar depth of understanding. Major topics include: Functions, Graphs, and Limits, Derivatives, Integrals, and, Polynomial Approximations and Series. Extensive out of class preparation is required. Students are expected to take a final AP exam.

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1. Exploring Data: Describing patterns and departures from patterns 2. Sampling and Experimentation: Planning and conducting a study 3. Anticipating Patterns: Exploring random phenomena using probability and simulation 4.

Students will develop the ability to think logically and independently, consider accuracy, model situations mathematically, analyse results and reflect on findings.

This course aims to enable candidates to: develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment, develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject, acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying, develop the ability to analyze problems logically, recognize when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem, use mathematics as a means of communication with emphasis on the use of clear expression, acquire the mathematical background necessary for further study in this or related subjects. Major topics include: Quadratics, Functions, Coordinate Geometry, Circular Measure, Trigonometry, Vectors, Series, Differentiation, Integration, Algebra, Logarithmic and Exponential Functions, Integration, Complex Numbers, Mechanics, and, Probability and Statistics.

This course, or its equivalent, is a required course for graduation. The critical areas of this course deepen and extend understanding of the number system and of linear and exponential relationships by contrasting them with each other and by applying linear models to statistical data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The standards for these critical areas fall into three reporting categories: Algebra and Modeling, Functions and Modeling, and, Statistics and the Number System. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of real-world scenarios. Students must participate in the End-of-Course examination.

This course is a rigorous study designed for the student who excels in both ability and performance in mathematics. The critical areas of this course deepen and extend understanding of the number system and of linear and exponential relationships by contrasting them with each other and by applying linear models to statistical data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The standards for these critical areas fall into three reporting categories: Algebra and Modeling, Functions and Modeling, and, Statistics and the Number System. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of real-world scenarios. Students must participate in the End-of-Course examination.

The purpose of this course is to develop the algebraic concepts and processes that can be used to solve a variety of real-world and mathematical problems. This is the first of a two-year sequence of courses, Algebra 1-A and Algebra 1-B. Together, the two courses fulfill the Algebra 1 requirements (Course Number 1200310). There are two critical areas of this course: Relationships Between Quantities and Reasoning with Equations and Linear and Exponential Relationships. These critical areas deepen and extend understanding of the number system and of linear and exponential relationships by contrasting them with each other and by applying linear models to statistical data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of real-world scenarios. 

The purpose of this course is to develop the algebraic concepts and processes that can be used to solve a variety of real-world and mathematical problems. This is the second of a two year sequence of courses, Algebra 1-A and Algebra 1-B. Together, the two courses fulfill the Algebra 1 requirements (Course Number 1200310). There are three critical areas of this course: Descriptive Statistics, Expressions and Equations and Quadratic Functions and Modeling. These critical areas deepen and extend understanding of the number system and of linear and exponential relationships by contrasting them with each other and by applying linear models to statistical data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of real-world scenarios. Students must participate in the End-of-Course examination.

This second course in algebra is designed for college bound students. This course builds on work with linear, quadratic, and exponential functions, and extends student repertoire of functions to include polynomial, rational, and radical functions. Students will work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The standards for this course fall into three reporting categories: Algebra and Modeling, Functions and Modeling, and, Statistics and the Number System. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of real-world scenarios.

This course is a rigorous study designed for the student who excels both in ability and performance in college preparatory mathematics. This course builds on work with linear, quadratic, and exponential functions, and extends student repertoire of functions to include polynomial, rational, and radical functions. Students will work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The standards for this course fall into three reporting categories: Algebra and Modeling, Functions and Modeling, and, Statistics and the Number System. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of real-world scenarios.

AP PRECALCULUS

The purpose of this course is to provide a foundation for the study of advanced mathematics. Major topics include: Limits and Continuity, Differential Calculus, Applications of Derivatives, Integral Calculus, and, Applications of Integration.

The aims are to enable students to: • develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment • develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject • acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying • develop the ability to analyse problems logically • recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and select an appropriate mathematical method to solve the problem • use mathematics as a means of communication with emphasis on the use of clear expression • acquire the mathematical background necessary for further study in mathematics or related subjects.

Mathematics

In Discrete Mathematics Honors, instructional time will emphasize five areas: (1) extending understanding of sequences and patterns to include Fibonacci sequences and tessellations; (2) applying probability and combinatorics; (3) extending understanding of systems of equations and inequalities to solve linear programming problems; (4) developing an understanding of Graph Theory, Election Theory and Set Theory and (5) developing an understanding of propositional logic, arguments and methods of proof. All clarifications stated, whether general or specific to Discrete Mathematics Honors, are expectations for instruction of that benchmark. Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

The purpose of this course is to enable students to develop mathematics skills and concepts through remedial instruction and practice. The content should include mathematics content that has been identified by screening and individual diagnosis of each student’s need for remedial instruction as specified in his/her progress monitoring intervention plan. NOTE: Credit received in this course does not fulfill one of the four required math credits.

This course is targeted for students who need additional instruction in content to prepare them for success in upper-level mathematics.  This course incorporates the Florida Standards for Mathematical Practices as well as the following Florida Standards for Mathematical Content:  Algebra, Geometry, Number and Quantity, and Statistics, and the Florida Standards for High School Modeling.  The course also includes many Financial Literacy Standards found in Social Studies curriculum.

Geometry is a course designed for college bound students. In this course, students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. The standards for this course fall into three critical areas (reporting categories): Congruence, Similarity, Right Triangles and Trigonometry, Circles, Geometric Measurement and Geometric Properties with Equations, and, Modeling with Geometry. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of real-world scenarios. This course emphasizes the relationship between Algebra and Geometry in preparation for Algebra 2.

This course is designed for the student who excels in both ability and performance in college preparatory mathematics. This is a rigorous study in which students will explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. The standards for this course fall into three critical areas (reporting categories): Congruence, Similarity, Right Triangles and Trigonometry, Circles, Geometric Measurement and Geometric Properties with Equations, and, Modeling with Geometry. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of real-world scenarios. Extensive out-of-class preparation is required. This course emphasizes the relationship between Algebra and Geometry in preparation for Algebra 2 Honors.

This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by induction at HL.

This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by induction at HL.

This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by induction at HL. The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.

This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

In Mathematics for ACT and SAT, instructional time will emphasize six areas: (1) extending understanding of functions to linear, quadratic and exponential functions and using them to model and analyze real-worldrelationships; (2) developing understanding of the complex number system, including complex numbers as roots of polynomial equations; (3) extending knowledge of ratios, proportions and functions to data and financial contexts; (4) solve problems involving univariate and bivariate data and make inferences from collected data; (5) relationships and theorems involving two-dimensional figures using Euclidean geometry and coordinate geometry; (6) graph and apply trigonometric relations and functions. Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills. All clarifications stated, whether general or specific to Mathematics for ACT and SAT, are expectations for instruction of that benchmark.

This course is recommended for students who simply need some additional instruction in content to prepare them for success in college level mathematics. This course incorporates the Florida Standards for Mathematical Practices as well as the following Florida Standards for Mathematical Content: Expressions and Equations, The Number System, Functions, Algebra, Geometry, Number and Quantity, Statistics and Probability, and the Florida Standards for High School Modeling. The standards align with the Mathematics Postsecondary Readiness Competencies deemed necessary for entry-level college courses.

In Mathematics for College Liberal Arts, instructional time will emphasize five areas: (1) analyzing and applying linear and exponential functions within a real-world context; (2) utilizing geometric concepts to solve real-world problems; (3) extending understanding of probability theory; (4) representing and interpreting univariate and bivariate data and (5) developing understanding of logic and set theory. All clarifications stated, whether general or specific to Mathematics for College Liberal Arts, are expectations for instruction of that benchmark. Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

In Mathematics for Data and Financial Literacy Honors, instructional time will emphasize five areas: (1) extending knowledge of ratios, proportions and functions to data and financial contexts; (2) developing understanding of basic economic and accounting principles; (3) determining advantages and disadvantages of credit accounts and short- and long-term loans; (4) developing understanding of planning for the future through investments, insurance and retirement plans and (5) extending knowledge of data analysis to create and evaluate reports and to make predictions. All clarifications stated, whether general or specific to Mathematics for Data and Financial Literacy Honors, are expectations for instruction of that benchmark. Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

This course is the third course in the Pre-AICE sequence. This course aims to enable candidates to: • develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment • develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject • acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying • develop the ability to analyze problems logically, recognize when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem • use mathematics as a means of communication with emphasis on the use of clear expression • acquire the mathematical background necessary for further study in this or related subjects. Major topics include: Quadratics, Functions, Coordinate Geometry, Circular Measure, Trigonometry, Vectors, Series, Differentiation, Integration, Algebra, Logarithmic and Exponential Functions, Integration, Complex Numbers, Mechanics, and, Probability and Statistics.

This course is the first course in the Pre-AICE sequence. This course aims to enable candidates to: • develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment • develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject • acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying • develop the ability to analyze problems logically, recognize when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem • use mathematics as a means of communication with emphasis on the use of clear expression • acquire the mathematical background necessary for further study in this or related subjects. Major topics include: Quadratics, Functions, Coordinate Geometry, Circular Measure, Trigonometry, Vectors, Series, Differentiation, Integration, Algebra, Logarithmic and Exponential Functions, Integration, Complex Numbers, Mechanics, and, Probability and Statistics.

This course is the second course in the Pre-AICE sequence. This course aims to enable candidates to: • develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment • develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject • acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying • develop the ability to analyze problems logically, recognize when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem • use mathematics as a means of communication with emphasis on the use of clear expression • acquire the mathematical background necessary for further study in this or related subjects. Major topics include: Quadratics, Functions, Coordinate Geometry, Circular Measure, Trigonometry, Vectors, Series, Differentiation, Integration, Algebra, Logarithmic and Exponential Functions, Integration, Complex Numbers, Mechanics, and, Probability and Statistics.

This course is designed for the student who excels both in ability and performance in college preparatory mathematics and will strengthen the student’s skill in preparation for calculus. Major topics include: Limits and Continuity, The Complex Number System, Vector & Matrix Quantities, Arithmetic with Polynomials & Rational Expressions, Building Functions, Trigonometric Functions, Similarity, Right Triangles, & Trigonometry, and, Expressing Geometric Properties with Equations. NOTE: Students earning credit in pre-calculus may not earn credit in both trigonometry and analytic geometry.

The purpose of this course is to introduce students to the fundamentals of descriptive and inferential statistics with a pronounced emphasis on inference. Major topics include: Conditional Probability and the Rules of Probability, Making Inferences and Justifying conclusions, Interpreting Categorical and Quantitative Data, and, Using Probability to Make Decisions.