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Algebra I
Algebra  I  formalizes  and  extends  the  mathematics  students  learned  in  the  middle  grades.  Algebra  I  is  made  up  of   5  strands:  Real  Numbers  and  Expressions;  Functions;  Linear  Equations,  Inequalities,  and  Functions;  Systems  of   Equations  and  Inequalities;  Quadratic  and  Exponential  Equations  and  Functions;  and  Data  Analysis  and  Statistics.     These  critical  areas  deepen  and  extend  understanding  of  linear  and  exponential  relationships  by  contrasting   them  with  each  other  and  by  applying  linear  models  to  data  that  exhibit  a  linear  trend,  and  students  engage  in   methods  for  analyzing,  solving,  and  using  quadratic  functions.  The  eight  Process  Standards  for  Mathematics   apply  throughout  the  course.    Together  with  the  content  standards,  the  Process  Standards  prescribe  that   students  experience  mathematics  as  a  coherent,  useful,  and  logical  subject  that  makes  use  of  their  ability  to   make  sense  of  problem  situations.

Algebra I Lab
Formerly Algebra Enrichment
Algebra  I  Lab  is  a  mathematics  support  course  for  Algebra  I.    Algebra  I  Lab  should  be  taken  while  students  are   concurrently  enrolled  in  Algebra  1.    This  course  provides  students  with  additional  time  to  build  the  foundations   necessary  for  high  school  math  courses,  while  concurrently  having  access  to  rigorous,  grade-­‐level  appropriate   courses.    The  five  critical  areas  of  Algebra  I  Lab  align  with  the  critical  areas  of  Algebra  I:    Relationships  between   Quantities  and  Reasoning  with  Equations;  Linear  and  Exponential  Relationships;  Descriptive  Statistics;   Expressions  and  Equations;  and  Quadratic  Functions  and  Modeling.    However,  whereas  Algebra  I  contains   exclusively  grade-­‐level  content,  Algebra  I  Lab  combines  standards  from  high  school  courses  with  foundational   standards  from  the  middle  grades.

Algebra II

Algebra  II  builds  on  work  with  linear,  quadratic,  and  exponential  functions  and  allows  for  students  to  extend   their  repertoire  of  functions  to  include  polynomial,  rational,  and  radical  functions.  Students  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.  Algebra  II  is  made  up  of  5  strands:  Complex  Numbers   and  Expressions;  Functions;  Systems  of  Equations;  Quadratic  Equations  and  Functions;  Exponential  &   Logarithmic  Equations  and  Functions;  Polynomial,  Rational,  and  Other  Equations  and  Functions;  and  Data   Analysis,  Statistics,  and  Probability.  The  eight  Process  Standards  for  Mathematics  apply  throughout  the  course.     Together  with  the  content  standards,  the  Process  Standards  prescribe  that  students  experience  mathematics  as   a  coherent,  useful,  and  logical  subject  that  makes  use  of  their  ability  to  make  sense  of  problem  situations.

AP Calculus, CC (MATH 118)

AP  Calculus  AB  is  a  course  based  on  the  content  established  and  copyrighted  by  the  College  Board.  AP  Calculus  AB  is  equivalent  to  a  first  semester  college  calculus  course  devoted  to  topics  in  differential   and  integral  calculus.  This  course  covers  topics  in  these  areas,  including  concepts  and  skills  of  limits,  derivatives,  definite  integrals,   and  the  Fundamental  Theorem  of  Calculus.  The  course  teaches  students  to  approach  calculus  concepts  and  problems  when  they  are   represented  graphically,  numerically,  analytically,  and  verbally,  and  to  make  connections  amongst  these  representations.  Students   learn  how  to  use  technology  to  help  solve  problems,  experiment,  interpret  results,  and  support  conclusions.  Grade 11-12.

Business Math

Business  Math  is  a  business  course  designed  to  prepare  students  for  roles  as  entrepreneurs,  producers,  and   business  leaders  by  developing  abilities  and  skills  that  are  part  of  any  business  environment.    A  solid   understanding  of  math  including  algebra,  basic  geometry,  statistics  and  probability  provides  the  necessary   foundation  for  students  interested  in  careers  in  business  and  skilled  trade  areas.    The  content  includes   mathematical  operations  related  to  accounting,  banking  and  finance,  marketing,  and  management.     Instructional  strategies  should  include  simulations,  guest  speakers,  tours,  Internet  research,  and  business   experiences.

 

Finite Math

Finite Mathematics is an umbrella of mathematical topics.  It is a course designed for students who will undertake higher mathematics in college that may not include calculus.  Finite Math is made up of five strands:  Sets, Matrices, Networks, Optimization, and Probability.  The skills listed in these strands indicate what students should know and be able to do in Finite Math.  The eight Process Standards for Mathematics apply throughout this course.  Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.  Two semester, two credit course.  Grade 12. 


Geometry
 Geometry  formalizes  and  extends  students’  geometric  experiences  from  the  middle  grades.  Students  explore   more  complex  geometric  situations  and  deepen  their  explanations  of  geometric  relationships,  moving  towards   formal  mathematical  arguments.  Five  critical  areas  comprise  the  Geometry  course:  Logic  and  Proofs;  Points,   Lines,  Angles,  and  Planes;  Triangles;  Quadrilaterals  and  Other  Polygons;  Circles;  Transformations;  and  Three-­‐ dimensional  Solids.      The  eight  Process  Standards  for  Mathematics  apply  throughout  the  course.    Together  with   the  content  standards,  the  Process  Standards  prescribe  that  students  experience  mathematics  as  a  coherent,   useful,  and  logical  subject  that  makes  use  of  their  ability  to  make  sense  of  problem  situations.

Math Lab
Mathematics  Lab  provides  students  with  individualized  instruction  designed  to  support  success  in  completing   mathematics  coursework  aligned  with  Indiana’s  Academic  Standards  for  Mathematics.    Mathematics  Lab  is  to  be   taken  in  conjunction  with  a  Core  40  mathematics  course,  and  the  content  of  Mathematics  Lab  should  be  tightly   aligned  to  the  content  of  its  corresponding  course.  Mathematics  Lab  should  not  be  offered  in  conjunction  with   Algebra  I  or  Integrated  Mathematics  I;  instead,  schools  should  offer  Algebra  Enrichment  or  Integrated   Mathematics  Enrichment  to  provide  students  with  rigorous  support  for  these  courses.

PreCalculus, CC (MATH 102)
Pre-­‐Calculus  extends  the  foundations  of  algebra  and  functions  developed  in  previous  courses  to  new  functions,   including  exponential  and  logarithmic  functions,  and  to  higher-­‐level  sequences  and  series.  The  course  provides   students  with  the  skills  and  understandings  that  are  necessary  for  advanced  manipulation  of  angles  and   measurement.  Pre-­‐Calculus  is  made  up  of  five  strands:  Polar  Coordinates  and  Complex  Numbers;  Functions;   Quadratic,  Polynomial,  and  Rational  Equations  and  Functions;  Exponential  and  Logarithmic  Equations  and   Functions;  and  Parametric  Equations.  Students  will  also  advance  their  understanding  of  imaginary  numbers   through  an  investigation  of  complex  numbers  and  polar  coordinates.  The  course  is  designed  for  students  who   expect  math  to  be  a  major  component  of  their  future  college  and  career  experiences,  and  as  such  it  is  designed   to  provide  students  with  strong  foundations  for  calculus  and  other  higher-­‐level  math  courses.    The  eight  Process   Standards  for  Mathematics  apply  throughout  the  course.    Together  with  the  content  standards,  the  Process   Standards  prescribe  that  students  experience  mathematics  as  a  coherent,  useful,  and  logical  subject  that  makes   use  of  their  ability  to  make  sense  of  problem  situations.

Trigonometry, CC (MATH 104)

Trigonometry  provides  students  with  the  skills  and  understandings  that  are  necessary  for  advanced   manipulation  of  angles  and  measurement.  Trigonometry  provides  the  foundation  for  common  periodic  functions   that  are  encountered  many  disciplines,  including  music,  engineering,  medicine,  and  finance  (and  nearly  all  other   STEM  disciplines).    Trigonometry  consists  of  seven  strands:  Conics,  Unit  Circle,  Geometry,  Periodic  Functions,   Identities,  Polar  Coordinates,  and  Vectors.    Students  will  also  advance  their  understanding  of  imaginary  numbers   through  an  investigation  of  complex  numbers  and  polar  coordinates.    A  strong  understanding  of  complex  and   imaginary  numbers  is  a  necessity  for  fields  such  as  engineering  and  computer  programming.  The  eight  Process   Standards  for  Mathematics  apply  throughout  the  course.    Together  with  the  content  standards,  the  Process Standards  prescribe  that  students  experience  mathematics  as  a  coherent,  useful,  and  logical  subject  that  makes   use  of  their  ability  to  make  sense  of  problem  situations.    

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