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The goal of the Algebra I curriculum is to develop sound critical thinking and flexible problem solving skills while best preparing students for the rigors of their next math course. This course is designed to be completed in one or two years, depending on the proficiency of the student. It focuses on developing competency in reading, writing, and manipulating algebraic notations. The topics of study include the use of variables and exponents, evaluating and solving algebraic expressions, equations and inequalities, operations with polynomials, graphing linear equations, solving quadratic equations, and working with algebraic fractions. This approach to education puts an emphasis on discovery, independence, freedom of choice, and cooperative learning.

Students must have fully completed Algebra I and Geometry and need a teacher recommendation to be placed in Algebra II. This is a rigorous and competitive course that contains some of our top math students. The focus is on polynomials, operations and simplifying rational expressions, working with the graphing calculator and other graphing devices to explore functions and transformations. Students engage with radians and degrees, connecting the unit circle and the graphs of periodic functions to one another. Working both independently and cooperatively, students seek to solve word problems and other challenging material.

Students must have fully completed Algebra I and Geometry and need a teacher recommendation to be placed in Algebra II. This is a rigorous and competitive course that contains some of our top math students. The focus is on polynomials, operations and simplifying rational expressions, working with the graphing calculator and other graphing devices to explore functions and transformations. Students engage with radians and degrees, connecting the unit circle and the graphs of periodic functions to one another. Working both independently and cooperatively, students seek to solve word problems and other challenging material.

The goal of the fifth grade math program is to solidify, through review, the basic operations with whole numbers and decimals. The students are then introduced to the four operations with fractions. Units on geometry and measurement conclude the year’s work. A clear and thorough record of student achievement is maintained in each student’s notebook.

Math games and brainteasers are also employed to improve the student’s ability to think mathematically, notice patterns and solve problems logically. The class also emphasizes the practice of mental math activities.

Foundations of Mathematics I seeks to provide a variety of successful learning experiences for each student to encourage growth and a positive attitude towards mathematics. Hands-on activities and short- and long-term projects that suit various learning styles enhance the program. Appropriate cross-curricular activities are also included.
Students start with a review of whole numbers, operations and place values. They then learn about measurement, including customary and metric systems, and measurement of time. Measurement is connected to the study of geometry as students learn area, perimeter, surface area, and volume. Students also explore ratios, proportions and percents, probability and statistics, and beginning algebraic equations.

A main goal of our math program is to expand students’ problem solving skills. Through activities which require mental math, paper and pencil computation, visual thinking, estimation, decision making, communication, and analysis, students gain skills in attempting various strategies, explaining the processes they use and the solutions they arrive at.

Foundations of Mathematics II focuses on the development of sound critical thinking and flexible problem solving skills. It is a course that begins the shift from the concrete realm of arithmetic into the abstract area of algebra. The focus of this course is to develop genuine understanding through a blend of problem based learning and explicit instruction, where an emphasis is placed on making connections between old and new concepts. Topics covered include operations with fractions, proportional reasoning, percent problems, algebraic expressions and equations, probability, and the measurements of geometric shapes and solids. Most students who complete this course will take Foundations of Mathematics III in the fall, although a student may be ready for Algebra I at the recommendation of the teacher.

Foundations of Mathematics III offers a bridge between Foundations of Mathematics II and Algebra I for those students who are still transitioning between the concrete realm of arithmetic and the abstract concepts of algebra. The focus of this course is to develop genuine understanding through a blend of problem based learning and explicit instruction, where an emphasis is placed on making connections between old and new concepts. Topics covered include properties of exponents, linear equations, functions, data analysis, systems of equations, congruence and similarity of geometric figures, the Pythagorean theorem and surface area and volume of geometric solids. The successful completion of this course will provide students with the mathematical foundation needed to take Algebra I in the fall.

This course is designed as a fast paced, one year algebra program. The students in this course working both independent and cooperatively to master and apply the foundational skills necessary to find success in future math courses. Students will work through functions using rational numbers, make connections with both algebraic and graphical representations of the work, solve second degree (quadratics) equations and use introductory trigonometry.

Students must have completed an approved Algebra I program to place into Geometry. This course is covered in one academic year. A strong emphasis is placed on the importance of step-by-step proofs and other topics, such as parallel and perpendicular lines, relationships with triangles, polygons and quadrilaterals, right triangles and trigonometry, area, surface area and volume. Students are encouraged to become independent learners through challenging homework questions and in-class collaborative activities.

Students must have completed an approved Algebra I program to place into Honors Geometry. This course is taught in one academic year. Emphasis is placed on the importance of step-by-step proofs and other topics, such as parallel and perpendicular lines, relationships with triangles, polygons and quadrilaterals, right triangles and trigonometry, area, surface area and volume. The Honors section explores these topics in greater depth, often involving more complex proofs and the detailed relationship between geometry and trigonometry. Honors students have skills that allow them to learn both independently and collaboratively.