Students will use Ti­83 or Ti­84 calculators extensively to help them visualize functions and find
solutions to problems. Students will be assessed through traditional quizzes and tests, as well
as through projects and other individual and group work.

In this rigorous college level course, students will move from the finite to the infinite. In previous math courses students have studied functions and average rate of change, such as average velocity to approximate instantaneous rates of change. They have also studied behavior of functions and have found maximum and minimum values of a function by graphing. In AB Calculus we will study the behavior of functions as the x value gets “infinitely close to” a given x value to find exact values of instantaneous rates of change, derivatives. We will also find accumulated change in a function given its derivative, the idea of integration. AP Calculus AB is essentially one continuous topic, starting from an understanding of functions to limits, continuity, differentiation, integration, and applications in math, physics, and economics. Students will be able to, for example, find equations of tangent lines to approximate functions, find marginal cost and maximize profit, analyze motion along a line, find areas and volumes and finally learn where all the formulas they learned in fifth grade actually came from, such as the volume of a cone. We will take an active approach in learning Calculus. Through explorations, experimentation, and activities students will have a better intuitive understanding of calculus concepts, which we will then prove more formally. Students will use Ti­83 or Ti­84 calculators extensively to help them visualize functions and find solutions to problems they could not without a graphing calculator. Students will be assessed through traditional quizzes and tests, as well as through projects, take-home work, and other individual and group work. In this course we will use Math XL, an online course management system. Students will be assigned problems in Math XL and can access hints, practice problems, and PDF copies of chapters.  We will also use AP classroom for additional problems and past AP questions.   They will have the opportunity to redo problems they get incorrect. In the spring, students are required to take the Calculus Advanced Placement Exam. Those who take the AB exam and get a 4 or 5, and often a 3, could get a semester of college credit, at the discretion of the college. A Ti­83 or Ti­84 or equivalent graphing calculator is needed for this class.​Estimated exam cost: $95

Advanced Placement Calculus BC covers all the topics of Calculus AB plus additional integrations techniques ( integration by parts, improper integrals, partial fraction decomposition); sequences and series (specifically MacLaurin and Taylor polynomials with error estimates, MacLaurin and Taylor series, convergence and interval of convergence of series); areas and arc length of functions given in polar and parametric form;  and vector Calculus. Students will be required to take the  BC exam, typically a 4 or a 5, and may get up to a year’s college credit.  A Ti­83 or Ti­84 or equivalent graphing calculator is needed for this class.​Estimated exam cost: $95

More and more programs in college now require a background in statistics, and virtually anyone pursuing a graduate degree must have a course in statistics. AP Statistics is an introductory, college ­level course that will help students understand the world around them and make predictions based on sampling and probability. The course deals with four main areas: Exploring data (describing and interpreting data and distributions), Sampling and Experimentation—how to collect data representative of the population and how to design and carry out experiments; Probability and Simulation—using mathematical models, probability and simulation,and Statistical Inference (making predictions of populations based on samples, making statistical arguments and testing claims using statistics). Taking a typical one­ semester college course in a year in high school gives students the opportunity to do more “hands-­on” statistics—experiments and simulations—than possible in college. In class we will often perform simulations, collect data, or do experiments to motivate and understand theorems and statistical procedures and results. Students’ previous algebra skills, and their concept of proof will help them understand these theorems and procedures. AP Statistics is very different from previous math courses. There is a strong reading and writing component. Students will be expected to read 800 pages of text and be able to communicate their knowledge through written explanations. They must demonstrate a high level of motivation, good study and language skills, and proven mathematical ability in order to be successful in this course. Students will demonstrate their knowledge through quizzes, tests, and individual or group projects and investigations.  We will also use AP classroom for additional problems and past AP questions.   Students are required to take the AP exam in May. Those who get a 4 or 5 on the AP exam could qualify for a semester’s college credit at the discretion of university.  A Ti­83 or Ti­84 graphing calculator is required. Estimated exam cost: $95

This course is designed as an introduction to statistics and data analysis, and would offer a firm foundation for subsequent work in AP Statistics. . Its focus is on probability, statistics and data analysis. Through sampling, simulation, and experimentation, students will  model real world situations to approximate probability and to make predictions.  They will use graphing and regression features of their graphing calculators to display and analyze data. They will use sampling to make predictions about populations, through confidence intervals, and they will also use sampling to conduct hypothesis testing.  A Ti-83 or Ti-84 graphing calculator is required. We will make use of an online homework system where students can get hints and see examples and work out problems.

Description: Making decisions about complex social issues is rarely clear cut or straightforward.  Consensus is often impossible and a simple majority is not always the best option.  Are there alternatives?  As our political systems have developed, the decision making processes have become unwieldy and complex, creating debates about the electoral college and representation.  In this course we will try to understand the election process, and political system in general, through a mathematical lens.  How are results from primaries used to predict final election results? In a country as diverse and regionally unique as the United States, how are polls to be created and used to create predictions and make conclusions about popular opinion?  How are votes determined in the electoral college and why do we use this system?  Is there a purely mathematical way to make decisions or do we need to consider the human element?  How do the needs or wants of the many compare to the needs or wants of the few and can this be accurately quantified?  The goal of this course is to explore how math is used to make decisions on a broad scale and present data that is not purely scientific in nature, how it can be used well, and how it can be abused or used poorly.

In the first semester of Geometry, students will be introduced to the fundamental concepts of reasoning and logic, basic coordinate Geometry, and congruence. In doing this students will be exploring many relationships between points, lines, angles, etc. They will be called upon to explain their ideas and justify their answers in rigorous ways utilising definitions, postulates, and theorems. At times they will use informal explanation methods and at times they will use the more formal two-column proof. Students will first learn basic terminology and relationships, as well as the basics of deductive reasoning and proofs. They will then explore relationships between lines and angles using parallel lines. Following this, students will explore the idea of congruence through transformations in the coordinate plane and by considering what it takes for triangles to be congruent. The term will end with an in depth look at some of the relationships that exist within right triangles. Skills from Algebra I will be utilised regularly.  The second rotation will begin with a study of similarity and trigonometry, with a continued focus on triangles.  When we wrap up our study of triangles, we will study quadrilaterals and other polygons, followed by circles, and finally surface area and volume.

The History of Math (Great Aha Moments of Math) will focus on interesting historical topics in math. The whole history of math can not be covered in three weeks, but we will explore interesting theories and the thought that went into them. What did they think of that?  Students will explore topics such as the history of numbers, constructions, Pythagoras Theorem, Zeno’s paradoxes, Pascal’s Triangle and binomial expansions, Number Theory, conic sections, Platonic solids, Inductive Proofs, Combinatorics, and series. We will spend time each day on problem solving and on AMC (American Math Competition) problems as well as more advanced talent search questions. Near the end of the intensive, students will choose a topic we’ve touched on to explore in more detail, or pick a new topic from the text or other sources to explore and report on.

This course in introductory statistics and probability will introduce the student to descriptive statistics, uses and abuses of statistics, simulations, probability, and uses of statistics in the real world. Students will have the opportunity to do hands-on probability experiments and simulations. They will learn the basics of probability including the use of tree diagrams, rules of probability, combinations, permutations, and the binomial theorem; binomial and normal distributions; using the Ti-84 to perform simulations and find probabilities; displaying and analyzing data; and making predictions. The course will culminate in a project involving probability and statistics.  Required materials: Ti-84 graphing calculator.  Note: this course is open to Freshman who have completed Algebra I.

Course Description: More and more programs in college now require a background in statistics, and virtually anyone pursuing a graduate degree must have a course in statistics. But we don’t have to wait until graduate school to see how statistics is useful. We will see that nearly nothing in this world is certain. There is always error involved in making predictions. Have you ever seen an ad on tv that looks suspicious? We will learn to view ads and media claims with a critical eye, and through statistics, sampling and experimentation, we will be able to test claims to see if they are misleading. We can also use sampling and experimentation to make predictions. We will also visit professionals in the field to see, for example, how statistics is used in polling, marketing, and medical research. We will make use of technology such as Ti-83 or Ti-84 graphing calculators to help us display and analyze data. We will also learn how to communicate our mathematical results clearly. This course would be a good stand alone class, or a great addition for a student planning to take, or who has taken, AP Statistics.

Prerequisite: A solid base in algebra and good writing skills. Not, however open to Freshmen
Supplies: Ti-83 and Ti-84 graphing calculators

Students will calculate and analyze various statistics from both team and spectator’s point of view. Recently, there have been various trends and analysis throughout the world of sports, and students in this course will not only algebraically solve problems, but will have in-depth discussion as to their legitimacy. The class will look at some of the statistics they may see on television or the internet and we will discuss what they mean and how to calculate. Students will look at what coaches particularly look at in high school, college and pro level, including some Maumee Valley athletics. We will tie in some of the probability, statistics, and graphs that  students will see on SAT’s and ACT’s. TI 83 or TI 84 graphing calculator is highly recommended.

Trigonometry is the combination of Algebra and Geometry. Concepts from both courses combine to provide us with the tools for modeling and analyzing the real world in ways that were not possible previously. Trigonometric functions, like numerous events in the real world hold hidden patterns and are cyclical.  In this course, the students will use their Algebraic skills to develop an understanding of trigonometric functions, their identities, and their applications.  The skills developed in this course will help prepare the students for precalculus and the study of calculus and other mathematics courses that require the knowledge of trigonometry at the college level.  Students will be exposed to ample real world problems, and a practical mathematical symbolic approach to solving them.  The critical thinking skills developed in this course will be transferable to other discipline areas like physics and environmental science.  Students will be given daily homework assignments and assessed with quizzes and tests as well as a cumulative exam.  Students will be required to have a TI-83/84 Calculator.