NINTH GRADE YEAR OPTIONS
A. Foundations of Algebra provides an opportunity to revisit and expand the understandings of foundational algebra concepts, by employing focused interventions and instructional strategies to prepared students for high school concepts. *This course is designed for upcoming ninth grade students who have struggled severely in middle school mathematics, extensive breaks in their mathematical conceptual foundation, and need severe support in building their basic knowledge in mathematics.
B. Algebra I (with Algebra I Lab) provides an opportunity to deepen mathematical conceptual knowledge learned in middle school. In addition, students will be introduced to mathematical concepts in linear, quadratic and exponential functions. *This course is designed for upcoming ninth grade students who have struggled moderately in middle school mathematics. Students in this course will take an additional lab math course component as a means for additional support and practice.
C. Algebra I provides an opportunity to deepen mathematical conceptual knowledge learned in middle school. In addition, students will be introduced to mathematical concepts in linear, quadratic and exponential functions. * This course is designed for upcoming ninth grade students who have mastered mostly all middle students mathematical concepts.
D. Accelerated Algebra I/Geometry A introduces mathematical concepts in linear, quadratic and exponential functions. These students will also learn some geometry concepts in triangles, right triangle trigonometry and circles that is a part of traditional tenth grade curriculum. *This course is designed for upcoming ninth grade students who exceed expectations in mathematics. Students in this course will move at an speedy (accelerated) pace throughout the academic year. All STEM Academy students must take this course.
B. Algebra I (with Algebra I Lab) provides an opportunity to deepen mathematical conceptual knowledge learned in middle school. In addition, students will be introduced to mathematical concepts in linear, quadratic and exponential functions. *This course is designed for upcoming ninth grade students who have struggled moderately in middle school mathematics. Students in this course will take an additional lab math course component as a means for additional support and practice.
C. Algebra I provides an opportunity to deepen mathematical conceptual knowledge learned in middle school. In addition, students will be introduced to mathematical concepts in linear, quadratic and exponential functions. * This course is designed for upcoming ninth grade students who have mastered mostly all middle students mathematical concepts.
D. Accelerated Algebra I/Geometry A introduces mathematical concepts in linear, quadratic and exponential functions. These students will also learn some geometry concepts in triangles, right triangle trigonometry and circles that is a part of traditional tenth grade curriculum. *This course is designed for upcoming ninth grade students who exceed expectations in mathematics. Students in this course will move at an speedy (accelerated) pace throughout the academic year. All STEM Academy students must take this course.
TENTH GRADE YEAR OPTIONS
A. Analytic Geometry (with Algebra Geometry Lab) provides an opportunity to extend mathematical conceptual knowledge in geometric concepts such as triangles, circles and trigonometry. *This course is designed for upcoming tenth grade students who have struggled moderately in middle school mathematics or Algebra I. Students in this course will take an additional lab math course component as a means for additional support and practice.
B. Analytic Geometry provides an opportunity to extend mathematical conceptual knowledge in geometric concepts such as triangles, circles and trigonometry. * This course is designed for upcoming tenth grade students who have mastered mostly all middle students and Algebra I mathematical concepts.
C. Accelerated Analytic Geometry B/Algebra II introduces algebraic mathematical concepts in polynomial characteristics, rational functions, radical functions and logarithmic functions which is a part of the traditional eleventh grade curriculum. These students will also review and extend their mathematical knowledge in some geometric concepts. *This course is designed for upcoming tenth grade students who exceed expectations in mathematics. Students in this course will move at an speedy (accelerated) pace throughout the academic year. All STEM Academy students must take this course.
B. Analytic Geometry provides an opportunity to extend mathematical conceptual knowledge in geometric concepts such as triangles, circles and trigonometry. * This course is designed for upcoming tenth grade students who have mastered mostly all middle students and Algebra I mathematical concepts.
C. Accelerated Analytic Geometry B/Algebra II introduces algebraic mathematical concepts in polynomial characteristics, rational functions, radical functions and logarithmic functions which is a part of the traditional eleventh grade curriculum. These students will also review and extend their mathematical knowledge in some geometric concepts. *This course is designed for upcoming tenth grade students who exceed expectations in mathematics. Students in this course will move at an speedy (accelerated) pace throughout the academic year. All STEM Academy students must take this course.
ELEVENTH GRADE YEAR OPTIONS
A. Algebra II provides an opportunity to extend algebraic mathematical conceptual knowledge in polynomial characteristics, rational functions, radical functions and logarithmic functions. *This course is designed for upcoming eleventh grade students who have received credit in Analytic Geometry.
B. Accelerated Precalculus extends mathematical conceptual knowledge in right triangle trigonometry where students will explore concepts such as the unit circle, trigonometric identities, polar coordinate and vectors. *This course is designed for upcoming eleventh grade students who exceed expectations in mathematics. Students in this course will move at an speedy (accelerated) pace throughout the academic year. All STEM Academy students must take this course.
C. AP Statistics introduces students to major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be exploring data by sampling and experimentation, and anticipating patterns through statistical inferences. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
D. Advanced Mathematical Topics is designed for students who have completed at least three years of high school mathematics, or its equivalent in curriculum and coursework. The fundamental purpose of this course is to provide an educational forum for students who are interested in STEM careers. Students will delve deeper into mathematical concepts, and design a program of study that meets their future academic needs. Moreover, students will select an academic area of interest related to mathematical fields such as physics, chemistry, engineering, bio-medics, etc. and complete a research project on a particular problem defined in that certain field. *This is an independent-study elective course meant for students who are self-motivated, proactive and has achieved high success in mathematics.
B. Accelerated Precalculus extends mathematical conceptual knowledge in right triangle trigonometry where students will explore concepts such as the unit circle, trigonometric identities, polar coordinate and vectors. *This course is designed for upcoming eleventh grade students who exceed expectations in mathematics. Students in this course will move at an speedy (accelerated) pace throughout the academic year. All STEM Academy students must take this course.
C. AP Statistics introduces students to major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be exploring data by sampling and experimentation, and anticipating patterns through statistical inferences. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
D. Advanced Mathematical Topics is designed for students who have completed at least three years of high school mathematics, or its equivalent in curriculum and coursework. The fundamental purpose of this course is to provide an educational forum for students who are interested in STEM careers. Students will delve deeper into mathematical concepts, and design a program of study that meets their future academic needs. Moreover, students will select an academic area of interest related to mathematical fields such as physics, chemistry, engineering, bio-medics, etc. and complete a research project on a particular problem defined in that certain field. *This is an independent-study elective course meant for students who are self-motivated, proactive and has achieved high success in mathematics.
TWELFTH GRADE YEAR OPTIONS
A. Advanced Mathematical Decision Making provides an opportunity for students to learn practical mathematical applications in areas such as finance, statistical studies, data modeling, etc. *This course is designed for upcoming twelfth grade students who have struggled moderately in past high school mathematical courses.
B. Precalculus extends mathematical conceptual knowledge in right triangle trigonometry where students will explore concepts such as the unit circle, trigonometric identities, polar coordinate and vectors. *This course is designed for eleventh students who have received credit in Algebra II, have at least a B in past mathematics courses, pass at least one End of Course examination, and be recommended by a mathematics teacher.
C. AP Statistics introduces students to major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be exploring data by sampling and experimentation, and anticipating patterns through statistical inferences. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
D. AP Calculus AB emphasizes a multi-representational approach to concepts, results and problems being expressed graphically, numerically, analytically and verbally. Students in this course will deepen their understanding in algebraic and geometric mathematical concepts by learning theorems such as The Fundamental Theorem of Calculus. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
E. AP Calculus BC emphasizes a multi-representational approach to concepts, results and problems being expressed graphically, numerically, analytically and verbally. Students in this course will deepen their understanding in algebraic and geometric mathematical concepts by learning theorems such as The Fundamental Theorem of Calculus. In addition, students will learn traditional Calculus II topics such as parametric, polar and vector functions. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
F. Engineering Calculus provides an opportunity to develop an understanding of multivariable calculus as it applies to engineering systems including concepts in 3-dimensional coordinate geometry, matrices and partial differentiation. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
G. Advanced Mathematical Topics is designed for students who have completed at least three years of high school mathematics, or its equivalent in curriculum and coursework. The fundamental purpose of this course is to provide an educational forum for students who are interested in STEM careers. Students will delve deeper into mathematical concepts, and design a program of study that meets their future academic needs. Moreover, students will select an academic area of interest related to mathematical fields such as physics, chemistry, engineering, bio-medics, etc. and complete a research project on a particular problem defined in that certain field. *This is an independent-study elective course meant for students who are self-motivated, proactive and has achieved high success in mathematics.
B. Precalculus extends mathematical conceptual knowledge in right triangle trigonometry where students will explore concepts such as the unit circle, trigonometric identities, polar coordinate and vectors. *This course is designed for eleventh students who have received credit in Algebra II, have at least a B in past mathematics courses, pass at least one End of Course examination, and be recommended by a mathematics teacher.
C. AP Statistics introduces students to major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be exploring data by sampling and experimentation, and anticipating patterns through statistical inferences. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
D. AP Calculus AB emphasizes a multi-representational approach to concepts, results and problems being expressed graphically, numerically, analytically and verbally. Students in this course will deepen their understanding in algebraic and geometric mathematical concepts by learning theorems such as The Fundamental Theorem of Calculus. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
E. AP Calculus BC emphasizes a multi-representational approach to concepts, results and problems being expressed graphically, numerically, analytically and verbally. Students in this course will deepen their understanding in algebraic and geometric mathematical concepts by learning theorems such as The Fundamental Theorem of Calculus. In addition, students will learn traditional Calculus II topics such as parametric, polar and vector functions. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
F. Engineering Calculus provides an opportunity to develop an understanding of multivariable calculus as it applies to engineering systems including concepts in 3-dimensional coordinate geometry, matrices and partial differentiation. *This course is designed for upper level students who exceed expectations in mathematics. Students in this course have at least an A in past mathematical courses, and are usually recommended by a LSHS mathematics teacher. This is a college-level course.
G. Advanced Mathematical Topics is designed for students who have completed at least three years of high school mathematics, or its equivalent in curriculum and coursework. The fundamental purpose of this course is to provide an educational forum for students who are interested in STEM careers. Students will delve deeper into mathematical concepts, and design a program of study that meets their future academic needs. Moreover, students will select an academic area of interest related to mathematical fields such as physics, chemistry, engineering, bio-medics, etc. and complete a research project on a particular problem defined in that certain field. *This is an independent-study elective course meant for students who are self-motivated, proactive and has achieved high success in mathematics.
Want more information... https://www.georgiastandards.org/Georgia-Standards/Pages/Math-9-12.aspx