IB Mathematics HL Grades Offered: 11-12
|
|
- Marjory Karen Ross
- 7 years ago
- Views:
Transcription
1 IB Mathematics HL Grades Offered: Course description: Mathematics HL is a two year course for juniors and seniors with a good background in mathematics who are competent in a range of analytical and technical skill. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering or technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its Students will experience internationalism through mathematics by having teacher directed discussions of a) the differences in notation, b) the lives of mathematicians set in a historical and/or social context, c)the cultural context of mathematical discoveries, d) the ways in which specific mathematical discoveries were made and the techniques used to make them, e) how the attitudes of different societies towards specific areas of mathematics are demonstrated, f) the universality of mathematics as a means of communication. Students will experience fully integrated mathematics e.g. when they learn matrices and then learn statistics they will then see statistical problems using matrices, everything they learn can be crossed with anything else they have learned in the past. This will result in continual review of past material and an attitude of learning full mastery not just passing this week s test. Each type of problem will be analyzed from an algebraic approach, from a numerical approach and from a graphical approach to enhance full mastery. We have a few math reference books in our library. Topics: 1. Algebra a. Arithmetic and geometric sequences and series; sigma notation b. Exponents and logarithms; laws of logarithms; change of base c. Binomial Theorem; counting principles, including permutations and combinations d. Proof by mathematical induction; forming conjectures to be proved by mathematical induction e. Complex numbers; conjugate, modules and argument; Cartesian form f. Sums, products and quotients of complex numbers g. De Moivre s theorem; powers and roots of a complex number h. Conjugate roots of polynomial equations with real coefficients 2. Functions and Equations a. Concept of function, domain and range, image, composite functions, inverse function b. Graph of a function, use of GDC to investigate properties of graphs and their solutions c. Transformations of graphs: translations, stretches; reflections in the axes inverse functions reflection across y = x; graph of the reciprocal of a function; absolute value graphs d. Reciprocal function, its graph; its self-inverse nature e. Quadratic function, graph, axis of symmetry, vertex form, factored form x-intercepts f. Solutions to quadratic functions, quadratic formula, use of its discriminant g. Exponential and logarithmic functions h. The exponential function of e raised to the x power and its inverse lnx, x > 0 i. Inequalities in one variable, using their graphical representation j. Polynomial functions; the factor and remainder theorems, with application to the solution of polynomial equations and inequalities 3. Circular Functions and Trigonometry a. Circles, radian measure, arc length, sector area b. Define sin & cos terms of unit circle c. Compound angle identities and double angle identities d. Periodic nature of trig functions, their domains, ranges and graphs e. Solutions to trig equations over finite interval; Use of trig identities and factorisation to transform equations
2 f. Solution of triangles, cosine rule, sine rule, area of triangle 4. Matrices a. Definition element, row, column, and order b. Matrix algebra -- =, +, -, X scalar, X by another matrix, identity & zero matrices c. 2x2 & 3x3 determinants, inverse of 2x2 matrix, conditions for inverse existence d. Solution to systems of linear equations to a maximum of 3 equations in 3 unknowns; Conditions for the existence of a unique solution, no solution and an infinity of solutions 5. Vectors a. Vectors as displacements in 2 and 3 dimensions b. Scalar product of two vectors Algebraic properties of the scalar product; perpendicular vectors, parallel vectors, and the angle between vectors c. Line as r = a + λ b, the angle between two lines d. Distinguishing between coincident, parallel intersecting and skew lines, points of intersection e. Vector product of two vectors, v x w; determinant representation; geometric interpretation of v x w f. Vector equation of a plane r = a + λb + µc; use of normal vector to obtain the form r n = a n; Cartesian equation of a plane ax + by + cz = d g. Intersections of: a line with a plane; two planes; three planes. Angle between: a line and a plane; two planes 6. Statistics and Probability a. Concept of population, sample, random sample and frequency distribution of discrete and continuous data b. Presentation of data: frequency tables and diagrams, box and whisker plots c. Measures of central tendency: mean, median, ode; quartiles, percentiles; range; interquartile range; variance; standard deviation d. Cumulative frequency; cumulative frequency graphs; use to find median, quartiles, percentiles. e. Concepts of trial, outcome, equally likely outcomes, sample space (U) and event; probability of an event, complementary events f. Combined events g. Conditional probability; independent events; use of Bayes theorem for two events h. Venn diagrams, tree diagrams and tables of outcomes to solve problems i. Concept of discrete and continuous random variables and their probability distributions; definition and use of probability density functions; expected value (mean), mode, median variance and standard deviation j. Binomial distribution; its mean and variance. Poisson distribution; its mean and variance k. Normal distribution; its properties; standardization of normal variables 7. Calculus a. Limits and convergence b. Differentiation of a sum and a real multiple of the functions in VII. A, chain rule, application of the chain rule to related rates of change; product rule, quotient rule, second derivative; awareness of higher derivatives c. Local maxima & minima points, first & second derivatives in optimization problems d. Indefinite integration as anti-differentiation; indefinite integrals of exponential, and trig functions, the composite of any of these with the linear function ax + b e. Anti-differentiation with a boundary condition to determine the constant term; definite integrals; areas under curves; areas between curses; volumes of revolution f. Kinematic problems involving displacement, s, velocity, v, and acceleration, a g. Graphical behavior of functions; tangents and normals, behavior for large x, asymptotes; significance of the second derivative; distinction between maximum and minimum points; points of in flexion with zero and non-zero gradients. h. Implicit differentiation i. Further integration: integration by substitution; integration by parts j. Solution of first order differential equations by separation of variables
3 Optional Topic The Teacher will choose one option which best fits the group. Statistics and Probability Series and Differential equations Discrete Mathematics Sets, logic and group theory. Assessment: Basic Description-- Students will be assessed by internal and external measures. The internal assessment will be based on a student portfolio containing two pieces of exemplary work assigned by the teacher. One will be in mathematical investigation and the other will be in mathematical modeling. The two papers will be based on different areas of the syllabus. Students will be given at least two assignments in each category. The portfolio is internally assessed by the teacher and externally moderated by the IBO. The external assessment will consist of three written papers to be given at the end of the school year. Students will be allotted a total of five hours to complete the three papers. Paper one Non Calculator, which will have Section A, Short response questions worth 60 marks and Section B 3 to 4 Long response questions worth 60 Marks. Paper two Calculator is allowed Similar to Paper 1. Paper three Extended-response questions based mainly on the syllabus option. In addition to the internal and external assessments, students will take frequent tests and quizzes throughout the year for the purpose of providing feedback to both student and teacher regarding progress toward the aims and objectives of the course. Detailed Description External assessment details 5 hrs 80% General Paper 1, paper 2 and paper 3 These papers are externally set and externally marked. Together they contribute 80% of the final mark for the course. These papers are designed to allow students to demonstrate what they know and what they can do. Calculators For Paper 2, students must have access to a GDC at all times. Regulations covering the types of calculator allowed are provided in the Vade Mecum. Mathematics HL information booklet Each student must have access to a clean copy of the information booklet during the examination. One copy of this booklet is provided by the IBO as part of the examination papers mailing. Awarding of marks Marks may be awarded for method, accuracy, answers and reasoning, including interpretation. In paper 1, paper 2 and paper 3, full marks are not necessarily awarded for a correct answer with no working. Answers must be supported by working and/or explanations (in the form of, for example, diagrams, graphs or calculations). Where an answer is incorrect, some marks may be given for correct method, provided this is shown by written working. All students should therefore be advised to show their working.
4 Paper hrs 30% This paper consists of 2 sections Section A (60 marks) short response questions each question carries between 5 and 8 marks. Section B (60marks) 3 to 4 long response questions. Knowledge of all topics in the core is required for this paper. However, not all topics are necessarily assessed in every examination session. The intention of this paper is to test students knowledge across the breadth of the core. However, it should not be assumed that the separate topics from the core are given equal emphasis. A small number of steps are needed to solve each question. Mark allocation This paper is worth 120 marks, representing 30% of the final mark. Questions of varying levels of difficulty are set. Paper 2 2 hrs 30% The paper is a Calculator based paper, exactly like Paper1. Knowledge of all topics from the core is required for this paper. However, not all topics are necessarily assessed in every examination session. The intention of this paper is to test students knowledge of the core in depth with technology. Mark allocation Questions require extended responses involving sustained reasoning. Individual questions may develop a single theme or be divided into unconnected parts. Normally, each question reflects an incline of difficulty, from relatively easy tasks at the start of a question to relatively difficult tasks at the end of a question. The emphasis is on problem solving. This paper is worth 120 marks, representing 30% of the final mark. Questions in this section may be unequal in terms of length and level of difficulty. Therefore, individual questions may not necessarily be worth the same number of marks. The exact number of marks allocated to each question is indicated at the start of each question. Paper 3--1 hr 20% This paper consists of four sections, one on each of the options in the syllabus. Each section has a small number of extended-response questions based mainly on the option topic. Where possible, the first part of each question will be on core material leading to the option topic. When this is not readily achievable, as for example with the discrete mathematics option, the level of difficulty of the earlier part of a question will be comparable to that of the core questions. Students must answer questions on one option topic only. Students must answer all the questions in the section chosen. Students must answer all the questions based on the option they have studied. Knowledge of the entire content of the option studied is required for this paper, as well as the core material. Questions require extended responses involving sustained reasoning.
5 Mark allocation Individual questions may develop a single theme or be divided into unconnected parts. Where this occurs, the unconnected parts will be clearly labelled as such. Normally, each question reflects an incline of difficulty, from relatively easy tasks at the start of a question to relatively difficult tasks at the end of a question. The emphasis is on problem solving. This paper is worth 60 marks, representing 20% of the final mark. Approximately 15 marks are allocated to core material (or work of a similar level). Questions in this section may be unequal in terms of length and level of difficulty. Therefore, individual questions may not necessarily be worth the same number of marks. The exact number of marks allocated to each question is indicated at the start of each question. Each section is worth 60 marks. Internal assessment 20% Portfolio A collection of two pieces of work assigned by the teacher and completed by the student during the course. The pieces of work must be based on different areas of the syllabus and represent the two types of tasks: mathematical investigation mathematical modelling. The portfolio is internally assessed by the teacher and externally moderated by the IBO. Procedures are provided in the Vade Mecum. Resources: Mathematics for International Student: Haese and Harris Publication. IB Mathematics Higher level : IBID press. Standards:
Appendix 3 IB Diploma Programme Course Outlines
Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature
More informationMATH BOOK OF PROBLEMS SERIES. New from Pearson Custom Publishing!
MATH BOOK OF PROBLEMS SERIES New from Pearson Custom Publishing! The Math Book of Problems Series is a database of math problems for the following courses: Pre-algebra Algebra Pre-calculus Calculus Statistics
More informationPrecalculus REVERSE CORRELATION. Content Expectations for. Precalculus. Michigan CONTENT EXPECTATIONS FOR PRECALCULUS CHAPTER/LESSON TITLES
Content Expectations for Precalculus Michigan Precalculus 2011 REVERSE CORRELATION CHAPTER/LESSON TITLES Chapter 0 Preparing for Precalculus 0-1 Sets There are no state-mandated Precalculus 0-2 Operations
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationGeorgia Department of Education Kathy Cox, State Superintendent of Schools 7/19/2005 All Rights Reserved 1
Accelerated Mathematics 3 This is a course in precalculus and statistics, designed to prepare students to take AB or BC Advanced Placement Calculus. It includes rational, circular trigonometric, and inverse
More informationThnkwell s Homeschool Precalculus Course Lesson Plan: 36 weeks
Thnkwell s Homeschool Precalculus Course Lesson Plan: 36 weeks Welcome to Thinkwell s Homeschool Precalculus! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson
More informationSouth Carolina College- and Career-Ready (SCCCR) Pre-Calculus
South Carolina College- and Career-Ready (SCCCR) Pre-Calculus Key Concepts Arithmetic with Polynomials and Rational Expressions PC.AAPR.2 PC.AAPR.3 PC.AAPR.4 PC.AAPR.5 PC.AAPR.6 PC.AAPR.7 Standards Know
More informationPrentice Hall Mathematics: Algebra 2 2007 Correlated to: Utah Core Curriculum for Math, Intermediate Algebra (Secondary)
Core Standards of the Course Standard 1 Students will acquire number sense and perform operations with real and complex numbers. Objective 1.1 Compute fluently and make reasonable estimates. 1. Simplify
More informationBiggar High School Mathematics Department. National 5 Learning Intentions & Success Criteria: Assessing My Progress
Biggar High School Mathematics Department National 5 Learning Intentions & Success Criteria: Assessing My Progress Expressions & Formulae Topic Learning Intention Success Criteria I understand this Approximation
More informationHigher Education Math Placement
Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication
More informationPRE-CALCULUS GRADE 12
PRE-CALCULUS GRADE 12 [C] Communication Trigonometry General Outcome: Develop trigonometric reasoning. A1. Demonstrate an understanding of angles in standard position, expressed in degrees and radians.
More informationEstimated Pre Calculus Pacing Timeline
Estimated Pre Calculus Pacing Timeline 2010-2011 School Year The timeframes listed on this calendar are estimates based on a fifty-minute class period. You may need to adjust some of them from time to
More informationAPPLIED MATHEMATICS ADVANCED LEVEL
APPLIED MATHEMATICS ADVANCED LEVEL INTRODUCTION This syllabus serves to examine candidates knowledge and skills in introductory mathematical and statistical methods, and their applications. For applications
More informationMathematics Georgia Performance Standards
Mathematics Georgia Performance Standards K-12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by
More informationHow To Understand And Solve Algebraic Equations
College Algebra Course Text Barnett, Raymond A., Michael R. Ziegler, and Karl E. Byleen. College Algebra, 8th edition, McGraw-Hill, 2008, ISBN: 978-0-07-286738-1 Course Description This course provides
More informationX On record with the USOE.
Textbook Alignment to the Utah Core Algebra 2 Name of Company and Individual Conducting Alignment: Chris McHugh, McHugh Inc. A Credential Sheet has been completed on the above company/evaluator and is
More informationAlgebra 2 Chapter 1 Vocabulary. identity - A statement that equates two equivalent expressions.
Chapter 1 Vocabulary identity - A statement that equates two equivalent expressions. verbal model- A word equation that represents a real-life problem. algebraic expression - An expression with variables.
More informationAlgebra and Geometry Review (61 topics, no due date)
Course Name: Math 112 Credit Exam LA Tech University Course Code: ALEKS Course: Trigonometry Instructor: Course Dates: Course Content: 159 topics Algebra and Geometry Review (61 topics, no due date) Properties
More informationExpression. Variable Equation Polynomial Monomial Add. Area. Volume Surface Space Length Width. Probability. Chance Random Likely Possibility Odds
Isosceles Triangle Congruent Leg Side Expression Equation Polynomial Monomial Radical Square Root Check Times Itself Function Relation One Domain Range Area Volume Surface Space Length Width Quantitative
More information096 Professional Readiness Examination (Mathematics)
096 Professional Readiness Examination (Mathematics) Effective after October 1, 2013 MI-SG-FLD096M-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW
More informationMATH. ALGEBRA I HONORS 9 th Grade 12003200 ALGEBRA I HONORS
* Students who scored a Level 3 or above on the Florida Assessment Test Math Florida Standards (FSA-MAFS) are strongly encouraged to make Advanced Placement and/or dual enrollment courses their first choices
More informationAlgebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard
Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express
More informationBookTOC.txt. 1. Functions, Graphs, and Models. Algebra Toolbox. Sets. The Real Numbers. Inequalities and Intervals on the Real Number Line
College Algebra in Context with Applications for the Managerial, Life, and Social Sciences, 3rd Edition Ronald J. Harshbarger, University of South Carolina - Beaufort Lisa S. Yocco, Georgia Southern University
More informationPrentice Hall Algebra 2 2011 Correlated to: Colorado P-12 Academic Standards for High School Mathematics, Adopted 12/2009
Content Area: Mathematics Grade Level Expectations: High School Standard: Number Sense, Properties, and Operations Understand the structure and properties of our number system. At their most basic level
More informationMath Course Descriptions & Student Learning Outcomes
Math Course Descriptions & Student Learning Outcomes Table of Contents MAC 100: Business Math... 1 MAC 101: Technical Math... 3 MA 090: Basic Math... 4 MA 095: Introductory Algebra... 5 MA 098: Intermediate
More informationSPECIFICATION. Mathematics 6360 2014. General Certificate of Education
Version 1.0: 0913 General Certificate of Education Mathematics 6360 014 Material accompanying this Specification Specimen and Past Papers and Mark Schemes Reports on the Examination Teachers Guide SPECIFICATION
More informationKEANSBURG SCHOOL DISTRICT KEANSBURG HIGH SCHOOL Mathematics Department. HSPA 10 Curriculum. September 2007
KEANSBURG HIGH SCHOOL Mathematics Department HSPA 10 Curriculum September 2007 Written by: Karen Egan Mathematics Supervisor: Ann Gagliardi 7 days Sample and Display Data (Chapter 1 pp. 4-47) Surveys and
More informationMathematics. GCSE subject content and assessment objectives
Mathematics GCSE subject content and assessment objectives June 2013 Contents Introduction 3 Subject content 4 Assessment objectives 11 Appendix: Mathematical formulae 12 2 Introduction GCSE subject criteria
More informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationMathematics I, II and III (9465, 9470, and 9475)
Mathematics I, II and III (9465, 9470, and 9475) General Introduction There are two syllabuses, one for Mathematics I and Mathematics II, the other for Mathematics III. The syllabus for Mathematics I and
More informationAlgebra I Credit Recovery
Algebra I Credit Recovery COURSE DESCRIPTION: The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics,
More informationPre-Calculus Semester 1 Course Syllabus
Pre-Calculus Semester 1 Course Syllabus The Plano ISD eschool Mission is to create a borderless classroom based on a positive student-teacher relationship that fosters independent, innovative critical
More informationLearner Guide. Cambridge International AS & A Level Mathematics
Learner Guide Cambridge International AS & A Level Mathematics 9709 Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material
More informationPCHS ALGEBRA PLACEMENT TEST
MATHEMATICS Students must pass all math courses with a C or better to advance to the next math level. Only classes passed with a C or better will count towards meeting college entrance requirements. If
More informationSequence of Mathematics Courses
Sequence of ematics Courses Where do I begin? Associates Degree and Non-transferable Courses (For math course below pre-algebra, see the Learning Skills section of the catalog) MATH M09 PRE-ALGEBRA 3 UNITS
More informationDRAFT. Further mathematics. GCE AS and A level subject content
Further mathematics GCE AS and A level subject content July 2014 s Introduction Purpose Aims and objectives Subject content Structure Background knowledge Overarching themes Use of technology Detailed
More informationNew Higher-Proposed Order-Combined Approach. Block 1. Lines 1.1 App. Vectors 1.4 EF. Quadratics 1.1 RC. Polynomials 1.1 RC
New Higher-Proposed Order-Combined Approach Block 1 Lines 1.1 App Vectors 1.4 EF Quadratics 1.1 RC Polynomials 1.1 RC Differentiation-but not optimisation 1.3 RC Block 2 Functions and graphs 1.3 EF Logs
More informationMath 1. Month Essential Questions Concepts/Skills/Standards Content Assessment Areas of Interaction
Binghamton High School Rev.9/21/05 Math 1 September What is the unknown? Model relationships by using Fundamental skills of 2005 variables as a shorthand way Algebra Why do we use variables? What is a
More informationAlgebra Unpacked Content For the new Common Core standards that will be effective in all North Carolina schools in the 2012-13 school year.
This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Algebra
More information04 Mathematics CO-SG-FLD004-03. Program for Licensing Assessments for Colorado Educators
04 Mathematics CO-SG-FLD004-03 Program for Licensing Assessments for Colorado Educators Readers should be advised that this study guide, including many of the excerpts used herein, is protected by federal
More informationMathematics programmes of study: key stage 4. National curriculum in England
Mathematics programmes of study: key stage 4 National curriculum in England July 2014 Contents Purpose of study 3 Aims 3 Information and communication technology (ICT) 4 Spoken language 4 Working mathematically
More informationAdministrative - Master Syllabus COVER SHEET
Administrative - Master Syllabus COVER SHEET Purpose: It is the intention of this to provide a general description of the course, outline the required elements of the course and to lay the foundation for
More informationExtra Credit Assignment Lesson plan. The following assignment is optional and can be completed to receive up to 5 points on a previously taken exam.
Extra Credit Assignment Lesson plan The following assignment is optional and can be completed to receive up to 5 points on a previously taken exam. The extra credit assignment is to create a typed up lesson
More informationDear Accelerated Pre-Calculus Student:
Dear Accelerated Pre-Calculus Student: I am very excited that you have decided to take this course in the upcoming school year! This is a fastpaced, college-preparatory mathematics course that will also
More informationBirmingham City Schools
Activity 1 Classroom Rules & Regulations Policies & Procedures Course Curriculum / Syllabus LTF Activity: Interval Notation (Precal) 2 Pre-Assessment 3 & 4 1.2 Functions and Their Properties 5 LTF Activity:
More informationSection 1: How will you be tested? This section will give you information about the different types of examination papers that are available.
REVISION CHECKLIST for IGCSE Mathematics 0580 A guide for students How to use this guide This guide describes what topics and skills you need to know for your IGCSE Mathematics examination. It will help
More informationAlgebra II. Weeks 1-3 TEKS
Algebra II Pacing Guide Weeks 1-3: Equations and Inequalities: Solve Linear Equations, Solve Linear Inequalities, Solve Absolute Value Equations and Inequalities. Weeks 4-6: Linear Equations and Functions:
More informationHIGH SCHOOL: GEOMETRY (Page 1 of 4)
HIGH SCHOOL: GEOMETRY (Page 1 of 4) Geometry is a complete college preparatory course of plane and solid geometry. It is recommended that there be a strand of algebra review woven throughout the course
More informationThis unit will lay the groundwork for later units where the students will extend this knowledge to quadratic and exponential functions.
Algebra I Overview View unit yearlong overview here Many of the concepts presented in Algebra I are progressions of concepts that were introduced in grades 6 through 8. The content presented in this course
More informationMATH 2 Course Syllabus Spring Semester 2007 Instructor: Brian Rodas
MATH 2 Course Syllabus Spring Semester 2007 Instructor: Brian Rodas Class Room and Time: MC83 MTWTh 2:15pm-3:20pm Office Room: MC38 Office Phone: (310)434-8673 E-mail: rodas brian@smc.edu Office Hours:
More informationhttp://www.aleks.com Access Code: RVAE4-EGKVN Financial Aid Code: 6A9DB-DEE3B-74F51-57304
MATH 1340.04 College Algebra Location: MAGC 2.202 Meeting day(s): TR 7:45a 9:00a, Instructor Information Name: Virgil Pierce Email: piercevu@utpa.edu Phone: 665.3535 Teaching Assistant Name: Indalecio
More informationCOURSE SYLLABUS Pre-Calculus A/B Last Modified: April 2015
COURSE SYLLABUS Pre-Calculus A/B Last Modified: April 2015 Course Description: In this year-long Pre-Calculus course, students will cover topics over a two semester period (as designated by A and B sections).
More informationPre-Algebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems
Academic Content Standards Grade Eight Ohio Pre-Algebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small
More informationHow To Understand And Solve A Linear Programming Problem
At the end of the lesson, you should be able to: Chapter 2: Systems of Linear Equations and Matrices: 2.1: Solutions of Linear Systems by the Echelon Method Define linear systems, unique solution, inconsistent,
More informationCORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA
We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical
More informationAMSCO S Ann Xavier Gantert
AMSCO S Integrated ALGEBRA 1 Ann Xavier Gantert AMSCO SCHOOL PUBLICATIONS, INC. 315 HUDSON STREET, NEW YORK, N.Y. 10013 Dedication This book is dedicated to Edward Keenan who left a profound influence
More informationMath 131 College Algebra Fall 2015
Math 131 College Algebra Fall 2015 Instructor's Name: Office Location: Office Hours: Office Phone: E-mail: Course Description This course has a minimal review of algebraic skills followed by a study of
More informationMathematics (MAT) MAT 061 Basic Euclidean Geometry 3 Hours. MAT 051 Pre-Algebra 4 Hours
MAT 051 Pre-Algebra Mathematics (MAT) MAT 051 is designed as a review of the basic operations of arithmetic and an introduction to algebra. The student must earn a grade of C or in order to enroll in MAT
More informationMATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education)
MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education) Accurately add, subtract, multiply, and divide whole numbers, integers,
More informationDRAFT. Algebra 1 EOC Item Specifications
DRAFT Algebra 1 EOC Item Specifications The draft Florida Standards Assessment (FSA) Test Item Specifications (Specifications) are based upon the Florida Standards and the Florida Course Descriptions as
More informationAlgebra 1 Course Title
Algebra 1 Course Title Course- wide 1. What patterns and methods are being used? Course- wide 1. Students will be adept at solving and graphing linear and quadratic equations 2. Students will be adept
More informationAlgebra I Vocabulary Cards
Algebra I Vocabulary Cards Table of Contents Expressions and Operations Natural Numbers Whole Numbers Integers Rational Numbers Irrational Numbers Real Numbers Absolute Value Order of Operations Expression
More informationCore Maths C2. Revision Notes
Core Maths C Revision Notes November 0 Core Maths C Algebra... Polnomials: +,,,.... Factorising... Long division... Remainder theorem... Factor theorem... 4 Choosing a suitable factor... 5 Cubic equations...
More informationMATHEMATICS (MATH) 3. Provides experiences that enable graduates to find employment in sciencerelated
194 / Department of Natural Sciences and Mathematics MATHEMATICS (MATH) The Mathematics Program: 1. Provides challenging experiences in Mathematics, Physics, and Physical Science, which prepare graduates
More informationMathematics Pre-Test Sample Questions A. { 11, 7} B. { 7,0,7} C. { 7, 7} D. { 11, 11}
Mathematics Pre-Test Sample Questions 1. Which of the following sets is closed under division? I. {½, 1,, 4} II. {-1, 1} III. {-1, 0, 1} A. I only B. II only C. III only D. I and II. Which of the following
More informationTrigonometric Functions and Equations
Contents Trigonometric Functions and Equations Lesson 1 Reasoning with Trigonometric Functions Investigations 1 Proving Trigonometric Identities... 271 2 Sum and Difference Identities... 276 3 Extending
More informationThe Australian Curriculum Mathematics
The Australian Curriculum Mathematics Mathematics ACARA The Australian Curriculum Number Algebra Number place value Fractions decimals Real numbers Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year
More informationManhattan Center for Science and Math High School Mathematics Department Curriculum
Content/Discipline Algebra 1 Semester 2: Marking Period 1 - Unit 8 Polynomials and Factoring Topic and Essential Question How do perform operations on polynomial functions How to factor different types
More informationDiablo Valley College Catalog 2014-2015
Mathematics MATH Michael Norris, Interim Dean Math and Computer Science Division Math Building, Room 267 Possible career opportunities Mathematicians work in a variety of fields, among them statistics,
More informationPHILOSOPHY OF THE MATHEMATICS DEPARTMENT
PHILOSOPHY OF THE MATHEMATICS DEPARTMENT The Lemont High School Mathematics Department believes that students should develop the following characteristics: Understanding of concepts and procedures Building
More informationAlabama Department of Postsecondary Education
Date Adopted 1998 Dates reviewed 2007, 2011, 2013 Dates revised 2004, 2008, 2011, 2013, 2015 Alabama Department of Postsecondary Education Representing Alabama s Public Two-Year College System Jefferson
More informationFriday, January 29, 2016 9:15 a.m. to 12:15 p.m., only
ALGEBRA /TRIGONOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA /TRIGONOMETRY Friday, January 9, 016 9:15 a.m. to 1:15 p.m., only Student Name: School Name: The possession
More informationMath 1050 Khan Academy Extra Credit Algebra Assignment
Math 1050 Khan Academy Extra Credit Algebra Assignment KhanAcademy.org offers over 2,700 instructional videos, including hundreds of videos teaching algebra concepts, and corresponding problem sets. In
More informationA Level Further Mathematics
A Level Further Mathematics Contents For courses in Year 13 starting from September 2014 Course Overview... 2 Schemes of Work... 3 Further Pure 1... 3 Further Pure 2... 5 Further Pure 3... 7 Decision 2...
More informationBig Ideas in Mathematics
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
More informationAlgebra 2 Year-at-a-Glance Leander ISD 2007-08. 1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks 6th Six Weeks
Algebra 2 Year-at-a-Glance Leander ISD 2007-08 1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks 6th Six Weeks Essential Unit of Study 6 weeks 3 weeks 3 weeks 6 weeks 3 weeks 3 weeks
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary
Shape, Space, and Measurement- Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two- and three-dimensional shapes by demonstrating an understanding of:
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationPROVINCE OF THE EASTERN CAPE EDUCATION
PROVINCE OF THE EASTERN CAPE EDUCATION DIRECTORATE: CURRICULUM FET PROGRAMMES LESSON PLANS TERM 3 MATHEMATICS GRADE 10 FOREWORD The following Grade 10, 11 and 12 Lesson Plans were developed by Subject
More informationwww.mathsbox.org.uk ab = c a If the coefficients a,b and c are real then either α and β are real or α and β are complex conjugates
Further Pure Summary Notes. Roots of Quadratic Equations For a quadratic equation ax + bx + c = 0 with roots α and β Sum of the roots Product of roots a + b = b a ab = c a If the coefficients a,b and c
More informationAlgebra II and Trigonometry
Algebra II and Trigonometry Textbooks: Algebra 2: California Publisher: McDougal Li@ell/Houghton Mifflin (2006 EdiHon) ISBN- 13: 978-0618811816 Course descriphon: Algebra II complements and expands the
More informationMathematics. Mathematics MATHEMATICS. 298 2015-16 Sacramento City College Catalog. Degree: A.S. Mathematics AS-T Mathematics for Transfer
MATH Degree: A.S. AS-T for Transfer Division of /Statistics & Engineering Anne E. Licciardi, Dean South Gym 220 916-558-2202 Associate in Science Degree Program Information The mathematics program provides
More informationAdvanced Math Study Guide
Advanced Math Study Guide Topic Finding Triangle Area (Ls. 96) using A=½ bc sin A (uses Law of Sines, Law of Cosines) Law of Cosines, Law of Cosines (Ls. 81, Ls. 72) Finding Area & Perimeters of Regular
More informationFigure 1.1 Vector A and Vector F
CHAPTER I VECTOR QUANTITIES Quantities are anything which can be measured, and stated with number. Quantities in physics are divided into two types; scalar and vector quantities. Scalar quantities have
More information5: Magnitude 6: Convert to Polar 7: Convert to Rectangular
TI-NSPIRE CALCULATOR MENUS 1: Tools > 1: Define 2: Recall Definition --------------- 3: Delete Variable 4: Clear a-z 5: Clear History --------------- 6: Insert Comment 2: Number > 1: Convert to Decimal
More informationDELAWARE MATHEMATICS CONTENT STANDARDS GRADES 9-10. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))
Prentice Hall University of Chicago School Mathematics Project: Advanced Algebra 2002 Delaware Mathematics Content Standards (Grades 9-10) STANDARD #1 Students will develop their ability to SOLVE PROBLEMS
More informationCRLS Mathematics Department Algebra I Curriculum Map/Pacing Guide
Curriculum Map/Pacing Guide page 1 of 14 Quarter I start (CP & HN) 170 96 Unit 1: Number Sense and Operations 24 11 Totals Always Include 2 blocks for Review & Test Operating with Real Numbers: How are
More informationALGEBRA 2/TRIGONOMETRY
ALGEBRA /TRIGONOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA /TRIGONOMETRY Tuesday, June 1, 011 1:15 to 4:15 p.m., only Student Name: School Name: Print your name
More informationUnderstanding Basic Calculus
Understanding Basic Calculus S.K. Chung Dedicated to all the people who have helped me in my life. i Preface This book is a revised and expanded version of the lecture notes for Basic Calculus and other
More information2312 test 2 Fall 2010 Form B
2312 test 2 Fall 2010 Form B 1. Write the slope-intercept form of the equation of the line through the given point perpendicular to the given lin point: ( 7, 8) line: 9x 45y = 9 2. Evaluate the function
More informationALGEBRA 2/TRIGONOMETRY
ALGEBRA /TRIGONOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA /TRIGONOMETRY Thursday, January 9, 015 9:15 a.m to 1:15 p.m., only Student Name: School Name: The possession
More informationTeacher Questionnaire
Identification Label Teacher Name: Class Name: Teacher ID: Teacher Link # Teacher Questionnaire Advanced Mathematics International Association for
More informationGeorgia Standards of Excellence 2015-2016 Mathematics
Georgia Standards of Excellence 2015-2016 Mathematics Standards GSE Coordinate Algebra K-12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical
More informationMath 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.
Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used
More informationFOREWORD. Executive Secretary
FOREWORD The Botswana Examinations Council is pleased to authorise the publication of the revised assessment procedures for the Junior Certificate Examination programme. According to the Revised National
More informationBasic Math Course Map through algebra and calculus
Basic Math Course Map through algebra and calculus This map shows the most common and recommended transitions between courses. A grade of C or higher is required to move from one course to the next. For
More informationMarch 2013 Mathcrnatics MATH 92 College Algebra Kerin Keys. Dcnnis. David Yec' Lscture: 5 we ekly (87.5 total)
City College of San Irrancisco Course Outline of Itecord I. GENERAI- DESCRIPI'ION A. Approval Date B. Departrnent C. Course Number D. Course Title E. Course Outline Preparer(s) March 2013 Mathcrnatics
More informationEssential Mathematics for Computer Graphics fast
John Vince Essential Mathematics for Computer Graphics fast Springer Contents 1. MATHEMATICS 1 Is mathematics difficult? 3 Who should read this book? 4 Aims and objectives of this book 4 Assumptions made
More informationMathematics INDIVIDUAL PROGRAM INFORMATION 2014 2015. 866.Macomb1 (866.622.6621) www.macomb.edu
Mathematics INDIVIDUAL PROGRAM INFORMATION 2014 2015 866.Macomb1 (866.622.6621) www.macomb.edu Mathematics PROGRAM OPTIONS CREDENTIAL TITLE CREDIT HOURS REQUIRED NOTES Associate of Arts Mathematics 62
More informationCourse outline, MA 113, Spring 2014 Part A, Functions and limits. 1.1 1.2 Functions, domain and ranges, A1.1-1.2-Review (9 problems)
Course outline, MA 113, Spring 2014 Part A, Functions and limits 1.1 1.2 Functions, domain and ranges, A1.1-1.2-Review (9 problems) Functions, domain and range Domain and range of rational and algebraic
More information