This curriculum guide was created in response to the restructuring of the Mathematics 7
Accelerated Course. In order to create more opportunities for students in the subject of
mathematics, this course provides an alternate day block schedule which allows for additional
instruction in mathematics.
This collection contains resources for a course in Prealgebra. The resources are organized by Common Core State Standards for Mathematics and reflect an eighth grade course. Both teacher facing and student facing assets are included and are of various forms, e.g. text, video, and animations.
This collection contains resources for a course in Algebra 1. The resources are organized by Common Core State Standards for Mathematics and reflect a ninth grade course. Both teacher facing and student facing assets are included and are of various forms, e.g. text, video, and animations.
This collection contains resources for a high school course in Geometry. The resources are organized by Common Core State Standards for Mathematics and reflect a ninth or tenth grade course. Both teacher facing and student facing assets are included and are of various forms, e.g. text, video, and animations.
This collection provides learning materials for all topics in the College Board’s course description for an AP Calculus AB course, as well as a small number of additional topics, such as L’Hopital’s Rule. The standards contained here are modeled after the Indiana Academic Standards for Mathematics – Calculus (Adopted April 2014 – Standards Correlation Guide Document 5-28-2014).Notes regarding this course:• There is content which is beyond what is currently contained in the AP Calculus AB course description, i.e. Logarithmic Differentiation and L’Hopital’s Rule. Both of these are useful topics to cover, and L’Hopital’s Rule, while not now a part of AP CalculusAB, will be added to the AP Calculus AB course description for the 2016-2017 academic year.• The collection is organized into five broad categories: Limits & Continuity (LC), Derivatives (D), Applications of Derivatives (AD), Integrals (I), and Applications of Integrals (AI). This categorization aligns closely, but not exactly, with the AP course description. Some specific topics could be placed in more than one category, e.g. Slope Fields could be placed in Applications of Derivatives or Integrals. Regardless of the categorization, all content in the AP Calculus AB Course Description is covered in this course.• The sequencing of the topics generally, but not rigidly, follows the sequence in which the course would be taught. While the categories would generally be covered in the order presented, specific content within the categories could be effectively covered in a number of different sequences.
This centers-based lesson plan on problem solving with multiplication is designed for two-days of 45-minute lessons or one-day of a 90-minute lesson block. The lesson provides differentiated instruction using the H.O.P. Centers Framework. H.O.P. stands for Hands-On, Open-Ended, and Practice which are the themes for each of the three centers in the framework. Lesson structure is designed using brain research principles. In this lesson students will learn how to solve problems using division multiplication with a short engaging lesson, hands-on activity, practice writing about a word problem using multiplication, and engage in tiered practice of the concept.
The scope and sequence for Geometry is written for a one year course, culminating with the New York State Geometry Regents Examination. This exam is not a requirement for graduation, but is a requirement for an Advanced Regents Diploma. The scope and sequence is based on the Core Curriculum issued by the New York State Education Department. This Common Core Curriculum consists of Major Emphasis Clusters: Congruence, Similarity and trigonometry, Expressing geometric properties with equations, and Modeling with Geometry. The module strands of this curriculum include Congruence, Similarity, 3-D, coordinate geometry and Circles.
In this course, students will explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. They will establish triangle congruence criteria based on analyses of rigid motion and formal constructions, prove theorems, and solve problems about triangles, quadrilaterals, and other polygons. They will identify criteria for similarity of triangles, and apply similarity in right triangles to understand right triangle trigonometry. Students’ experience with two-dimensional and three-dimensional objects is extended to include informal explanations of circumference, area and volume formulas. Students will also prove basic theorems about circles, and use a rectangular coordinate system to verify geometric relationships.