Math Department

This course is designed to help student understand the basic concepts of elementary algebra and acquire important manipulative algebraic skills. The syllabus has been developed on a level appropriate to the mathematical maturity and sophistication of all students. Enrichment is provided throughout for those students capable of proceeding at a faster pace.

The basic concepts of this course are carefully developed with the use of simple language and symbolism. Explanations and problems lead to the statement of general principles and procedures. Model problems and solutions are detailed in class, helping students to apply these principles independently. Daily exercises cover almost every type of difficulty and tests cover students' understanding of basic concepts as well as mastery of manipulative skills.

The geometry syllabus is written to provide appropriate materials to help both teacher and student achieve the following objectives of a modern geometry course.

• To develop an understanding of geometric relationships in a plane and in space.
• To develop an understanding of the meaning and nature of proof.
• To teach the method of deductive proof in both mathematical and non-mathematical situations.
• To develop the ability to think creatively and critically in both mathematical and non-mathematical situations.
• To integrate geometry with arithmetic, algebra and numerical trigonometry.

The major objective of the Algebra II/Trigonometry syllabus is the integration of intermediate algebra, plane trigonometry and coordinate geometry. To achieve this goal, trigonometric content is presented at an early stage and carried along simultaneously with work in algebra. Such a presentation is more effective than one in which the teaching of trigonometry is deferred until intermediate algebra has been completed.

Proper integration of algebra and trigonometry enables a student to make a smooth transition from working with algebraic expressions and equalities to working with trigonometric expressions and equalities. The comprehensive presentation of coordinate geometry also serves as an effective means of integrating intermediate algebra and plane trigonometry. This is accomplished by emphasizing the fundamental ideas underlying the graphs of linear functions, quadratic functions and trigonometric functions.

Pre-calculus can serve as preparation for calculus or as a fourth year to the normal curriculum. Topics covered prepare students not only for calculus but for all future college level mathematics courses. During the year, students cover diverse topics, such as examining relations and functions, mathematical induction, polynomial equations, linear programming, conic sections, complex numbers, polar coordinates, sequences and series. Students make extensive use of the graphing calculator to develop mathematical models for real world applications.

Pre-calculus is a required course for students who entered high school with accelerated mathematics and must complete a third year of high school mathematics at Ma'ayanot. It is a prerequisite for students wishing to take calculus either at Ma'ayanot or in college. It is an elective for seniors who would like to explore mathematical concepts in greater depth or expect to need some mathematics in their college studies.

Calculus AB is primarily concerned with developing the students' understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. The connections among these representations are important.

Technology is used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting results.

Through the use of unifying themes of derivatives, integrals, limits, approximation, and applications and modeling, the course becomes a cohesive whole.

The course represents college level mathematics for which most colleges grant advanced placement credit according to the results of an Advanced Placement Examination. The AB course enables a student to obtain credit for the first semester of college calculus.

Calculus BC represents college level mathematics, for which a student may qualify for two semesters of college credit, based upon the results of the Advanced Placement Examination.

The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes:

a) Exploring Data: Describing patterns and departures from patterns

b) Sampling and Experimentation: Planning and conducting a study

c) Anticipating Patterns: Exploring random phenomena using probability and simulation

d) Statistical Inference: Estimating population parameters and testing hypotheses

Students who successfully complete the course and examination may receive credit and/or advanced placement for a one-semester introductory college statistics course.

This course was designed for seniors who are interested in a pragmatic finance course. The course explores all aspects of investments, including savings accounts, CDs, stocks, bonds, mutual funds, planning for retirement, alternative investment vehicles, and creating a balanced investment portfolio. Forms of credit such as credit cards, student loans, mortgages, and car loans are studied, in addition to life, health, car, homeowners, and ancillary insurance. Planning a household budget, balancing a checkbook, online banking and bill paying, and income taxes round out the course.