img A beneficiary Agency of the Jewish Federation of Northern New Jersey

Math Department

Department Chair: Mrs. Randy Bernstein

Our primary goal in teaching mathematics is to help students learn the art of reasoning and problem solving, skills that will aid them throughout their educational and professional careers. The ability to evaluate data, turn it into information, and reach timely and pertinent decisions is crucial in achieving success in any field of endeavor. The Ma’ayanot mathematics program helps students learn how to think logically and creatively, perform mathematical calculations both manually and with the use of graphing calculators, and master mathematical functions and concepts.


A multi-track math program allows Ma’ayanot to serve the individual needs of all students. All students are required to take three years of math in high school and they are strongly encouraged to take a fourth year as an elective.

9th Grade: Algebra I or Geometry
10th Grade: Geometry or Algebra II & Trigonometry
11th Grade: Algebra II & Trigonometry or Pre-Calculus

12th Grade electives include:

  • Pre-Calculus
  • AP Statistics
  • AP Calculus AB
  • AP Calculus BC

A multi-track math program allows Ma’ayanot to serve the individual needs of all students. All students are required to take three years of math in high school and they are strongly encouraged to take a fourth year as an elective. PSAT and SAT preparation is incorporated into the curriculum. Students with strong aptitude and interest in mathematics are encouraged to participate in extracurricular math programs, competitions, and research projects in advanced mathematics.

Tracking:  All mandatory Math classes are tracked (9th - 11th grade), but all students can choose to take Math electives in the senior year. Math classes are tracked independently of other disciplines.


The Algebra I course is designed to provide the students with an in-depth level of understanding and facility with symbolic manipulation and problem-solving. Students learn to solve equations and inequalities and to write their own in order to model real-world problems. A great deal of polynomial work is done in one or more variables. Systems of equations, algebraic fractions, and exponents are studied. The concept of function is introduced and students will explore the inherent connection between algebraic and graphical representations of such functions. Graphing calculators support and enhance this understanding. In addition, students will use IPads for practice, applications, and visual connections. Students will be well-prepared to continue their study of mathematics, which is strongly dependent upon a thorough understanding of algebraic techniques.


The goals of the geometry course are:

  • 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.


Topics covered in Pre-Calculus 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.