upper school curriculum: math

The Lovett School Upper School

Math Curriculum

Algebra I

Course Description Algebra I begins with a review of the real number system, operations with and factoring of polynomials, solving first-degree equations, and graphing linear functions. It continues with a thorough development of systems of linear equations and inequalities, quadratic functions, rational and irrational numbers, and exponents. Essential Questions

1. How does algebra differ from basic math/arithmetic? 2. How is algebra like a language? 3. How do we use linear functions to model real life situations? 4. What other subjects use algebraic processes and techniques? 5. How does algebra improve the critical thinking process?

Skills Benchmarks A student will be able to:

1. Simplify and evaluate algebraic expressions using order of operations. 2. Solve linear algebraic equations.

3. Add, subtract, and multiply polynomials. 4. Evaluate integer exponents. 5. Factor polynomials. 6. Solve equations with rational expressions. 7. Graph linear equations. 8. Graph inequalities on a number line and a Cartesian plane. 9. Graph and/or solve a system of equations or inequalities. 10. Add, subtract, multiply, divide, and simplify radical expressions. Solve radical equations. 11. Solve a quadratic equation using the quadratic formula or factoring. 12. Translate word problems into algebraic equations or inequalities and solve. Units

1. Solving Equations 2. Exponents and Polynomials 3. Polynomials and Factoring 4. Rational Expressions and Equations 5. Graphs and Linear Equations 6. Systems of Equations

7. Inequalities 8. Radical Expressions and Equations 9. Quadratic Equations

Assessment

1. Classwork 2. Homework 3. Quizzes 4. Unit tests 5. Semester exams 6. Project

Textbooks and Resources Prentice Hall Classics Algebra 1, by Smith, Charles, Dossey, and Bittinger. TI-84 Calculator, Handouts Updated May 2013

Geometry

Course Description Geometry focuses on proofs using deductive reasoning, the integrations of algebra and geometry, and the applications of geometry. Students will learn the properties of parallel lines, circles, and triangles, parallelograms, and other polygons. These properties will be used to study coordinate geometry, congruency, similarity, right triangle trigonometry, perimeter, area, surface area, and volume. Through the course the student will use skills learned in algebra. Essential Questions

1. What is the role of algebra in geometry? 2. How does geometry differ from algebra? 3. What is the role of proofs in the development of a deductive system? 4. How does geometry enhance reasoning abilities/logical thinking? 5. How do we use geometry to model real life situations?

Skills Benchmarks

A student will be able to: 1. Construct a two-column proof involving parallel lines and congruent triangles. 2. Solve right triangles using the Pythagorean Theorem, the relationships of sides in special

right triangles, and the trig ratios. 3. Apply the theorems of tangents, arcs, chords, and angles of a circle.

4. Find the perimeter and area of triangles, quadrilaterals, regular polygons, and circles. 5. Find the surface area and volume of prisms, pyramids, cylinders, cones, and spheres. 6. Use the algebra of geometry. a. Ratio and proportions b. Distance formula c. Midpoint formula d. Slopes of lines e. Equations of lines and circles 7. Model real world applications using geometry.

Units

1. Points, Lines, Planes, and Angles 2. Deductive Reasoning 3. Parallel Lines and Planes 4. Congruent Triangles 5. Quadrilaterals 6. Inequalities in Geometry 7. Similar Polygons 8. Right Triangles 9. Circles 10. Areas of Plane Figures 11. Areas and Volumes of Solids 12. Coordinate Geometry

Assessment

1. Homework 2. Classwork 3. Unit quizzes and/or tests 4. Semester exams 5. Projects

Textbooks and Resources

Jurgensen, Ray C., Richard G. Brown, and John W. Jurgensen, Geometry, McDougal Littell TI-84 Graphing Calculator

Updated May 2013

Honors Geometry

Course Description The honors level of geometry covers all topics included in the regular course but at an accelerated pace. Many concepts are extended and developed more completely; there is a greater emphasis on proof and solving non-routine problems; and the pace of the course affords the opportunity to explore additional topics, such as non-Euclidean geometries. Outside readings, projects, and/or independent research may be used to enrich this advanced study. Essential Questions

1. What is the role of algebra in geometry? 2. How does geometry differ from algebra? 3. What is the role of proofs in the development of a deductive system? 4. How does geometry enhance reasoning abilities/logical thinking? 5. How do we use geometry to model real life situations?

Skills Benchmarks

A student will be able to: 1. Construct a two-column proof involving parallel lines, congruent triangles and other

polygons, similarity, and relationships within a circle. 2. Solve right triangles using the Pythagorean Theorem, the relationships of sides in special

right triangles, and the trig ratios. 3. Apply the theorems of tangents, arcs, chords, and angles of a circle. 4. Find the perimeter and area of triangles, quadrilaterals, regular polygons, and circles. 5. Find the area and volume of prisms, pyramids, cylinders, cones, and spheres. 6. Use the algebra of geometry. a. Ratio and proportions b. Distance formula c. Midpoint formula d. Slopes of lines e. Equations of lines and circles 7. Model real world applications using geometry. 8. Apply transformations (translations, rotations, reflections, and dilations) to geometric

figures. Units

1. Points, Lines, Planes, and Angles 2. Deductive Reasoning 3. Parallel Lines and Planes

4. Congruent Triangles 5. Quadrilaterals 6. Inequalities in Geometry 7. Similar Polygons 8. Right Triangles 9. Circles 10. Areas of Plane Figures 11. Areas and Volumes of Solids 12. Coordinate Geometry 13. Transformations

Assessment

1. Homework 2. In-class group work 3. Unit quizzes and/or tests 4. Projects 5. Semester exams

Textbooks and Resources Jurgensen, Ray C., Richard G. Brown, and John W. Jurgensen, Geometry, McDougal Littell TI-84 Graphing Calculator

Updated May 2013

Algebra II

Course Description Algebra II begins with a review of basic algebra topics but quickly moves to more advanced material, including relations, functions (linear, quadratic, radical, rational, exponential, and logarithmic), complex numbers, matrices, and sequences and series. Emphasis is placed not only on the acquisition of skills but also on problem-solving and applications of algebra. Essential Questions

1. How do we use functions to model real life situations? 2. How do graphs of functions add a visual perspective to a mathematical problem? 3. How does the use of technology enhance student understanding?

4. How do the skills learned in algebra provide a foundation for the study of more advanced mathematics?

5. How important is the language of mathematics? 6. Why are functions important? 7. What are some basic "toolkit" functions?

Skills Benchmarks

A student will be able to: 1. Solve linear equations and inequalities. 2. Graph and write equations of linear functions. 3. Solve and/or graph a system of linear equations or inequalities. 4. Factor a polynomial using common factors and/or products of binomials. 5. Solve polynomial equations over the set of complex numbers. 6. Solve rational equations and identify extraneous solutions. 7. Simplify expressions containing rational exponents. 8. Solve radical equations and identify extraneous solutions. 9. Sketch, from their equations, the graphs of circles, ellipses, hyperbolas, and parabolas. 10. Solve problems involving arithmetic and geometric sequences and series.

Units

1. Equations and Inequalities 2. Linear Relations and Functions 3. Systems of Linear Equations & Inequalities 4. Matrices 5. Quadratic Functions & Complex Numbers 6. Polynomial Expressions and Functions 7. Inverses and Radical Functions 8. Exponential and Logarithmic Functions 9. Rational Functions 10. Conic Sections 11. Sequences & Series 12. Statistics and Probability

Assessment

1. Homework 2. Class work

3. Quizzes 4. Tests 5. Semester exams 6. Spring project


Glencoe Algebra 2 (Common Core State Standards Edition), Columbus, Ohio; McGraw-Hill, 2012. TI-84 Graphing Calculator

Updated May 2013 Honors Algebra II

Course Description Honors Algebra II is fast-paced and challenging, designed to go well beyond the topics of Algebra II. This accelerated study of algebra will include a thorough investigation of conic sections, trigonometry, sequences, series, and vectors. Throughout the course, an emphasis is placed on the continued development of problem solving and critical thinking skills. Essential Questions

1. How do we use functions to model real life situations? 2. How do graphs of functions add a visual perspective to a mathematical problem? 3. How does the use of technology enhance student understanding? 4. How do the skills learned in algebra provide a foundation for the study of more advanced

mathematics? 5. How important is the language of mathematics? 6. Why are functions important? 7. What are some basic "toolkit" functions?

Skills Benchmarks

A student will be able to: 1. Solve linear equations and inequalities. 2. Graph and write equations of linear functions. 3. Solve and/or graph a system of linear equations or inequalities. 4. Factor a polynomial using common factors and/or products of binomials. 5. Solve quadratic equations and inequalities over the set of complex numbers. 6. Solve rational equations and identify extraneous solutions. 7. Simplify expressions containing rational exponents. 8. Solve radical equations and identify extraneous solutions.

9. Sketch, from their equations, the graphs of circles, ellipses, hyperbolas, and parabolas. 10. Solve triangle problems using right triangle ratios, the Law of Cosines, and the Law of

Sines. 11. Sketch the graph of a sinusoidal function. 12. Model real world applications using the appropriate function.

Units

1. Equations, Inequalities, and Linear Functions and Relations 2. Linear Functions 3. Systems of Equations and Inequalities 4. Quadratic Functions and Complex Numbers 5. Higher Degree Functions 6. Inverses and Irrational Algebraic Functions 7. Exponential and Logarithmic Functions 8. Rational Algebraic Functions and Relations 9. Quadratic Relations: Conics Sections 10. Trigonometric Functions 11. Vectors 12. Sequences, Series, and Probability

Assessment

1. Homework 2. Class work 3. Quizzes 4. Tests 5. Application problem sets 6. Projects 7. Semester exams


Glencoe., Algebra 2 (Common Core Edition), Menlo Park California: McGraw-Hill Companies, Inc., 2010. TI-84 Graphing Calculator

Geometer’s Sketchpad v 4.07 Updated May 2013

College Algebra

Course Description College Algebra and Trigonometry has the threefold function of strengthening foundations, improving manipulative skills, and providing knowledge of advanced concepts. The content includes a study of the real number system, functions and graphs (polynomial, rational, exponential, and logarithmic), conic sections, and applications of trigonometry. Essential Questions

1. What algebraic skills are necessary to complete a course in college algebra and trigonometry, and how will these skills be used in the study of more advanced mathematics?

2. How do we differentiate among the various subsets of the complex number system? 3. What is the connection between the equations and graphs of functions? 4. What role does technology play in the study of algebra and trigonometry. 5. How do the basic rules for transforming graphs of functions apply throughout the course? 6. What must students learn to converse mathematically?

Skills Benchmarks

A student will be able to:

1. Simplify expressions containing rational exponents.

2. Simplify rational and radical expressions.

3. Factor polynomials using various methods.

4. Graph and write equations of linear functions.

5. Solve linear equations and inequalities.

6. Solve absolute equations and inequalities.

7. Solve polynomial equations and inequalities.

8. Solve rational equations and inequalities.

9. Solve radical equations.

10. Solve exponential and logarithmic equations.

11. Solve right triangles using trigonometric ratios.

12. Solve oblique triangles using the Law of Sines and the Law of Cosines.

13. Sketch graphs and write equations for each of the four conic sections.

Units 1. Introduction to Graphs and Graphers 2. Basic Concepts of Algebra 3. Graphs, Functions, and Models 4. Functions and Equations: Zeros and Solutions 5. Polynomial Functions 6. Rational Functions 7. Exponential and Logarithmic Functions 8. Trigonometry 9. Conic Sections

Assessment

1. Homework 2. Classwork 3. Quizzes 4. Tests 5. Semester exams 6. Projects


Beecher, et. al. Algebra and Trigonometry. 3rd ed. Addison Wesley TI-84 Graphing Calculator

Updated May 2013

Precalculus

Course Description Precalculus mathematics encompasses concepts that grow out of topics from algebra. The content begins with a review of basic skills and then a review and completion of linear and quadratic functions. It continues with an emphasis on polynomial and rational functions, trigonometric functions, applications of trigonometry, logarithmic and exponential functions, conic sections, linear systems, and matrices. Essential Questions

1. Why do we use different sets of numbers in mathematics? 2. How do we use functions to model real life situations? 3. How do graphs of functions add a visual perspective to a mathematical problem?

4. How do basic rules for transforming functions apply throughout precalculus? 5. How does the use of technology enhance student understanding? 6. How do the skills learned in precalculus provide a foundation for the study of more

advanced mathematics? Skills Benchmarks

A student will be able to: 1. Solve equations and inequalities using a variety of techniques, including simplification,

factoring, the quadratic formula, sign diagrams, logs, and trig identities.. 2. Work with polynomial, rational, radical, exponential, logarithmic, and sinusoidal

functions as follows: a. Identifying domain and range b. Locating intercepts c. Sketching a graph d. Applying transformations e. Modeling real-world applications using the appropriate function 3. Graph the sinusoidal and rational trig functions and the inverse functions. 4. Solve triangle problems using right triangle ratios, the Law of Cosines, and the Law of

Sines. 5. Write equations of the four conic sections and sketch the resulting graphs, identifying

significant points. 6. Solve and graph systems of equations. 7. Perform basic matrix operations including: a. Solving systems of equations b. elementary row operations c. Gaussian-Jordan elimination

Units 1. Functions & Their Graphs 2. Polynomial & Rational Functions 3. Exponential & Logarithmic Functions 4. Conic Sections 5. Trigonometric Functions 6. Analytic Trigonometry 7. Additional Topics in Trigonometry 8. Linear Systems & Matrices 9. Topics in Analytic Geometry 10. Introduction to Limits

Assessment 1. Homework 2. Classwork 3. Quizzes 4. Tests 5. Projects 6. Semester exams


Larson, Ron, Robert Hostetler, Bruce Edwards, and David Falvo, Precalculus with Limits: A Graphing Approach (5th edition), Houghton Mifflin, 2007. TI-84 Graphing Calculator

Updated May 2013

Honors Precalculus

Course Description Honors Precalculus covers the same topics as general precalculus, but in much greater depth. In addition, it includes a continuation of the study of vectors and polar coordinates begun in Honors Algebra II. The course also includes an in-depth investigation of limits and an introduction to the derivative as preparation for calculus at the AP level. Throughout the course, an emphasis is placed on critical thinking and problem solving. Essential Questions

1. Why do we use different sets of numbers in mathematics? 2. How do we use functions to model real life situations? 3. How do graphs of functions add a visual perspective to a mathematical problem? 4. How does the use of technology enhance student understanding? 5. How do the skills learned in precalculus provide a foundation for the study of more

advanced mathematics? 6. How do basic rules for transforming functions apply throughout precalculus? 7. How important is the language of mathematics?

Skills Benchmarks

A student will be able to: 1. Solve equations and inequalities using a variety of techniques, including simplification,

factoring, the quadratic formula, sign diagrams, logs, and trig identities.

2. Work with polynomial, rational, radical, exponential, logarithmic, and sinusoidal functions as follows:

a. Identifying domain and range b. Locating intercepts c. Sketching a graph d. Applying transformations e. Modeling real-world applications using the appropriate function 3. Graph the sinusoidal and rational trig functions and the inverse functions. 4. Solve triangle problems using right triangle ratios, the Law of Cosines, and the Law of

Sines. 5. Write equations of the four conic sections and sketch the resulting graphs, identifying

significant points. 6. Solve and graph systems of equations.

Units 1. Topics from Algebra 2. Functions and Graphs 3. Polynomial and Rational Functions 4. Inverse, Exponential and Logarithmic Functions 5. Sequences, Series, and Probability 6. The Trigonometric Functions 7. Analytic Trigonometry 8. Applications of Trigonometry 9. Topics from Analytic Geometry 10. Systems of Equations and Inequalities 11. Parametric and Polar Equations 12. Topics from Calculus

Assessment

1. Homework 2. Classwork 3. Quizzes 4. Tests 5. Application problem sets 6. Projects 7. Semester exams


Swokowski, Earl W. and Jeffery A. Cole, Precalculus: Functions and Graphs, Thomson Brooks/Cole, 2008 (11th ed.) TI-84 Graphing Calculator

Updated May 2013

Calculus

Course Description This calculus course includes a detailed study of functions and graphs. Differential calculus is thoroughly covered. Limits and derivatives are introduced theoretically, but emphasis is on problem solving and applications. The indefinite integral, separable differential equations, and the definite integral are studied, and applications of the definite integral are emphasized. Essential Questions

1. How is calculus different from the mathematics a student has studied previously? 2. How are the ideas of the area under a curve and the tangent to a curve related to each

other? 3. How is it that the concept of a limit arises throughout the study of calculus?

Skills Benchmarks

1. Students should have a clear understanding of functions and should be comfortable working with functions represented in various ways.

2. Students should understand the meaning of the derivative as a rate of change. 3. Students should understand that a definite integral is the limit of a sum. 4. Students should understand that derivatives and integrals are inverses as stated in the

Fundamental theorem. 5. Students should be able to solve real-world problems using differentiation and

integration. 6. Students should be able to analyze, process, and interpret real-world data with various

features of the graphing calculator Units

1. Limits and Their Properties 2. Differentiation 3. Applications of Differentiation 4. Integration 5. Logarithmic, Exponential, and Other Transcendental Functions 6. Differential Equations

7. Applications of Integration Assessment

1. Homework 2. Classwork 3. Quizzes 4. Tests 5. Projects 6. Semester exams


Larson, Ron and Bruce H. Edwards, Calculus of a Single Variable, Brooks/Cole, Ninth Edition TI-84 Graphing Calculator

Updated May 2013

Advanced Placement Calculus AB

Course Description AP Calculus AB provides a detailed introduction to the mathematics of differential and integral calculus. It covers the theory and mathematical applications of the limit, the derivative, and the indefinite and definite integrals. The course follows the AP Calculus syllabus as described by the College Board, and all students take the advanced placement exam at the end of the second semester. Essential Questions



Skills Benchmarks

1. Students should recognize calculus as a valuable tool, with the concept of "limit" at its core.

2. Students should have a clear understanding of functions and should be comfortable working with functions represented in various ways: graphs, charts, analytical, or verbal.

3. Students should understand the meaning of the derivative as a rate of change. 4. Students should understand that a definite integral is a limit of Riemann sums and that it

is an accumulation of a rate of change. 5. Students should understand that derivatives and integrals are inverses as stated in the

Fundamental theorem. 6. Students should be able to model a written description of a physical situation with a

function, differential equation, or an integral. 7. Students should be able to analyze, process, and interpret real-world data with various


1. Limits and Their Properties 2. Differentiation 3. Applications of Differentiation 4. Integration 5. Logarithmic, Exponential, and Other Transcendental Functions 6. Differential Equations 7. Applications of Integration

Assessment

1. Homework 2. AP practice sets 3. Quizzes 4. Tests 5. Fall semester exam


Larson, Ron and Bruce H. Edwards, Calculus of a Single Variable, Brooks/Cole, Ninth Edition TI-84 Graphing Calculator AP Free Response sets from prior years AP Multiple Choice sets from prior years

Updated May 2013

Advanced Placement Calculus BC

Course Description AP Calculus BC is a full-year course designed to develop a student’s understanding of the concepts of calculus and to provide experience with its methods and applications. Calculus BC includes all the AB material plus additional techniques and material to round out a year of college calculus. These additional topics include parametric, polar, and vector functions and infinite sequences and series. The course follows the AP Calculus syllabus as described by the College Board, and all students take the advanced placement exam at the end of the second semester. Essential Questions



Skills Benchmarks

1. Students should recognize calculus as a valuable tool, with the concept of "limit" at its core.

2. Students should have a clear understanding of functions and should be comfortable working with functions represented in various ways: graphs, charts, analytical, or verbal.

3. Students should understand the meaning of the derivative as a rate of change. 4. Students should understand that a definite integral is a limit of Riemann sums and that it

is an accumulation of a rate of change. 5. Students should understand that derivatives and integrals are inverses as stated in the

Fundamental theorem. 6. Students should be able to model a written description of a physical situation with a

function, differential equation, or an integral. 7. Students should be able to analyze, process, and interpret real-world data with various


1. Limits, Continuity and Definition of Derivative 2. Calculating Derivatives 3. Applications of the Derivative 4. Introduction to Area and Integrals 5. Calculating Integrals 6. Applications of the Integral 7. Parametrics, Polars and Vectors 8. Sequences and Series

Assessment

1. Homework 2. AP practice sets 3. Quizzes 4. Tests 5. Semester exam (fall only)


Larson, Ron and Bruce H. Edwards, Calculus of a Single Variable, Brooks/Cole, Ninth Edition TI-84 Graphing Calculator AP Free Response sets from prior years AP Multiple Choice sets from prior years

Updated May 2013

Honors Multivariable Calculus

Course Description Many of the topics of this course extend concepts of single-variable calculus to functions having more than one independent variable. The course begins with an introduction to multivariable functions and limits. Other topics include vectors and the geometry of space, vector-valued functions, partial differentiation, other techniques of differentiation, finding extrema of functions of two variables, multiple integration, and various related applications. Essential Questions

1. What does it look like to zoom in on a point on a surface of a graph of a function of two variables? How can we approximate this new function?

2. What is the distinction between a vector-valued function r and a real-valued function f, g, or h? Why is a vector-valued function useful?

3. How can we evaluate the same volume in different ways using multiple integrals? Why is it important to understand several ways of evaluating the same problem?


1. Use vectors in space to represent lines and planes, and also to represent quantities such as force and velocity.

2. Use the three-dimensional coordinate system to represent surfaces such as planes, ellipsoids, elliptic cones, etc…

3. Use and interpret vector-valued functions representing planes and surfaces in space and study the motion of an object along a given curve or surface.

4. Sketch a function of more than one independent variable and extend the idea of the derivative to finding partial derivatives.

5. Find and interpret directional derivatives and the gradient of a surface. 6. Solve optimization problems involving functions of several variables. 7. Use iterated integrals, double integrals, and triple integrals to find areas and volumes in

space. 8. Write and evaluate a line integral.

Units

1. An Introduction to Vectors and the Geometry of Space 2. Graphing Lines, Planes, and Quadric Surfaces in Space 3. Vector-Valued Functions 4. Functions of Several Variables 5. Relative Extrema and Other Applications 6. Multiple Integrals and Line Integrals

Assessment

1. Homework 2. Unit Tests 3. Cumulative semester exam


Larson, Ron and Bruce H. Edwards, Calculus AP Edition, Chapters 11-15, Brooks/Cole, 9th ed. TI-84 Graphing Calculator

Updated April 2013

Honors Linear Algebra

Course Description Linear Algebra is the branch of mathematics that explores linear systems, matrix representations of linear systems, vectors, and vector spaces. Other topics include determinants, linear transformations, eigenvalues/eigenvectors, and many related applications. Selected software enhances this study, providing support for computations and graphical representations of vector spaces and linear systems. Essential Questions

1. When a matrix is converted to row-reduced echelon form, how has the nature of the matrix changed? How can we interpret the result of row-reducing a matrix?

2. How do terms such as subspace, span, and basis facilitate our understanding of a given set of vectors?

3. What exactly is an eigenvector of a matrix? How is the idea of the “eigenspace” of a given matrix useful?


1. Use vectors to write equations of lines and planes. 2. Solve linear systems using direct methods (such as row-reduction) and interpret their

solution(s) geometrically as set(s) of vectors. 3. Use matrix operations and compute inverses and determinants of n x n matrices by a

variety of methods. 4. Understand the terms “subspace” and “basis” as they relate to a set of vectors in any

dimension of Rn. 5. Find eigenvalues and eigenvectors of a given matrix and interpret what they mean

geometrically. 6. Determine whether sets of vectors or matrices are orthogonal.

Units

1. Vectors 2. Systems of Linear Equations 3. Matrices 4. Eigenvalues and Eigenvectors 5. Orthogonality

Assessments

1. Homework 2. Unit Tests 3. Cumulative semester exam 4. Project


Poole, David , Linear Algebra: A Modern Introduction, Brooks/Cole, 3rd ed. TI-84 Graphing Calculator

Updated May 2013

Advanced Placement Statistics

Course Description Statistics AP is designed to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. It is built around four main topics: exploring data, planning a study, probability as it relates to distributions of data, and inferential reason. The course follows the Statistics AP syllabus as described by the College Board and all students take the advanced placement examination at the end of the second semester. Essential Questions

1. How does the analysis of data lead to a study of patterns and departures from patterns? 2. Why is a well-developed plan critical to the collection of data? 3. How is probability used to anticipate the distribution of data under a given model? 4. How does statistical inference guide the selection of appropriate models?

Skills Benchmarks

1. Students should be able to detect important characteristics such as shape, location, variability, and unusual values when examining distributions of data.

2. Students should be able to develop a careful plan to collect data, a plan that allows for the appropriate type of analysis.

3. Students should be able to use probability distributions to describe data. 4. Students should be able to use statistical inference to guide the selection of appropriate

models used to draw conclusions from data. Units

1. Exploring Data 2. Modeling Distributions of Data 3. Describing Relationships

4. Designing Studies 5. Probability: What Are the Chances 6. Random Variables 7. Sampling Distributions 8. Estimating with Confidence 9. Testing a Claim 10. Comparing Two Populations or Groups 11. Inference for Distributions of Categorical Data 12. More about Regression

Assessment 1. Homework 2. Class work 3. Quizzes 4. Tests 5. Application problem sets 6. Previous AP multiple choice and free response questions 7. Semester exam (fall semester only)


Starnes, Daren S., Daniel S. Yates, and David S. Moore, The Practice of Statistics, New York: W. H. Freeman and Company, Fourth Edition TI-84 Graphing Calculator

Updated May 2013

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