# Math

- Staff Directory
- Courses
- Math Dept. Booklist 20-21
- High School Graduation & College Entrance Requirements
- Math Sequence

## Staff Directory

Benson, Amy | (408) 366-7388 ex.4807 | Math Teacher/AVID |

Choe, Alvin | (408) 366-7388 ex.4813 | Math Teacher |

Demetriou, Stella | (408) 366-7388 ex.4841 | Math Teacher |

Ferrante, Eric | (408) 366-7388 ex.4845 | Computer Science Teacher |

Hamilton, Stuart | (408) 366-7388 ex.4411 | Math Teacher |

Jackson, Anna | (408) 366-7388 ex.4860 | Math Teacher |

Jaehnig, Stacey | (408) 366-7388 ex.4859 | Math Teacher/Department Lead |

Lou, Le-Quyen | (408) 366-7388 ex.4842 | Math Teacher |

McLeod, Ted | (408) 366-7388 ex.4830 | Computer Science Teacher |

Morse, Stacey | (408) 366-7388 ex.4878 | Math Teacher |

Roberts, Julia | (408) 366-7388 ex.4829 | Math Teacher/Physical Education Teacher |

Stevens, Scott | (408) 366-7388 ex.4874 | Math Teacher |

Stubbs, Ashley | (408) 366-7388 ex.4880 | Math Teacher |

Symons, Julie | Math Student Teacher | |

Tsai, Norman | (408) 366-7388 ex.4420 | Math Teacher |

Williams, April | (408) 366-7388 ex.4850 | Math Teacher |

Woo, Hyungi |
(408) 366-7388 ex.4820 | Math Teacher |

## Courses

- Algebra I
- Algebra II
- Algebra II/Trigonometry
- AP Calculus B/C
- AP Calculus A/B
- AP Statistics
- Applications of Advanced Mathematics
- AP Computer Science
- Geometry
- Intro to Java
- Geometry Enriched
- Pre-Calculus
- Pre-Calculus Honors/Calculus A

## Algebra I

Anderson, Blake | (408) 366-7388 ex.4803 | Math Teacher/ELD |

Choe, Alvin | (408) 366-7388 ex.4813 | Math Teacher |

Jackson, Anna | (408) 366-7388 ex.4860 | Math Teacher |

Recommended: There is no prerequisite to take this course.

Algebra 1 is imperative for success in subsequent math courses, and transitions students from arithmetic to symbolic reasoning. The key content, which follows the state standards for Algebra 1, involves understanding, writing, solving, and graphing linear and quadratic equations and inequalities. When graphing linear equations, emphasis will be placed on understanding the slope-intercept formula and slope in general as it relates to parallel and perpendicular lines. Solving systems of two linear equations in two unknowns is also emphasized. Quadratic equations will be solved by factoring, using graphs, and applying the quadratic formula. Students should also become comfortable with operations on monomial and polynomial expressions. They learn to solve problems employing all of these techniques. Algebra 1 meets the graduation requirement. This is a one period course that covers all the district standards.

Resources:

## Algebra II

Baugh, Chris | (408) 366-7388 ex.4802 | Math Teacher |

Benson, Amy | (408) 366-7388 ex.4807 | Math Teacher / AVID |

Lou, Le-Quyen | (408) 366-7388 ex.4842 | Math Teacher |

Stevens, Scott | (408) 366-7388 ex.4874 | Math Teacher |

Recommended: C or better in Geometry with teacher recommendation.

This course expands and reviews the mathematical content of Algebra 1 and Geometry. Emphasis is placed on abstract thinking skills, the function concept including domain and range, extension from the real to the complex number system, and the algebraic solution of problems in various content areas. Polynomial, logarithmic, exponential, rational, and conic functions and relations comprise the core material through which equations and graphs are studied and applied. Additional topics include combinatorics, probability, basic statistics, sequences, and series. Calculators are used to aid in the solution of problems and in making estimates for realistic solutions.

Difference Between Algebra 2 & Algebra 2/Trig

Algebra 2 versus Algebra 2 Trig.pdf

## Algebra II/Trigonometry

Choe, Alvin | (408) 366-7388 ex.4813 | Math Teacher |

TBD | (408) 366-7388 ex.4893 | Math Teacher |

TBD | (408) 366-7388 ex.4895 | Math Teacher |

Recommended: Recommended: B or better in Geometry (Enriched) with teacher recommendation.

Algebra 2/Trig is for accelerated students who plan to maximize the amount of mathematics studied in high school. Course content includes a more rigorous study of all topics taught in the Algebra 2 course. Students will study, in depth, the 6 trigonometric functions as they relate to the unit circle using radians and degrees to simplify expressions, solve equations and applications, and graph basic and translated trigonometric functions. Additional topics include solving triangles, defining and solving equations with inverse trigonometric functions, and proving and applying trigonometric identities.

**Difference Between Algebra 2 & Algebra 2/Trig**

Algebra 2 versus Algebra 2 Trig.pdf

## AP Calculus B/C

Demetriou, Stella | (408) 366-7388 ex.4841 | Math Teacher |

TBD | (408) 366-7388 ex.4895 | Math Teacher |

Recommended: B or better in Pre-Calculus Honors with teacher recommendation.

This course covers the content of three quarters (two semesters) of a college Calculus curriculum, focusing on applications of limits, differentiation and integration. Numerical approaches (such as Newton’s method, Simpson’s Rule, and Euler’s Method); various techniques of integration; indeterminate forms for limits; and Taylor series are also covered, as well as application of Calculus techniques to parametric and polar representations. Throughout the course, an emphasis is placed on symbolic, graphical and numeric representations, as well as on clear communication of mathematical thinking. Students successfully completing this course are prepared to take the Calculus BC AP Exam which requires use of a graphing calculator.

## AP Calculus A/B

Benson, Amy | (408) 366-7388 ex.4807 | Math Teacher/AVID |

Jackson, Anna | (408) 366-7388 ex.4860 | Math Teacher |

Roberts, Julia | (408) 366-7388 ex.4829 | Math Teacher/Physical Education Teacher |

Recommended: C or better in Pre-Calculus Honors, or B or better in Math Analysis with teacher recommendation.

This course covers the content of two quarters (more than one semester) of a college Calculus curriculum, focusing on the application of limits, differentiation and integration. Some techniques of integration and indeterminate forms for limits are also covered. Throughout the course, an emphasis is placed on symbolic, graphical, and numeric representations, as well as on clear communication of mathematical thinking. Students successfully completing this course are prepared to take the Calculus AB AP Exam which requires use of a graphing calculator.

## AP Statistics

Morse, Stacey | (408) 366-7388 ex.4878 | Math Teacher |

Stubbs, Ashley | (408) 366-7388 ex.4880 | Math Teacher |

Williams, April | (408) 366-7388 ex.4850 | Math Teacher |

Recommended: C or better in Algebra 2 or higher math course with teacher recommendation.

This course covers the content of one semester of an introductory, non-Calculus-based, college curriculum in Statistics which is often a requirement for college students majoring in the social sciences, health sciences and business. Students will be introduced to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The course is built around four main topics: exploring data, planning a study, probability as it relates to distribution of data, and inferential reasoning. With the possible exception of probability, most of the material in this course has not been a part of the traditional secondary mathematics curriculum. Students successfully completing this course are prepared to take the Statistics AP Exam which includes use of a graphing calculator.

## Applications of Advanced Mathematics

Williams, April | (408) 366-7388 ex.4850 | Math Teacher |

This course is designed for college-bound students who want an advanced mathematics course after Algebra 2 (Common Core Plus) that focuses on real-world applications in fields such as business, finance, politics, architecture, gaming, and natural science. Students who complete this class will be prepared for Advanced Placement or college level statistics. By the end of the course, students will have mastered the Competencies in Mathematics Expected of Entering College Students listed for majors outside of STEM fields.

The course will consist of four core units: geometry and trigonometry, mathematical modeling, statistics and the mathematics of decision-making. To help students understand that math makes sense outside of a textbook, the course will incorporate real world data and technological tools. The course will be built around collaborative tasks that require students to persevere in solving complex, unfamiliar problems, choose and use mathematical models to represent their thinking. Students will be asked to clarify their thinking, verify the reasonableness of their conclusions, explain their solutions in writing, and critique the reasoning of others. As the course progresses, students will be expected to communicate their ideas with increasing accuracy, objectivity, clarity, and concision. Students will be encouraged to explore multiple pathways toward a solution to further enhance their understanding.

## AP Computer Science

Ferrante, Eric | (408) 366-7388 ex.4845 | Computer Science Teacher |

McLeod, Ted | (408) 366-7388 ex.4830 | Computer Science Teacher |

Recommended: B or better in Computer Programming JAVA; and B or better in Algebra 2 or higher math course; and strong computer and problem solving skills; with teacher recommendation.

This course is designed to serve as the equivalent of a one-semester, entry-level college course in computer science for students majoring in computer science, engineering, math, the sciences or business. Students will create and debug original object-oriented programs, using JAVA, to solve problems by using adaptable and reusable algorithmic modules and data structures. Students successfully completing this course are prepared to take the Computer Science A AP Exam.

## Geometry

Baugh, Chris | (408) 366-7388 ex.4802 | Math Teacher |

TBD | (408) 366-7388 ex.4893 | Math Teacher |

Roberts, Julia | (408) 366-7388 ex.4829 | Math Teacher / Physical Education Teacher |

Recommended: C or better in Algebra 1, Algebra 1B or Algebra I with Algebra Workshop or completion of Algebra 1B.

The key content, which follows the state standards for Geometry, includes a formal development of geometric skills and concepts. This course introduces plane and solid geometry. They will develop the ability to construct formal logical arguments and proofs in a geometric setting. Students will build their reasoning skills through studying the following topics: properties of triangles, quadrilaterals, circles, compass constructions, transformations, volume, area, similarity, the Pythagorean Theorem, coordinate geometry, and an introduction to basic trigonometric functions. Geometry meets the graduation requirement. This course covers all state standards and prepares a student for Algebra 2.

## Intro to Java

McLeod, Ted | (408) 366-7388 ex.4830 | Computer Science Teacher |

Woo, Hyungi | (408) 366-7388 ex.4820 | Math Teacher |

Recommended: Successful completion of Algebra 1 or higher math course and previous computer use with teacher recommendation.

The course is designed to introduce the student to the study and writing of computer programs, with an emphasis on problem-solving and program design. Analytical thinking skills and logic are emphasized. The JAVA language is used with an emphasis on understanding universal programming concepts such as data types and data structures, selection, and iteration along with applications of programming for the Internet and programs written in an object-oriented paradigm. Elementary study of digital computer hardware may be included. This course is recommended for the college-bound student planning on a business, math or science major or for the student preparing for an AP Computer Science course.

## Geometry Enriched

Lou, Le-Quyen | (408) 366-7388 ex.4842 | Math Teacher |

Recommended: B or better in Algebra I or Algebra 1B with teacher recommendation.

The key content, which follows the state standards for Geometry, includes a formal development of geometric skills and concepts. This course introduces plane and solid geometry. They will develop the ability to construct formal logical arguments and proofs in a geometric setting. Students will build their reasoning skills through studying the following topics: properties of triangles, quadrilaterals, circles, compass constructions, transformations, volume, area, similarity, the Pythagorean Theorem, coordinate geometry, and an introduction to basic trigonometric functions. Geometry Enriched meets the graduation requirement. Emphasis will be placed on formal proofs and students are expected to have a firm grasp of Algebra 1 concepts. This course covers the state standards and prepares students for the rigor of the accelerated course that follows: Algebra 2/Trigonometry.

**Difference Between Geometry and Geometry Enriched **

Geometry and Geometry Enriched.pdf

## Pre-Calculus

Jaehnig, Stacey | (408) 366-7388 ex.4859 | Math Teacher/Department Lead |

Stevens, Scott | (408) 366-7388 ex.4874 | Math Teacher |

Stubbs, Ashley | (408) 366-7388 ex.4880 | Math Teacher |

Recommended: B or better in Algebra 2 with teacher recommendation.

This course is recommended for those students planning to take Calculus. Topics covered include trigonometric functions of ratios of lengths of sides of triangles, circular functions, graphical characteristics of trigonometric functions, solution of right triangles, radian and degree measure, trigonometric identities, laws of sines and cosines, solution of oblique triangles, reinforcement of function concept, inverse trigonometric functions and their graphs, polar coordinates and vectors and their graphs, trigonometric form of complex numbers, de Moivre's Theorem, coordinate geometry, conic sections, rational functions and their graphs, elementary functions and their inverses, introduction to linear algebra, parametric equations and their graphs, lines and planes in space, three-dimensional coordinate geometry and vectors in space.

## Pre-Calculus Honors/Calculus A

Anderson, Blake | (408) 366-7388 ex.4803 | Math Teacher/ELD |

Jaehnig, Stacey | (408) 366-7388 ex.4859 | Math Teacher/Department Lead |

Woo, Hyungi | (408) 366-7388 ex.4820 | Math Teacher |

This course prepares students for their first college level mathematics class. Students who complete this class with a score of 85% or higher may proceed to study AP Calculus B/C. Students who earn a C or better may go on to AP Calculus A/B. This is an honors class and will be fast paced and rigorous. The course consists of topics in Trigonometry, Advanced Algebra, Data Analysis and Calculus. Students will solve problems algebraically and graphically, using graphing calculators and/or other technology. The knowledge acquired in this class can be applied in several areas including engineering, economics, the physical sciences, and mathematical modeling.

Recommended: B or better in Algebra 2/Trigonometry or Math Analysis.

This course is recommended for those students planning to take Calculus. The curriculum includes an in-depth algebraic and graphical analysis of different families of functions and their inverses, including polynomial, exponential, logarithmic, rational and trigonometric functions. Rectangular, polar, and parametric forms of an equation will be taught in addition to vectors and their graphs. Further study of topics introduced in earlier courses includes matrices and determinants, coordinate geometry, conic sections, series and sequences, binomial expansion, properties of radical expressions, complex numbers, de Moivre’s Theorem, limits (epsilon-delta), and an introduction to calculus.

## Math Dept. Booklist 20-21

## High School Graduation & College Entrance Requirements

### High School Graduation Requirements

There is a two-year requirement for graduation. One year must be Geometry or higher.

### College Entrance Requirements

c. Mathematics – 3 years required, 4 years recommended

Three years of college-preparatory mathematics that include the topics covered in elementary and advanced algebra and two- and three-dimensional geometry. Approved integrated math courses may be used to fulfill part or all of this requirement, as may math courses taken in the seventh and eighth grades that your high school accepts as equivalent to its own math courses. (Quoted from the University of California).