Mt. Pleasant High School

A grade of D- will meet East Side Union High School District Graduation requirements, but a grade of C- or higher is required to

fulfill UC/CSU/private universities entrance requirements.

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Admission into the the California State University system requires 30 credits and at least a C in Integrated Mathematics 3 to be competitive for admission into the University of California System we recommend at least 4 years of mathematics.  

Grade Level: 9-12

Prerequisites: Grade 8 Math or Math 1 Essentials

Duration: Year Long

Description: Common Core State Standards (CCSS) High School Math 1 is a required course. The fundamental purpose of the CCSS Math 1 course is to formalize and extend the mathematics that students learned in the middle grades. It is the first course in a three-year college preparatory mathematics sequence (CCSS Math 1, 2, 3). The focus is on six critical areas:

(1) extend understanding of numerical manipulation to algebraic manipulation; (2) synthesize understanding of function; (3) deepen and extend understanding of linear relationships; (4) apply linear models to data that exhibit a linear trend; (5) establish criteria for congruence based on rigid motions; (6) apply the Pythagorean Theorem to the coordinate plane. 

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Grade Level: 9-12

Prerequisite: Pass CCSS Math 1, Algebra 1 or Math 2 Essentials with a “D-” or higher

Duration: Year Long

Description: Common Core State Standards (CCSS) High School Math 2 is a required course focusing on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from CCSS Math 1.  It is the second course in a three-year college preparatory mathematics sequence (CCSS Math 1, 2, 3). This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Some standards are repeated in multiple higher mathematics courses; therefore, instructional notes, which appear in brackets, indicate what is appropriate for study in this particular course. The eight Standards for Mathematical Practice, should focus on five areas: (1) extend the laws of exponents to rational exponents; (2) compare key characteristics of quadratic functions with those of linear and exponential functions; (3) create and solve equations and inequalities involving linear, exponential, quadratic expressions; (4) extend work with probability; and (5) establish criteria for similarity of triangles based on dilations and proportional reasoning. 

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Grade Level: 9-12

Prerequisite: Pass CCSS Math 2 with a “D-” or higher

Duration: Year Long

Description: Common Core State Standards (CCSS) High School Math 3, a one-year course, is the last of the three-year college-preparatory sequence that prepares students to enter Math Analysis, Advanced Placement (AP) Statistics, Computer Science Principles, and in some cases, AP Calculus. It is in the Common Core State Standards (CCSS) Math 3 course that students integrate and apply the mathematics they have learned from CCSS Math 1 and CCSS Math 2. As with the first two years of Common Core Integrated Math, this third course also includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability.

For the CCSS Math 3 course, instructional time should focus on four critical areas: (1) apply methods from probability and statistics to draw inferences and conclusions from data;

(2) expand understanding of functions to include polynomial, rational, and radical functions; (3) expand right triangle trigonometry to include general triangles; and (4) consolidate functions and geometry to create models and solve contextual problems.

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Grade Level: 9-12

Prerequisite: Pass CCSS Math 3 or Algebra 2 with a “D-” or higher

Duration: Year Long

Description: This rigorous and demanding course consists of a study of selected topics of advanced high school mathematics, including trigonometry and pre-calculus. The course will emphasize the analysis of the algebraic and trigonometric functions with attention given to their graphs. In addition, vectors, matrices, and derivatives will be some of the topics covered.

This course is intended to provide the student with sufficient background to pursue college mathematics or a field related to mathematics. It is recommended for all college preparatory students preparing for a career in science, mathematics, and engineering.

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Grade Level: 9-12

Prerequisite: Pass Math Analysis or Pre Calculus with a “D-” or higher

Duration: Year Long

Description: This rigorous and demanding course is designed to teach college-level curriculum equivalent to the first semester college-level Calculus course. The student will study from a primarily intuitive, rather than totally abstract approach, the following topics: function relationships, analytic geometry and rectilinear motion, limits and continuity, differentiation of algebraic and trigonometric functions, maximum and minimum values with applications, and the study of areas using integration. Upon successful completion of this course, students are expected to take the AP Calculus AB examination in May.

Grade Level: 9-12

Prerequisite: Pass Calculus AB with a “D-” or higher

Duration: Year Long

Description: This course is a continuation of Calculus AP/AB. Topics to be covered are advanced integration techniques, improper integrals, infinite series and convergence, power series, Taylor polynomials, Taylor and Maclaurin series, conic sections, plane curves, parametric equations, polar coordinates, vectors and the geometry of space, vector valued functions, functions of multiple variables, multiple integrals and vector analysis. Upon successful completion of this course, students are expected to take the AP Calculus BC examination in May.

Grade Level: 11-12

Prerequisite: Pass CCSS Math 3 or Algebra 2 with a “D-” or higher

Duration: Year Long

Description: This course introduces students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students will 

study four broad conceptual themes: Exploratory Data (observing patterns and departures from patterns), Planning a Study (deciding what and how to measure), Anticipating Patterns (producing models using probability and simulation), and Statistical Inference (confirming models). Topics explored in this course include: distributions of univariate data, exploring bivariate data and categorical data, correlation and linearity, methods of data collection, planning and conducting surveys/ experiments, random samples, random variables, mean and standard deviation, probability, sampling distribution, normal distribution, statistical inference, confidence intervals, tests of significance and mathematical modeling. Upon successful completion of this course, students are expected to take the AP Statistics examination in May.

Grade Level: 9 -12

Prerequisite: TBA

Duration: Year Long

Description: Introduction to Computer Science engages students to view mathematical principles as not just a collection of definitions, algorithms and/or theorems to memorize and apply, but rather as a coherent and tightly organized body of knowledge that provides a pathway to think about and understand a broad array of phenomena that is applicable to creating programs and designing hardware. Through socially-relevant and project based activities, students will foster computational thinking within the Big Ideas and Concepts of the AP Computer Science Principles course: Creativity, Abstraction, Data, Algorithms, Programming, Internet, and Impact. 

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Grade Level: 11-12

Prerequisite: Math 3 or Algebra 2 & Geometry with a “D-” or higher

Duration: Year Long

Description: The MRWC is designed as a 4th year mathematics course following Math 1-3 (or Alg I, Geometry and Alg II) that will provide a bridge into multiple college and career options, including STEM, CTE, and nontechnical pathways. Students successfully completing MRWC will have acquired content skills and attitudes towards learning that will be expected in entry-level college mathematics. MRWC addresses the full scope of advanced mathematical topics in a way that is substantively different from the traditional curriculum. The themes provide a mechanism for expanding existing content into new, advanced areas in a way that makes explicit the connectedness between old and new topics that might otherwise appear to students to be unrelated. They provide consistent threads that help students grasp why the ‘rules’ are the way they are as well as the constraints under which those ‘rules’ operate. The themes are 1. Reasoning with Numbers 2. Reasoning with Functions 3. Reasoning with Equivalences 4. Reasoning withDistance. A distinctive aspect of MRWC is a consistent emphasis on discussion and analysis of alternative representations and multiple perspectives for approaching and understanding content. It is designed to encourage strategic and flexible mathematical thinking as well as to enable students to become self-reflective learners.