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mY sCHEDULE
Here is my schedule for the 2011-2012 school year
1st - Conference
2nd - Pre-cal PAP
3rd - Calculus BC
4th - Pre-cal PAP
5th - Statistics
6th - Calculus AB
7th - Calculus AB
About
Calculus - From the College Board - Calculus AB and Calculus BC are primarily concerned with developing the students� understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multirepresentational approach to calculus, with concepts, results and problems being expressed graphically, numerically, analytically and verbally. The connections among these representations also are important.
Calculus BC is an extension of Calculus AB rather than an enhancement; common
topics require a similar depth of understanding. Both courses are intended to be
challenging and demanding.
Statistics - From the College Board - The purpose of the AP course in statistics 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:
1 . Exploring Data: Describing patterns and departures from patterns
2 . Sampling and Experimentation: Planning and conducting a study
3 . Anticipating Patterns: Exploring random phenomena using probability
and simulation
4 . Statistical Inference: Estimating population parameters and testing hypotheses
Pre-cal - From the TEKS - In Precalculus, students continue to build on the K-8, Algebra I, Algebra II, and Geometry foundations as they expand their understanding through other mathematical experiences. Students use symbolic reasoning and analytical methods to represent mathematical situations, to express generalizations, and to study mathematical concepts and the relationships among them. Students use functions, equations, and limits as useful tools for expressing generalizations and as means for analyzing and understanding a broad variety of mathematical relationships. Students also use functions as well as symbolic reasoning to represent and connect ideas in geometry, probability, statistics, trigonometry, and calculus and to model physical situations. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to model functions and equations and solve real-life problems. As students do mathematics, they continually use problem-solving, language and communication, connections within and outside mathematics, and reasoning (justification and proof). Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts.