Santa Barbara Unified School District

Mathematics Courses

Grades: 11-12; San Marcos High School; Santa Barbara High School; Dos Pueblos High School

Calculus AB is a full year course equivalent to the first semester of a college level calculus course. Topics include the theory and applications of functions, graphs, limits, derivatives, and integrals.

Transcript title and course number: Calculus AB AP 051380

Grades: 9-12; San Marcos High School; Santa Barbara High School

Calculus BC is a full year course of the calculus of functions of a single variable. It includes all topics of Calculus AB and additional topics including parametric, polar and vector equations and their derivatives, numerical methods of solving differential equations, polynomial approximations and series including Taylor Series.

Transcript title and course number: Calculus BC AP 055700

Grade: 7; La Colina Junior High School; La Cumbre Junior High School; Santa Barbara Junior High School; Goleta Valley Junior High School

In Math 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: CC Math 7 P 852101

Grade: 7

Description not available.

Transcript title and course number: CC Math 7 PL P 852010

Grade: 7; La Colina Junior High School; Goleta Valley Junior High School

This course is designed to provide support for students taking CC Math 7 who need additional support.

Transcript title and course number: CC Math 7 Sup 852109

Grade: 8; La Colina Junior High School; La Cumbre Junior High School; Santa Barbara Junior High School; Goleta Valley Junior High School

In Math 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: CC Math 8 P 852103

Grade: 8; La Colina Junior High School; Goleta Valley Junior High School

This course is designed to provide support for students taking CC Math 8 who need additional support.

Transcript title and course number: CC Math 8 Sup 852111

Grades: 9-12; San Marcos High School; Santa Barbara High School; Dos Pueblos High School; La Cuesta Continuation High School

This course is designed to provide support for students taking CC Math I who need additional support.

Transcript title and course number: CC Math I Sup 091884

Grades: 9-12; Santa Barbara High School; Dos Pueblos High School

This course is designed to provide support for students taking CC Math II who need additional support.

Transcript title and course number: CC Math II Sup 091885

Grade: 9; La Cuesta Continuation High School; Alta Vista Alternative High School

Algebra I is a full year, online high school credit course that is intended for the student who has successfully mastered the core algebraic concepts covered in the prerequisite course, Pre-Algebra. Within the Algebra I course, the student will explore basic algebraic fundamentals such as evaluating, creating, solving and graphing linear, quadratic, and polynomial functions. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: CC Algebra I 091871

Grade: 11; Alta Vista Alternative High School

Algebra II is a full-year, online high school math course intended for the student who has successfully completed the prerequisite course Algebra I. This course focuses on algebraic techniques and methods in order to develop student understanding of advanced number theory, concepts involving linear, quadratic and polynomial functions, and pre-calculus theories. This course also integrates geometric concepts and skills throughout the units, as well as introducing students to basic trigonometric identities and problem solving. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: CC Algebra II 091869

Grade: 10; Alta Vista Alternative High School

Geometry is a full-year, online high school math course for the student who has successfully completed the prerequisite course, Algebra I. The course focuses on the skills and methods of linear, quadratic, coordinate, and plane geometry. In it, students will gain solid experience with geometric calculations and coordinate plane graphing, methods of formal proof, and techniques of construction. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: CC Geometry P 092670

Grades: 9-12

This course is designed to provide support for students taking English 10 who need additional support.

Transcript title and course number: English 10 Sup 020511

Grades: 9-12

This course is designed to provide support for students taking English 11 who need additional support.

Transcript title and course number: English 11 Sup 020841

Grades: 9-12

This course is designed to provide support for students taking English 12 who need additional support.

Transcript title and course number: English 12 Sup 020881

Grades: 9-12

This course is designed to provide support for students taking English 7 who need additional support.

Transcript title and course number: English 7 Sup 827209

Grades: 9-12

This course is designed to provide support for students taking English 8 who need additional support.

Transcript title and course number: English 8 Sup 828161

Grades: 9-12

This course is designed to provide support for students taking English 9 who need additional support.

Transcript title and course number: English 9 Sup 022651

Grades: 10-12; San Marcos High School; Santa Barbara High School; Dos Pueblos High School

In Integrated Math 3, students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: CC Math III P 091886

Grades: 9-12; San Marcos High School; Santa Barbara High School

This course complements and expands the mathematical content and concepts of Algebra I and geometry. Students will gain experience with algebraic solutions of problems in various content areas, including the solution of systems of quadratic equations, logarithmic and exponential functions, the binomial theorem, and the complex number system. Course topics include absolute value, systems of linear equations and inequalities, matrices, operations on polynomials, rational expressions, quadratic equations and functions, conic sections, inverse functions, sequences and series, probabilities, and mathematical induction. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: Intrmed Algebra 055370

Grades: 9-12; San Marcos High School; Dos Pueblos High School

Recommendation: Grade of C or better in Algebra 2 and passing score on SBCC Intermediate Algebra Exam # 3. This course is for students who need a working knowledge of data manipulation. Topics include single and bivariate data, probability, discrete probability distributions, normal probability distributions, sample variability, statistical inferences involving one and two populations, applications of chi-square and ANOVA.

Transcript title and course number: MATH 117 SBCC 055910

Grades: 9-12; San Marcos High School; Dos Pueblos High School

This SBCC Dual Enrollment course covers limits, derivatives and integrals of algebraic, trigonometric, exponential and logarithmic functions, differentials and applications of the derivative, and provides an introduction to differential equations.

Transcript title and course number: MATH 150 SBCC 055920

Grades: 9-12; San Marcos High School; Dos Pueblos High School

This SBCC Dual Enrollment Course follows MATH 150 SBCC. The course covers techniques of integration; applications of definite integrals; polar equations; sequences and infinite series; introduction to differential equations and to vectors.

Transcript title and course number: MATH 160 SBCC 055930

Grade: 7; La Colina Junior High School; La Cumbre Junior High School; Santa Barbara Junior High School; Goleta Valley Junior High School

In grades 7 through 10, there are Math 7, Math 8, Math I and Math II “Enrichment” courses designed for students who demonstrate evidence of handling the content, depth of knowledge and rigor beyond the Common Core Math Standards of Math 7, Math 8 or Integrated Math I. Enrichment focuses on the same Common Core State Standards content standards of the respective grade level, and includes additional topics and assignments (e.g., projects) that allow students the opportunity to connect their learning to other disciplines. These “enrichment opportunities should allow students to increase their depth of understanding by developing expertise in the modeling process and applying mathematics to novel and complex contexts.” (Massachusetts 2012) These courses are recommended for students who prefer depth, complexity, and novelty. Students must possess above average mathematical computational skills with a strong conceptual understanding of mathematics.

In Math 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

Transcript title and course number: CC Math 7+E H 852102

Grade: 7

Description not available.

Transcript title and course number: CCMath 7+E PL H 852011

Grade: 7; La Colina Junior High School; La Cumbre Junior High School; Santa Barbara Junior High School; Goleta Valley Junior High School

In grades 7 and 8, there is a “compaction” option (three courses in two years) for students who demonstrate evidence of handling the content, depth of knowledge, and rigor beyond the Common Core Math Standards of Math 7, Math 8 and Integrated Math I. Compaction focuses on the same Common Core State Standards content standards of the respective grade level in a faster pace. This is recommended for students who prefer acceleration over depth, complexity, and novelty. Students must possess above average mathematical computational skills with a strong conceptual understanding of grade level mathematics.

In Math 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

In Math 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Transcript title and course number: Math Comp A 894884

Grade: 8; La Colina Junior High School; La Cumbre Junior High School; Santa Barbara Junior High School; Goleta Valley Junior High School

In grades 7 through 10, there are Math 7, Math 8, Math I and Math II “Enrichment” courses designed for students who demonstrate evidence of handling the content, depth of knowledge and rigor beyond the Common Core Math Standards of Math 7, Math 8 or Integrated Math I. Enrichment focuses on the same Common Core State Standards content standards of the respective grade level, and includes additional topics and assignments (e.g., projects) that allow students the opportunity to connect their learning to other disciplines. These “enrichment opportunities should allow students to increase their depth of understanding by developing expertise in the modeling process and applying mathematics to novel and complex contexts.” (Massachusetts 2012) These courses are recommended for students who prefer depth, complexity, and novelty. Students must possess above average mathematical computational skills with a strong conceptual understanding of mathematics.

In Math 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Transcript title and course number: CC Math 8+E H 852104

Grade: 8; La Colina Junior High School; La Cumbre Junior High School; Santa Barbara Junior High School; Goleta Valley Junior High School

In grades 7 and 8, there is a “compaction” option (three courses in two years) for students who demonstrate evidence of handling the content, depth of knowledge, and rigor beyond the Common Core Math Standards of Math 7, Math 8 and Integrated Math I. Compaction focuses on the same Common Core State Standards content standards of the respective grade level in a faster pace. This is recommended for students who prefer acceleration over depth, complexity, and novelty. Students must possess above average mathematical computational skills with a strong conceptual understanding of grade level mathematics.

In Math 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

The fundamental purpose of Mathematics I is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Mathematics 1 uses properties and theorems involving congruent figures to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the algebraic and geometric ideas studied. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Transcript title and course number: Math Comp B 894882

Grade: 9; San Marcos High School; Santa Barbara High School; Dos Pueblos High School

In grades 7 through 10, there are Math 7, Math 8, Math I and Math II “Plus Enrichment” courses designed for students who demonstrate evidence of handling the content, depth of knowledge and rigor beyond the Common Core Math Standards of Math 7, Math 8 or Integrated Math I. Plus Enrichment focuses on the same Common Core State Standards content standards of the respective grade level, and includes additional topics and assignments (e.g., projects) that allow students the opportunity to connect their learning to other disciplines. These “enrichment opportunities should allow students to increase their depth of understanding by developing expertise in the modeling process and applying mathematics to novel and complex contexts.” (Massachusetts 2012) These courses are recommended for students who prefer depth, complexity, and novelty. Students must possess above average mathematical computational skills with a strong conceptual understanding of mathematics.

Integrated Mathematics I Plus Enrichment focuses on the same Common Core State Standards as Integrated Mathematics I and includes additional topics and assignments (e.g., projects) that allow students the opportunity to connect their learning to other disciplines.

Transcript title and course number: CC Math I+E H 091876

Grade: 9; Santa Barbara High School; Dos Pueblos High School; La Cuesta Continuation High School; Alta Vista Alternative High School

The fundamental purpose of Integrated Mathematics I is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Integrated Mathematics I uses properties and theorems involving congruent figures to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the algebraic and geometric ideas studied. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: CC Math I P 091875

Grades: 9-12; San Marcos High School; Santa Barbara High School; Dos Pueblos High School

Integrated Mathematics II Plus Enrichment addresses the same Common Core State Standards content standards as Integrated Mathematics II (listed below), and enhances the course with additional depth, novelty and complexity of math topics and assignments. These “enrichment opportunities should allow students to increase their depth of understanding by developing expertise in the modeling process and applying mathematics to novel and complex contexts.” (Massachusetts 2012). Enrichment opportunities can include mathematical applications to other disciplines.

The focus of Integrated Mathematics II is on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from Integrated Math I. The need for extending the set of rational numbers arises and real and complex numbers are introduced so that all quadratic equations can be solved. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. Circles, with their quadratic algebraic representations, round out the course. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Transcript title and course number: CC Math II+E H 091888

Grade: 10; San Marcos High School; Santa Barbara High School; Dos Pueblos High School; La Cuesta Continuation High School; Alta Vista Alternative High School

The focus of Integrated Mathematics II is on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from Integrated Mathematics I. The need for extending the set of rational numbers arises and real and complex numbers are introduced so that all quadratic equations can be solved. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. Circles, with their quadratic algebraic representations, round out the course. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: CC Math II P 091878

Grades: 9-10; San Marcos High School; Santa Barbara High School; Dos Pueblos High School

In grades 9 and 10, or in grades 10 and 11, there is a “compaction” option (three courses in two years) option for students who demonstrate the ability to handle the acceleration required to complete Integrated Math II, Integrated Math III and Pre Calculus in two school years. Compaction focuses on the same Common Core State Standards content standards of the respective grade level in a faster pace. This is recommended for students who prefer acceleration over depth, complexity, and novelty. Students must possess above average mathematical computational skills with a strong conceptual understanding of grade level mathematics.

The focus of Integrated Mathematics 2 is on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from Integrated Math 1. The need for extending the set of rational numbers arises and real and complex numbers are introduced so that all quadratic equations can be solved. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. Circles, with their quadratic algebraic representations, round out the course. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

It is in Integrated Math 3 that students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Transcript title and course number: Math II/III Cmp 091879

Grades: 10-12; San Marcos High School; Santa Barbara High School; Dos Pueblos High School

In grades 9 and 10, or in grades 10 and 11, there is a “compaction” option (three courses in two years) option for students who demonstrate the ability to handle the acceleration required to complete Integrated Math II, Integrated Math III and Pre Calculus in two school years. Compaction focuses on the same Common Core State Standards content standards of the respective grade level in a faster pace. This is recommended for students who prefer acceleration over depth, complexity, and novelty. Students must possess above average mathematical computational skills with a strong conceptual understanding of grade level mathematics.

In Integrated Math 3, students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Precalculus combines concepts of trigonometry, geometry, and algebra that are needed to prepare students for the study of calculus. The course strengthens students’ conceptual understanding of problems and mathematical reasoning in solving problems. Facility with these topics is especially important for students who intend to study calculus, physics, other sciences, and engineering in college. The main topics in the Precalculus course are complex numbers, rational functions, trigonometric functions and their inverses, inverse functions, vectors and matrices, and parametric and polar curves. Because the standards that comprise this course are mostly (+) standards, students who enroll in Precalculus should have met the college- and career-ready standards of the previous courses (Math I, Math II, and Math III). It is recommended that students complete Precalculus before taking an Advanced Placement calculus course.

Transcript title and course number: Math III/PC Cmp 091887

Grades: 11-12

This course emphasizes understanding of mathematics concepts rather than just memorizing procedures. Students learn the context behind procedures and understand why to use a certain formula or method to solve a problem. By engaging students in real-world applications, students develop critical thinking skills that they will use in college and their careers.

The course content includes: Algebraic Expressions: review basic numerical operations and manipulations, including multiple representations of equivalent expressions, Equations: review fundamentals of solving one-, two- and multi-step linear equations, linear equations that include absolute values and linear inequalities, Measurement and Proportional Reasoning: use unit conversions, proportions for scaling, area and volume in applied situations, Linear Functions: graph and write linear equations, interpret their meaning in context of the slope and y-intercept, and writing a line of best fit, Linear Systems of Equations: solve systems of linear equations, classify solutions, set up and solve problems using systems of equations, Quadratic Functions: study quadratic functions using graphs, tables and algebraic functions, use multiple approaches to graphing, solving and understanding quadratic functions, Exponential Functions: gain fluency in exponential functions through real-life financial applications/inquiries, build understanding of higher-level functions and reflect upon the ramifications of financial choices, Statistics: use linear regression and fit equations to data, simple probability topics that support the understanding of regression, and normal distributions.

Transcript title and course number: Math Modeling P 091865

Grades: 11-12; Dos Pueblos High School

Mathematics Studies SL (Pre-Calculus) will focus on mathematical rigor and concepts along with an appreciation of the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives. The program will provide students with a sound mathematical background in preparation for their future studies. Mathematics Studies SL (Pre-Calculus) will be a demanding course due to the broad range of mathematical topics.

Transcript title and course number: Math Studies IB 088200

Grades: 9-12; Dos Pueblos High School

The IB DP mathematics standard level (SL) course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.

Transcript title and course number: Math:Calc IB SL 088220

Grades: 9-12; San Marcos High School; Santa Barbara High School

Precalculus combines concepts of trigonometry, geometry, and algebra that are needed to prepare students for the study of calculus. The course strengthens students’ conceptual understanding of problems and mathematical reasoning in solving problems. Facility with these topics is especially important for students who intend to study calculus, physics, other sciences, and engineering in college. The main topics in the Precalculus course are complex numbers, rational functions, trigonometric functions and their inverses, inverse functions, vectors and matrices, and parametric and polar curves. Because the standards that comprise this course are mostly (+) standards, students who enroll in Precalculus should have met the college- and career-ready standards of the previous courses (Math I, Math II, and Math III). It is recommended that students complete Precalculus before taking an Advanced Placement calculus course.

This honors course is designed to provide students with more rigorous content that covers the same standards as the equivalent college preparatory course. Students will explore the content with degrees of depth and complexity that will provide broad preparation for college-level coursework, including Advanced Placement, International Baccalaureate, SBCC Dual Enrollment and post-secondary coursework. This course will not necessarily require a greater volume of work to achieve success, but will provide an experience that is more challenging than the college preparatory equivalent.

Transcript title and course number: Pre-Calculus H 055510

Grades: 9-12; San Marcos High School; Santa Barbara High School; Dos Pueblos High School; Alta Vista Alternative High School

Precalculus combines concepts of trigonometry, geometry, and algebra that are needed to prepare students for the study of calculus. The course strengthens students’ conceptual understanding of problems and mathematical reasoning in solving problems. Facility with these topics is especially important for students who intend to study calculus, physics, other sciences, and engineering in college. The main topics in the Precalculus course are complex numbers, rational functions, trigonometric functions and their inverses, inverse functions, vectors and matrices, and parametric and polar curves. Because the standards that comprise this course are mostly (+) standards, students who enroll in Precalculus should have met the college- and career-ready standards of the previous courses (Math I, Math II, and Math III). It is recommended that students complete Precalculus before taking an Advanced Placement calculus course. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: Pre-Calculus P 055500

Grades: 9-12; Santa Barbara High School

This course will emphasize the sort of complex algebraic manipulations, which will be needed in all calculus courses. Students will need to be comfortable with trigonometric, exponential, logarithmic, and complex algebraic functions as well as sequences before taking this course. The topics include limits, areas under the curve, instantaneous rates of change (derivatives), vectors, matrices, conic sections, polar coordinates, parametric equations, and series. This course will also include many examples of mathematical modeling that will be accomplished through the use of programming labs.

Transcript title and course number: Pre-Calc w Python H 055511

Grades: 9-12; San Marcos High School; Santa Barbara High School; Dos Pueblos High School

This is a year long advanced placement course equivalent to the first semester of an introductory college level statistics course. The concepts include four broad conceptual themes: Exploring Data describing patterns and departures from patterns, Sampling and Experimentation planning and conducting a study, Anticipating Patterns exploring random phenomena using probability and simulation, and Statistical Inference estimating population parameters and testing hypotheses.

Transcript title and course number: Statistics AP 055820

Grades: 9-12; Santa Barbara High School

An introductory course in statistics to prepare college bound students for applications in almost every field. This is an excellent course to prepare for future college courses in which measurement is used, like business, economics, social studies, science, math, education, etc. Offered fall semester only. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: Statistics P 055800

Grades: 11-12; Santa Barbara High School; Dos Pueblos High School; Alta Vista Alternative High School

A brief review of periodic functions, circular functions, graphs of circular functions, identities, solutions to trigonometric equations, Law of Sines and Law of Cosines, and vectors. This course will prepare students for college-preparatory coursework in high school to meet college entrance requirements.

Transcript title and course number: Trigonometry P 053570