Mathematics

Back row (left to right): M. Suhu, M. Caban, J. Xue, W. Montero, R. Figaro, D. Akande, R. Manglicmot

Front row (left to right): M.E. De la Cruz, S. Buszwatiuk (AP), J. Thompson (dept. AP), K. Batista, S. Bilgel

Mission Statement

The mission of the Math Department is to provide an engaging and structured curriculum with teaching that supports student growth and development in problem solving, critical thinking, and math fluency while preparing students for success in college and in the workplace.

Meaningful Math Curriculum

Meaningful Math is problem-based. The student text consists, primarily, of problems for students to solve. There are no worked out examples for students to follow. The text's problems really are problems—mathematical situations that are new to students, requiring them to figure out what to do when they don't know what to do. Problem solving is one of the overarching mathematical content goals of Meaningful Math, and engaging in problem solving daily is how students learn this content.

Meaningful Math is designed to engage students in doing mathematics. Doing mathematics is about searching for patterns and structure in quantitative and spatial situations; finding solutions to novel problems; posing and testing conjectures; convincing others of the validity of results by explaining, justifying, and proving; extending problems and situations by posing new questions; generalizing from individual problems and situations to classes of problems or situations.
Teachers have very different, but critical, roles in Meaningful Math classrooms. The Meaningful Math curriculum assumes that students will spend considerable class time working on problems in small groups. Teachers will establish and make use of productive norms and expectations for these interactions, and monitor student thinking and learning.
Assessment of student learning is multi-dimensional. The assessment components built into Meaningful Math —including in-class assessment tasks, P.O.W.s, and portfolios—are designed to help teachers and students compile several different types of evidence of student learning. This body of evidence will both document and support learning.

Diploma requirements:

In order to graduate, students are required to receive 6 math credits minimum. They are encouraged to complete four years of high school math.

Courses:

MEN21 - Algebra 1 (Year 1 of 2)

MEN22 - Algebra 1 (Year 2 of 2)

This course ends in Algebra 1 Regents Exam

MEN11 - Algebra 1 (Year 1 of 1)

This course ends in Algebra 1 Regents Exam

MGN11 - Geometry (Year 1 of 1)

This course ends in Geometry Regents Exam

MGN11CR - Geometry (Year 1 of 1)

The focus of this course is to have students pass the Geometry Regents with the College Readiness score of 70 or above.

MRN11 - Algebra 2 (Year 1 of 1)

This course ends in Algebra 2 Regents Exam

MRN21 - Algebra 2 (Year 1 of 2)

MPN11 - Pre Calculus

MCN11X - Advanced Placement Calculus BC

This course ends in the Advanced Placement Exam

This course is College Board approved

MSN11X - Advanced Placement Statistics

This course ends in the Advanced Placement Exam

This course is College Board approved

Careers:

Computer and Information Sciences
Accounting
Finance
Nutrition
Culinary Science
Nursing
Pre-Veterinary Medicine

Clubs:

Chess Club

Robotics Club

STEM Club

Computer Programming Club