# Transition to College Level Mathematics ### Course Overview

Transition to College Level Mathematics emphasizes modeling, problem solving and applications of mathematics to the real world. Students learn new concepts as well as develop a deeper understanding of previous concepts and relationships between them. CCSS-M mathematical practices 4: Modeling with Mathematics; and 1: Make Sense of Problems and Persevere in Solving Them, are accentuated, but all eight mathematical practices are developed and applied throughout the course.

The course is comprised of the following units:

• Modeling Change with Functions: Families of functions including linear, polynomial and exponential
• Interpreting Categorical Data: Introduction to probability, two-way frequency tables, conditional probability, and independence
• Statistical Inference: Rules of probability and applications of analysis of data
• Voting and Apportionment: Decision making relative to voting
• Financial & Business Decision Making: Financial mathematical models
• Counting Methods: Rules of counting including permutations and combinations
• Graph Theory: Study of mathematical structures used to model pairwise relationships between objects
• Informatics: Information processing with a focus on security, access and efficiency
• 3-D Representations: Visualizing and representing three-dimensional shapes
• Symmetries an Tilings: Study of patterns of geometric figures in the plane including tessellations, symmetry and frieze patterns

Targeted Students: Any high school senior who has completed Algebra 2 or Course 3 in an integrated program with a C or better, including those who do not wish to take Precalculus or an AP math course their senior year. When students have successfully completed the course they will be prepared for any of the following college courses: Precalculus, Statistics, Finite Mathematics, Quantitative Literacy.

#### Professional Development:

• 8 Summer days
• 6 School year days (requiring substitutes)
• Virtual office hours
• Classroom Coaching, if possible (provided by districts)
• Professional development focuses on the following:
1. Math Content
2. Facilitating productive math discussions
3. Designing and facilitating equitable group work
4. Supporting teachers to foster a positive mathematical mindset in the classroom