world examples and case studies. Developing international mindedness and an awareness of multiple perspectives is at the heart of this course and builds on the skills students began in Global Peace & Justice class in 9th grade. It encourages dialogue and debate. All students complete material under a unifying theme of “people, power and politics.” This consists of four core units: 1) Power, sovereignty and international relations; 2) Human rights; 3) Development; and 4) Peace and conflict. All students also undertake an engagement activity through which they study a political issue of interest experientially. In this vein, students are exploring the Quaker values of stewardship and community and bringing service learning to the forefront.
MATHEMATICS
The mathematics program in Mathematics is intended upper school continues the integrated approach begun to be a dialogue, and as in lower school and expandsuch, students are reed in middle school. Algequired to explain their bra, geometry, trigonometry, ideas to others, to interprobability, statistics, graph theory, and logic are all studpret their results, and to demonstrate their think- ied but not in isolation. All students continue to learn to ing. read and write mathematics and, in addition, to edit their own work. Mathematics is intended to be a dialogue, and as such, students are required to explain their ideas to others, to interpret their results, and to demonstrate their thinking. Pictorial representations are as important as their written counterparts. Students are responsible for the learning of their classmates as well as their own; in other words, collaboration and individual accomplishment are both valued. There is a balance between theory and application. In some instances, it is theory that precedes the applications while in other cases it is an examination of data that precedes a statement of a theorem. Project-based instruction is incorporated in most courses. Students are required to take three full years of mathematics in upper school. Based on performance in eighth grade math and the middle school teachers’ assessment of demonstrated ability, rising ninth grade students may be placed in Integrated Math 1, Integrated Math 2, or Advanced Integrated Math 2. For students new to Friends, results of a challenge test given in the spring or summer are also considered in their placement. Students must earn a grade of C or better in Advanced IM2, to move into Advanced IM3. In order to move from IM2 in 9th grade to Advanced IM3 in 10th grade, students must maintain a grade of A in IM2, independently complete additional coursework throughout the spring of the ninth grade year, as well as earn the math department’s recommendation. Upon completing Integrated Math 3, students who enter the International Baccalaureate program are placed in IB Mathematics: Analysis and Approaches Standard Level. For those students completing Advanced Integrated Math 3, an additional two-year sequence is offered, called IB Mathematics:
Analysis and Approaches Higher Level,. Those students not opting for an IB experience may select from the following courses: Integrated Math 4, Discrete Mathematics, Integrated Math 5, Calculus, AP Statistics, AP Calculus AB or AP Calculus BC. The last three options listed may be taken for Advanced Placement credit. The graphing calculator is a fundamental tool in all upper school mathematics courses. The TI-84, or TI-84+ is used in all classes.
532 Integrated Math 2 (9,10)
1 credit, full year Continuing the integrated approach, students investigate patterns of association between two variables, the properties of plane figures, coordinate geometry, and quadratic functions. This course integrates algebra with geometry and emphasizes applications and problem-solving. Students gain experience with both informal and formal proof. Interdisciplinary connections with physics and computer science are an important feature of the course. There is also focus on mathematical language and expression. Lab activities using manipulatives, graphing calculators, and other data analysis software reinforce and clarify concepts.
532A Advanced Integrated Math 2 (9,10)
1 credit, full year This course continues our integrated curriculum with topics from algebra, geometry, and statistics. The curriculum builds upon the theme of mathematical sense making. Investigations of real-life contexts lead to discovery of important mathematics that make sense to students and, in turn, enable them to make sense of new situations and problems. Communication, reasoning, and making connections are integral parts of each lesson of every unit. Students investigate bivariate statistics, matrices, transformations, trigonometry, and quadratic relations to bring theory into concrete terms.
533 Integrated Math 3 (10,11)
1 credit, full year As the culmination of the integrated math sequence, this course builds on the algebraic skills needed for advanced study. There is a strong emphasis on the concept of function, data/graph interpretation, and modeling data in lab settings. Linear, rational, quadratic, absolute value, inverse, exponential, logarithmic and trigonometric functions are explored. Students also study sets and Venn diagrams, univariate data analysis, probability and the factor label method for conversions. Students gain experience reading mathematics and acquire additional problemsolving skills. Prerequisite: Integrated Math 2.
533A Advanced Integrated Math 3 (10,11)
1 credit, full year Students in this course are challenged to focus on the underlying concepts of each unit, to hypothesize, and to draw conclusions based on their findings. Students investigate linear, 9
