Mathematics @ SPHS

3 years of Mathematics are required to complete a high school diploma in New York State, though four is recommended because certain colleges require it.  At Schuylerville we seek to offer students a variety of math courses to build both foundation knowledge, as well as interest.  Mathematical concepts are explored though students centered learning, with teachers who have both deep knowledge of their content as well real life experience in fields that require mathematical backgrounds.

Math @ SPHS

Algebra 1

The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Algebra 1 will deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and scholars engage in methods for analyzing, solving, and using quadratic functions.

Algebra 2

Building on work with linear, quadratic, and exponential functions from Algebra I, scholars will add their knowledge of functions to include polynomial, rational, and radical functions. Scholars will work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms.



Welcome to the world of Geometry! This course will introduce you to axiomatic (Euclidean) geometry, transformations, proofs, and properties of two to three-dimensional figures. A major emphasis will be placed on developing your ability to explore and solve real-world application problems, appropriately use technology, and communicate mathematical ideas clearly. Writing samples, projects and presentations, and classwork activities are only a few of the many ways you will be demonstrating your understanding of the concepts we will cover this year. While we do hope that you enjoy your time in geometry, this class is meant to challenge you and prepare
you for subsequent courses in mathematics while providing you with the necessary tools to become a successful individual.


This one semester course provides scholars with the tools for describing variability in data and for making informed decisions or predictions. These tools include data collection, descriptive and inferential statistics,
probability, and the use of technology. Scholars will explore collected data, plan a study, produce statistical models using probability theory, and make statistical inferences. Ultimately scholars’ understanding of these
basic skills will build and solidify concepts and prepare them to succeed in the use of the afore mentioned mathematical tools in any college or career pathway they choose. As such, this course not only serves as a
4th -year mathematics course, but also as a practical course that prepares students to use these mathematical tools routinely as an integral part of their reasoning strategies.

Analytic Geometry

This elective course highlights a branch of mathematics, which uses algebraic equations to describe the size and position of geometry figures on a coordinate system. A major emphasis will be placed on developing your ability to explore and solve real-world application problems, appropriately use technology, and communicate mathematical ideas clearly. Concepts presented in this course laid the foundation for modern mathematics as well as aided the development of calculus.

Finite Mathematics

This elective course will strengthen and advance your understanding of variables, algebraic expressions, equations, functions, inequalities, and their multiple representations. A major emphasis will be placed on developing your ability to explore and solve real-world application problems, appropriately use technology, and communicate mathematical ideas clearly. This course is a prerequisite for Finite Math 2 where advanced and discrete topics are explored such as matrix algebra, linear programming, combinatorics, and probability.

Grading Policy

A department's grading policy is the way in which the members of that department have chosen to weigh the different types of works that students do in their classrooms.  Grading policies are used across the board by all teachers in that department.  Please note that anywhere the word "assessment" appears can be meant to refer to quizzes, tests/exams, essays or any major work that is used to measure a students knowledge.

Daily/Weekly Assignments: 35%
Any assignment that assess scholars’ understanding within a unit of study or on a daily/weekly basis. This includes:
● Do Nows/ Warm-Ups
● Quizzes

● Exit Slips
● Performances of Understanding (classwork)
● Homework

Summative Assessments: 35%
Any assignment that assesses scholars’ understanding at the summative level— a culminating task that requires students to apply skills and content acquired over time. A minimum of 2 per marking period:
● Unit Exams
● Finals
● Midterms
● Projects
● Performance Tasks
● Research Papers
● Essays

Scholarship: 20%
This area takes into account scholars’ performance in non-academic areas. Grades will be issued based on marking period data.
● Attendance (90% + in the individual class)
● Timeliness (On-time 90%+)
● Behavior (no more than 3 demerits in a marking period)
● Organization (maintains notes)
● Respect for property (handles school property with care)
● Class participation (Contributes to class and small-group discussion)

Student Self-Assessments: 10%
This area assesses scholars’ effort to improve themselves. There will be a minimum of 2 opportunities for reflection and/or revision.
● End of unit reflections
● Test or paper revisions