AP Calculus is a college course taught at the high school.  Hence, the homework load is heavier than a high school course, and the students must work more independently than in other math courses.  The material is difficult and demanding; it entails mastery of content and critically thinking.  There will be a review of all math skills previous to this level, but it will be presented in a whole different format and in much greater depth.  Therefore, the students must be comfortable with the concepts before entering the course.  The AP exam is a requirement of the course, and many colleges and universities will issue credit for one or two college calculus courses depending on the score earned on the exam.  An excerpt from a student who has taken the course explains it all:

“It is by far the hardest class this school offers, and you have to be prepared to try.  It was so difficult, and I wanted so badly to do well in it.  I have never studied so much for one class in my life, but it was so rewarding.  It was also the first time I ever flunked tests.  Don’t take it too personally.  Just study longer next time.  And you HAVE to do the homework, even if it is not checked.  Don’t take advantage of that, or it will take advantage of you later!  All I can say is that I started out failing tests and ended up with an A in the class.  Thank goodness I didn’t drop it, because I have enjoyed gaining an understanding of higher mathematics so much!”

Honors Precalculus is definitely a rigorous course in mathematics.  A student who takes this course must be aware of the rigor and fast pace.  Therefore, the student must have a well-founded foundation in Algebra II to succeed in this course.  The course includes within it, an in-depth course in Trigonometry.  At least one semester is spent introducing and working with trigonometry (triangular, unit circle, and verifications), and the rest of the course going into Algebra II topics with much more depth and breadth (conic sections, exponential/logarithmic functions, polynomials functions, graphing transformations, inverse functions, rational functions, complex numbers, probability, sequences/series, and polar graphing).  There is an amazing amount of memorization in this course.  If it’s not done, there is no way the student will be able to be successful in this course and to master high-level problems.  This course definitely prepares the student for Calculus.

Prerequisites:
  Algebra II.
  Mastery of a graphing calculator.
  A grade of C or better in Algebra II.
Required: Graphing Calculator
Semester Course
UC Approved

Trigonometry is definitely a rigorous semester course in mathematics.  It doesn’t go as fast or as in-depth as Honors Precalculus, but it is still a very demanding course with an amazing amount of memorization and understanding.  It is assumed that the student has a fair foundation in Algebra II to succeed in this course.  The course will prepare a student for the trigonometry he or she needs to succeed in fields like surveying, architecture, etc. and also, for fields that require calculus.  It is definitely a challenging course, but it does not go as fast or as in-depth as Honors Precalculus.

Prerequisites: Algebra 2.

This is an elective course, which will fulfill the Mission math requirement. It is designed to enhance a student’s knowledge of math in the real world. Topics and projects such as fractals, history of mathematics, geometry of art (i.e. the golden rectangle), voting behaviors, gerrymandering, comprehending large numbers, Venn Diagrams, logic tables, insurance tables, nature of proof, other number systems (including other bases), probability, spreadsheets, topology, computer logo, and financing. The book used, The Nature of Mathematics by Karl J. Smith (Brook/Cole publisher).

Math Analysis is definitely a rigorous semester course in mathematics.  Algebra II topics (conic sections, exponential/logarithmic functions, polynomials functions, graphing transformations, inverse functions, rational functions, complex numbers, probability, sequences/series, and polar graphing) are reintroduced with more depth and as a form of review for college.  Basic trigonometric topics (triangular, unit circle, and verifications) that were not covered in the Trig semester course, because the pace and time did not allow will be completed in this semester course.  More in-depth trigonometric topics such as polar graphing, trigonometric for of complex numbers will also be introduced.  It is definitely a challenging course, but it does not go as fast or as in-depth as Honors Precalculus. 

Honors Algebra II is the course that takes a student from lower mathematics to higher mathematics with such new topics as conic sections, exponential/logarithmic functions, polynomials functions, graphing transformations, inverse functions, rational functions, complex numbers, probability, sequences/series, and polar graphing.  The course teaches the student to use a graphing calculator as well.  The first semester of the course reviews skills learned in Algebra I with a few new topics and much more depth.  The difference between the honors level and the regular level is simply that the pace and depth of the honors level is significantly faster and more difficult.  A student choosing to take the Honors Algebra II will have much harder tests and more homework.

Regular Algebra 2 is a very difficult course.  This course is designed for the student who finds math difficult and wishes to learn at a slower pace.  The first semester of regular Algebra 2, which is a review of Algebra with more depth and breadth, will be covered in two semesters.  This course may involve a computer program ALEKS, and it may have a $35 stipend to purchase the use of it (the cost of the program) will be charged, so the student may use this program at school and at home).

This course is equivalent to the 2nd semester of regular Algebra 2.  It takes this difficult subject matter at a slower pace for the student who finds math difficult.  The second semester of regular Algebra 2, which is a review of Algebra with more depth and breadth, will be covered in two semesters.  This course may involve a computer program ALEKS, and it may have a $35 stipend to purchase the use of it (the cost of the program) will be charged, so the student may use this program at school and at home).

Geometry at Mission College Prep is a traditional course in that it includes a substantial amount of proofs that is very foreign and difficult for many students, but will develop a maturity in mathematical thinking and logic in general.  First semester will require mastery of vocabulary, axioms, and theorems in order to use them in proofs.  The second semester will require significant computations involving algebra in studying right triangles, circles, areas and volumes of two- and three-dimensional figures. 

Algebra I B

Algebra I at Mission College Prep is a rigorous and complete course of study.  It is the foundation course for ALL high school and college mathematics.  It is a course for students who have never had an Algebra I course, as well as students who have taken a course without success.  Students who barely eked by in an Algebra I course in middle school should seriously consider taking this course to build that foundation for the future.  As is stated in the description of Algebra IB, students in Honors Precalculus will often say that they wish they repeated Algebra I, because they’ve had to work much harder than others and they’ve had to settle for B’s and C’s rather than A’s in the higher-level courses.  Repeating this course may reap benefits in the future.  Higher-level math (at least through Algebra II) is required for MCP graduation and for so many college degrees.

This is an introduction to statistics using a college level text. At Mission College Preparatory, it is school policy that all students must take a mathematics course every semester during their four years of high school. This course is intended as an introductory course in Statistics for those students who have successfully completed Algebra-2. It is not intended to compete with those students who are capable of taking AP Calculus. The course introduces 12th grade high school students to the wide range of relevant issues and questions that can be addressed with the help of statistical analysis techniques by using a text intended for students at an early stage in a college program. Mathematical demands are modest – no college level math background is required or assumed. The emphasis is on explaining basic statistical procedures and interpreting the resulting conclusions. The text employs widely available, inexpensive technologies particularly MINITAB and the TI graphing calculator. The World Wide Web is also used as a source of data in designated exercises.

Course material varies widely from recognition of components to the very rigorous design and debugging of complicated (for beginners) computer programs. Use of the internet as a data organizing tool and a information research tool. Computer hardware: what is inside the box. Components and their function. Logic, gates and the fundamentals of computer operation History of computers, luminaries of computer design. Programming in Python Computer art generated from recursive programs.

An excerpt from a student who has taken the course: "One day I sat at home and marveled at my computer. Now that I knew how it worked, it was amazing to think of all the things it was doing."

All the students are fearless and enthusiastic about the computers. This course offers room for creativity on nearly every assignment and teaches through projects that usually take several days or more to complete. Many projects will build upon the results of early ones. This class covers hardware but is mostly about software. Applications will be used to fulfill other objectives but this is not about word processing or spreadsheets, it is not about business. This class teaches the student to create with a computer, to determine the behavior of the computer, to instruct the computer and program the instructions for a computer. The class is all about problem solving using technology. Students must make choices about their assignments. Investigating how to do something, being self-directed, is crucial to the continuous learning that goes with using technology effectively. Instructions are minimized and discovery is maximized. Computer history, culture, jargon, legend and lore are sprinkled throughout the course to add an academic angle and to add context and richness to the skills learned. A novel will be required reading during the year.