Pre-Calculus

Pre-Calculus is the course that determines whether calculus goes well, and it is the largest in the sequence: twelve units and close to 300 topics. Students work through sequences and series, including sigma notation and the binomial theorem, then rational functions and the full range of inequalities. Trigonometry gets a deep second treatment with identities, trigonometric equations, and inverse trigonometric functions. Then come the objects most students have never met: vectors, matrices and determinants, linear transformations in the plane, parametric and polar coordinates, and complex numbers carried as far as De Moivre's theorem, Euler's theorem, and the fundamental theorem of algebra. The course ends with conic sections, probability and combinatorics, and statistics with random variables.

A student who finishes this course has what AP Calculus or a college calculus sequence requires, and has it solidly rather than recently. Mastery is required topic by topic, and earlier work keeps returning for review, so what was learned in September is still there in May.

Both high school paths converge here. Students arrive from the traditional sequence of Algebra 1, Geometry, and Algebra 2, or from Integrated Math I through III, including the honors version. Whichever route they took, the opening diagnostic maps what they know before the first assignment is given. How we teach math.

What your enrollment includes

One enrollment covers the whole course and earns 1.0 credit. There is no Part A and Part B, and no separate Semester 1 or Semester 2 purchase — you buy the course once.

• 10 months of Math Academy. Full access to the adaptive platform that runs the course, for ten months from the day the student starts.
• Daily one-on-one tutoring. With an AHS Online math teacher, every school day from 11:00 AM to 1:00 PM.
• Math Hub. Live, teacher-led group sessions on Mondays and Thursdays — see the live class schedule.

How Math Hub works

Math Hub is where a student gives an account of their work: what they have been working on, where they are stuck, and what they need help with. A student who is pacing well and performing well does not need to attend. A student who has fallen off pace will be expected to attend until they are back on track. And any student is welcome at any time, simply because they want to do more mathematics and learn more about it.