All students at GLK-UAIS must complete four credits of Mathematics in four years, and students must enter the Academy having already successfully completed both semesters of Algebra I.  Typically, 9^th graders begin at the Academy by taking Accelerated Geometry (or Accelerated Algebra II, if they completed Accelerated Geometry in 8^th grade).  Students who enter having taken both Accelerated Algebra II and Accelerated Geometry will be placed into AP Statistics.

ACC GEOMETRY – (1.0 credit; 9^th grade)
The study of Geometry includes math vocabulary, organization of proofs, logic and reasoning, points, lines, planes and angles, parallel lines and planes, transformations and congruence, congruent triangles, similar polygons, trigonometry and the unit circle, non-right triangles, circles, areas of plane and solid figures, volumes and surface areas of solids, using formulas in solving problems, visualizing geometric situations, and using geometric ideas in real situations. The objective of this course is to provide the student with the requisite foundation for the study of advanced algebra and trigonometry. Students will utilize knowledge of the subject in a variety of experiences and assessments. The course will integrate a variety of teaching and learning strategies including practical application, literature and a variety of other means of learning geometry.

ACC ALGEBRA II –(1.0 credit ; 9^th or 10^th grade)
The goal of ACC Algebra II is to build upon the concepts taught in Algebra I and Geometry while adding new concepts to the students’ repertoire of mathematics. In Algebra I, students studied the concept of functions in various forms, such as linear, quadratic, polynomial, and exponential. Algebra II continues the study of exponential and logarithmic functions and further enlarges the catalog of function families to include rational and trigonometric functions. In addition to extending the algebra strand, Algebra II will extend the numeric and logarithmic ideas of accuracy, error, sequences, and iteration. The topic of conic sections fuses algebra with geometry. Students will also extend their knowledge of univariate and bivariate statistical applications. It is also the goal of this model to help students see the connections in the mathematics that they have already learned. For example, students will not only gain an in-depth understanding of circular trigonometry, but will also understand its connections to triangular trigonometry.

AP STATISTICS –(1.0 credit 9^th, 10^th, 11^th or 12th grades)
Statistical literacy is a main goal of this class. Therefore, verbal communication of concepts, vocabulary and ideas among students is an essential part of the course design. Students work together to develop competency in the subject through communications during group work, activities and class discussions. Along with verbal interaction, students display statistical literacy through written work. Everything from chapter outlines and book work, to more formal assessments are used to evaluate students’ level of understanding. Portfolio work including case studies and a statistical analysis project are major components of the course. A course in statistics and probability beyond the core curriculum is built around four themes: data exploration and study design, probability models and their application, statistical inference, and model assessment.   Pre-requisite requirements to take AP Statistics at GLK-UAIS include both ACC Geometry and ACC Algebra II.

IB MATH APPLICATIONS and INTERPERATIONS (1 & 2) –2.0 credits (11^th/12^th grade)
This course is available at SL only. The course concentrates on mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations. The course includes project work, a feature unique within this group of courses: students must produce a project, a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical investigation in the context of another course being studied, a hobby or interest of their choice using skills learned before and during the course. This process allows students to ask their own questions about mathematics and to take responsibility for a part of their own course of studies in mathematics. It caters for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes. Topics covered include number and algebra, geometry and trigonometry, statistics, and financial mathematics.

IB MATH ANALYSIS and APPROACHES (1 & 2) –(2.0 credits; 11^th/12^th grades)
This course caters to students who already possess knowledge of core mathematical concepts from Algebra I and Algebra II and who are equipped with the skills needed to apply core mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on mathematical rigor. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.

The internally assessed component, the exploration, offers students a framework for developing independence in their mathematical learning by engaging in mathematical investigation and mathematical modeling. Students are provided with opportunities to take a considered approach to these activities and to explore different ways of approaching a problem. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.