AP Calculus:  
This course follows the AP Calculus standards outlined by the College Board.  Please include content for both the AB and BC curriculum.  We typically have between 400 and 500 students.

Transition Algebra:
Between 300 and 500 students.  Below is a course description followed by the Common Core State Stanadards this course will address as power standards for the course. We have not yet decided on the arragement of the content for this course so materials may be have the content "integrated" or "traditionally" arranged. We are interested in reviewing both (or other options). This course serves as a 3rd credit in high school math and helps transition students to higher levels of math who may have struggled in Algebra 1 and Geometry.  

This title and description comes from the Washington State Course Codes #02055 as follows:
Transition Algebra courses review and extend algebra and geometry concepts for students who have already taken Algebra 1 and Geometry.  Transition Algebra courses include a review of such topics as properties  and operations of real numbers; evaluation of rational algebraic expressions; solutions and graphs of first degree equations and inequalities; translation of word problems into equations; operations with and factoring of polynomials; simple quadratics; properties of plane and solid figures; rules of congruence and similarity; coordinate geometry including lines, segments and circles in the coordinate plane; and angle measurement in triangles including trigonometric ratios.
We have identified the following Common Core State Standards as "power standards" for this course:
F- IF.1
Understand that a function from one set (called the domain) to
another set (called the range) assigns to each element of the domain
exactly one element of the range. If f is a function and x is an element
of its domain, then f(x) denotes the output of f corresponding to the
input x. The graph of f is the graph of the equation y = f(x).

F-IF.2
Use function notation, evaluate functions for inputs in their domains,
and interpret statements that use function notation in terms of a
context.

F-IF.4
For a function that models a relationship between two quantities,
interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description
of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums
and minimums; symmetries; end behavior; and periodicity.★

F-IF.8
Write a function defined by an expression in different but equivalent
forms to reveal and explain different properties of the function.
a. Use the process of factoring and completing the square in a
quadratic function to show zeros, extreme values, and symmetry
of the graph, and interpret these in terms of a context.

F-IF.9
Compare properties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a graph of one quadratic function and
an algebraic expression for another, say which has the larger maximum.

F-LE.1
Distinguish between situations that can be modeled with linear
functions and with exponential functions.

F-LE.2
Construct linear and exponential functions, including arithmetic and
geometric sequences, given a graph, a description of a relationship, or
two input-output pairs (include reading these from a table).

F-LE.5
Interpret the parameters in a linear or exponential function in terms of
a context.

A-APR.3
Identify zeros of polynomials when suitable factorizations are
available, and use the zeros to construct a rough graph of the function
defined by the polynomial.

A-REI.3
Solve linear equations and inequalities in one variable, including
equations with coefficients represented by letters.

A-REI.6
Solve systems of linear equations exactly and approximately (e.g., with
graphs), focusing on pairs of linear equations in two variables.

A-REI.11
Explain why the x-coordinates of the points where the graphs of
the equations y = f(x) and y = g(x) intersect are the solutions of the
equation f(x) = g(x); find the solutions approximately, e.g., using
technology to graph the functions, make tables of values, or find
successive approximations. Include cases where f(x) and/or g(x)
are linear, polynomial, rational, absolute value, exponential, and
logarithmic functions.★

N-RN.2
Rewrite expressions involving radicals and rational exponents using
the properties of exponents.

G-CO.9
Prove theorems about lines and angles. Theorems include: vertical
angles are congruent; when a transversal crosses parallel lines, alternate
interior angles are congruent and corresponding angles are congruent;
points on a perpendicular bisector of a line segment are exactly those
equidistant from the segment’s endpoints.

G-CO.10 
Prove theorems about triangles. Theorems include: measures of interior
angles of a triangle sum to 180°; base angles of isosceles triangles are
congruent; the segment joining midpoints of two sides of a triangle is
parallel to the third side and half the length; the medians of a triangle
meet at a point.

G-CO.11
Prove theorems about parallelograms. Theorems include: opposite
sides are congruent, opposite angles are congruent, the diagonals
of a parallelogram bisect each other, and conversely, rectangles are
parallelograms with congruent diagonals.

G-SRT.5
Use congruence and similarity criteria for triangles to solve problems
and to prove relationships in geometric figures.

G-SRT.8
Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.★

G-GPE.4
Use coordinates to prove simple geometric theorems algebraically. For
example, prove or disprove that a figure defined by four given points in the
coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies
on the circle centered at the origin and containing the point (0, 2).

Please contact me if further information is needed for you to make selections on materials.