Accelerated:
7th: Algebra 1
8th: Geometry
9th: Algebra 2
10th: Pre Calc
11th: Calc BC
12th: AP Stats
Really Accelerated:
6th: Algebra 1
7th: Geometry
8th: Algebra 2
9th: Pre-Calc
10th: Calc BC
11th: AP Stats
12th: Linear Alg. and Multivariable Calc
Taking ap stats after Calc bc is a complete waste of time. I have no idea why schools promote that.
Taking AP Stats is not a waste of time. But it is not a math class and therefore not a substitute for taking math after BC.
Why would someone with Calculus BC behind them take AP Stats and not calculus based Probability and Statistics.
Because most of us aren’t lucky enough to have high schools that offer any post-calculus math? My first kid was the only senior in a class of maybe 450 to have completed calculus. Do you think there was a class in calculus based Probability and Statistics for her?
Our high school doesn’t offer any post calculus math. They offer AP Stats but I don’t consider that post Calculus math and would not recommend it to a kid looking to continue math after calculus.
While calculus-based statistics is preferable for a student who has completed calculus, it is rarely offered in high schools and community colleges.
And most majors in college don’t even require calculus based stats.
this is sad… I can’t remember. I know my son took algebra in 7th grade, and took calc 2, which was the highest math they offered.
At the private 6-12 school where I teach, our sequence for advanced math students is:
0 algebra 1
1 geometry
2 algebra 2 + pre-calculus
3 AP Calculus BC
4 Multivariable Calculus (full year)
5 Differential Equations (full year)
6 linear algebra (half year) + abstract algebra (half year)
Only a handful come into the sequence early enough to finish, but it seems like more try to get there every year.
^^ Kids at your HS are taking BC calc in 9th grade? That seems like a lot of pressure for all but the most precocious math students and pretty unnecessary.
Yes, we have a few 9th graders in BC calculus. Pedagogically speaking, the kids for whom this is useful are very rarely encountered. But if we taught what was necessary and useful as opposed to what is perceived to be necessary for college admissions, I imagine that our advanced track would look a lot different.