Huntington High School’s Mathletes team members always get energized by a good mathematical challenge and even with the COVID-19 pandemic still swirling around the world, this year is no different.

- Museum of Mathematics
- ClassZone Math Course 3
- Castle Learning
- Math Expressions
- Goudreau Museum of Math in Art and Science
- Ask Dr. Math
- The Math Atlas
- Math World
- Solve Your Math Problem
- Fun Brain
- Figurethis.com – Resources for Math
- Learner.org for Students
- Resources for Math and Science Educators
- National Council of Teachers of Math
- Association of Math Teachers of NYS
- Jefferson Math Project
- The Math Forum
- State Education Department
- Suffolk Math Teacher’s Association

The Mathematics Department believes that there is a level of mathematics study available to every student. The mathematics program emphasizes computational skills, problem-solving techniques, and mathematical structure. Students learn skills and concepts, and practice analytical and critical thinking. They study the uses of the computers, statistics and measurement.

Algebraic and geometric structure, logic, and analysis provide a sequential program for the college-bound. The decisions made about the courses taken in high school affect each student for the rest of their lives. The teaching faculty, the school counselor, the school administrators, and parents can all advise in the course selection process, but the student should be fully involved in the final decision and be ready to bear the responsibility for that decision. For this reason it is imperative to read course descriptions with considerable thought and care.

In selecting your courses for next year, several factors should be considered. These factors include graduation requirements and your job or school plans for the future. All students are required to complete successfully three credits of mathematics and demonstrate a minimum level of proficiency on a New York State exam.

Kathleen Aufiero has been Huntington’s chairperson of mathematics, 7-12 since July 2017. A longtime district faculty member, she taught math at J. Taylor Finley Middle School from September 1993 to June 1996 and at Huntington High School from September 1996 until the time of her appointment as the department’s secondary grade level chair.

Ms. Aufiero obtained a bachelor of science degree cum laude in accounting at the University of Buffalo in 1979 and a master of business administration in finance at St. John’s University in 1982. She earned her state administrative certification through Stony Brook University in 2005.

A member of the National Council of Teachers of Mathematics and the Association of Mathematics Teachers of New York State, Ms. Aufiero was co-director of the district’s Saturday/summer virtual learning program in 2014/15.

Over the course of her Huntington career, Ms. Aufiero has served in a number of posts, including as faculty advisor for the Class of 2004, member of the attendance and academic rigor committees and the teacher advisory panel for the Huntington Teacher Center, Math Subject Matter Council representative and as a mentor for new teachers and incoming freshman. She was also an elected member of the Associated Teachers of Huntington’s executive council, serving as the organization’s treasurer for eight years.

Prior to embarking on a career in education, Ms. Aufiero worked for Chemical Bank for 4½ years, rising to the level of assistant manager and for Security Pacific Business Credit for 3½ years, where she was promoted to vice president.

Ms. Aufiero holds state certifications as a teacher of mathematics, 7-12 and as a school district administrator.

Marybeth Robinette has been the Huntington School District’s director of assessment, instructional technology and elementary mathematics since July 2014. She earlier served as the district’s data coordinator and chief information officer and as district director of mathematics, K-12. A member of the faculty since 1990, she has worked as a special education and math teacher.

Ms. Robinette earned an undergraduate degree in sociology with special education certification in 1978 at the University of Hartford and a master’s degree in computer science in 1985 at Union College. She obtained a certificate of advanced study in educational leadership along with state administrative certification at SUNY Stony Brook in 2009.

Prior to coming to Huntington, Ms. Robinette worked for Unisys Corp. and Harris Corp. as a software engineer (1985-1990), as a math teacher in the Wappinger Falls School District (1983-84), as a special education teacher in the Poughkeepsie School District (1981-83) and at the Astor Home for Children-Rhinebeck Country School.

Over the years Ms. Robinette has been a member of numerous Huntington School District committees, including the educational development committee, academic intervention services planning committee and technology committee. She has also been a member of the Response to Intervention development team, Tiers of intensive and educationally responsive services team and high school data team.

The Huntington High School Mathematics Department is committed to providing students with a rigorous and challenging mathematics experience. It is designed to enable students to gain confidence in their own mathematical ability, enhance their critical thinking and mathematics communication skills, and to connect their experiences in mathematics to the real world. All of our students are encouraged to take four years of mathematics to become college and career ready and to better meet the demands of our 21st century global society. To achieve this goal, we offer a variety of courses to meet the needs and interests of all students. Recommended prerequisites may be waived under rare circumstances where students demonstrate unusual and outstanding capacities for moving ahead. We do recommend that all honors and advanced-level math students provide their own TI84 PLUS calculator. While we allow students to borrow calculators in class and for the Regents exams, having their own calculators to use in class, and at home, will serve students well right through college and will facilitate complex-level work as they become familiar with their own devices.

Grade 8 | Grade 9 | Grade 10 | Grade 11 | Grade 12 |
---|---|---|---|---|

## CC Algebra 1 Honors## Math 8 |
## CC Geometry Honors## CC Algebra 1 Regents## Basic Algebra |
## CC Algebra 2 Honors## CC Geometry Regents## CC Algebra 1 Regents |
## Pre-Calculus## Pre-Calculus A/B Honors## Pre-Calculus B/C Honors## AP Statistics## CC Algebra 2 Regents## Algebra & Trigonometry## Financial Algebra## CC Geometry Regents |
## Calculus## AP Calculus A/B## AP Calculus B/C## AP Statistics## CC Algebra 2 Regents## Advanced Algebra## Financial Algebra## Pre-Calculus## Pre-Calculus A/B Honors## Pre-Calculus B/C Honors## Algebra & Trigonometry |

This course is designed to support special education students. The focus is to build upon the foundation skills required to be successful in the Common Core Algebra 1Regents course. Topics covered in this course include exploring algebraic expressions, algebraic equations, and functions. Number sense will be reviewed and sustained through the continual practice of identifying and applying the properties of real numbers, simplifying radical terms, exploring rational numbers and expressions, and review of integer operations.

This course is designed to support English Language Learners. Please see the course description of Basic Algebra.

The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra I than has generally been offered. This course deepens and extends understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. At the end of this course, students must take the Common Core Algebra 1 Regents. A separate section of this course is offered to English Language Learners in order to provide the necessary support. **NCAA approved**

The purpose of this course is to provide AIS to students scoring below proficiency on the grade 8 NYS Math Assessment while preparing them for the Common Core Algebra Regents examination. Students will be given a diagnostic test to assess strengths and weaknesses and then are provided with individual and small group instruction. The course includes a comprehensive review of operations with decimals and fractions, ratio and proportion, percents, elementary algebra and principles of geometry. Problem solving techniques and test taking strategies will be emphasized throughout the course.

Within this course, the number system will be extended to include imaginary and complex numbers. The families of functions to be studied will include polynomial, absolute value, radical, trigonometric, exponential, and logarithmic functions. Problems resulting in systems of equations will be solved graphically and algebraically. Algebraic techniques will be developed to facilitate rewriting mathematical expressions into multiple equivalent forms. Data analysis will be extended to include measures of dispersion and the analysis of regression that model functions studied throughout this course. Arithmetic and geometric sequences will be expressed in multiple forms, and arithmetic and geometric series will be evaluated. Binomial experiments will provide the basis for the study of probability theory and the normal probability distribution will be analyzed and used as an approximation for these binomial experiments. Right triangle trigonometry will be expanded to include the investigation of circular functions. This course culminates in the NYS Common Core Algebra 2 Regents examination. **NCAA approved**

This course follows the NYS curriculum for 11th grade mathematics. Topics include complex numbers, applications of trigonometric, logarithmic and exponential functions, rational expressions, equations and inequalities, transformational geometry, probability, statistics, sequences and series. In addition, the course includes advanced work on functions and their graphs, synthetic division and long division (pre- calculus topics) looking at polynomials to find possible roots. This course culminates in the
NYS Common Core Algebra 2 Regents examination. **NCAA approved**

The purpose of this course is to provide support for motivated students who experience difficulty in geometry, but who are interested in meeting the requirements for the Regents Diploma with Advanced Designation. In addition to receiving small group and individual instruction, students will be exposed to new Algebra 2 and Trigonometry concepts before they are taught. Emphasis will be placed on trigonometric identities. A comprehensive review of all topics will be given to help students prepare for the Common Core Algebra 2 Regents examination.

This course is designed for seniors to sharpen their math skills in preparation for advanced math and pre- calculus courses. Topics in trigonometry and polynomial functions will be covered in this course. The content in this course is organized around functions and models real world situations. Probability and data analysis topics are also interwoven throughout the course. **NCAA approved**

Financial Algebra is a college-preparatory course that will use sophisticated mathematics to give students the tools to become a financially responsible young adult. The course employs algebra, pre-calculus, probability and statistics, and geometry to solve financial problems that occur in everyday life. Real world problems in investing, credit, banking, auto insurance, mortgage, and employment, income taxes, budgeting and planning for retirement are solved by applying the relevant mathematics.

This course is recommended for students who wish to pursue mathematics due to interest, to provide stronger background for college preparation, or specific career plans in the technical fields of science. This course integrates second year algebra with an introduction to circular and trigonometric functions. Student will take a final exam at the completion of the course. **NCAA approved**

The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course culminates in the NYS Common core Geometry Regents examination. **NCAA approved**

This course is offered to 9th graders who have demonstrated the ability to handle the rigorous coursework of Integrated Algebra during 8th grade. Please see course description of Geometry. This course culminates in the NYS Geometry Regents examination. **NCAA approved**

The purpose of this course is to provide support for motivated students who experience difficulty with Integrated Algebra, but who are interested in meeting the requirements for the Regents Diploma with Advanced Designation. In addition to receiving small group and individual instruction, students will be exposed to geometry concepts before they are taught. Emphasis will be placed on formal and informal reasoning skills and the derivation of important geometric facts. Support will be given using technology such as geometer sketch pad and other techniques assisting students in visualizing geometry concepts. A comprehensive review of all geometry topics will be given to help students prepare for the Geometry Regents examination.

This curriculum will carry forward the study of functions from Algebra 2 & Trigonometry. It covers polynomial and rational functions, exponential and logarithmic functions, trigonometric functions, vectors and dot products, linear systems and matrices, sequences and series, probability, analytical geometry, parametric equations, polar coordinates and an introduction to limits. **NCAA approved**

This course is designed to prepare the student for AP Calculus AB and the course of study met in the sciences or business fields. The function concept plays the unifying role in the study of polynomial, rational, exponential, logarithmic, and trigonometric functions. The modeling of elementary functions is stressed throughout the course along with a basic philosophy of examining the function concept using the Rule of Four. This rule will examine every topic graphically, numerically, analytically, and verbally. In addition, the Way of Archimedes will be implemented, where formal definitions and procedures evolve from the investigation of practical problems. Technological support will be used using a graphing calculator. **NCAA approved**

This course is designed to prepare the student for AP Calculus B/C. Topics from this course carry forward the study of elementary functions from Algebra 2 and Trigonometry with greater emphasis upon graphic representation and algebraic processes. Polynomials and polynomial equations are extended to equations of higher degree, rational functions are sketched using asymptotes, and an extensive treatment of conic sections is taken expanding the theory to the general cases involving translation of axis, eccentricity and discriminant. Student knowledge of logarithms will be broadened to include natural logarithms. Analytic geometry, polynomial functions, logical functions and complex numbers will be studied as well. The last five units of this course are Calculus topics. **NCAA approved**

This course provides an alternative, non-AP calculus course for students who have taken pre-calculus, who have motivation, desire and work ethic necessary to pursue calculus, but who do not wish to do so at an AP level. The course will pursue a limited number of differential calculus topics in depth including limits and continuity, derivatives and the application of derivatives. **NCAA approved**

This course designed to provide students with a learning experience equivalent to that of a college course in single variable calculus. This course will emphasize a multi-representational approach to calculus with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Topics include limits, continuity, differentiation, integration, and applications of these concepts. Students will sit for the Advanced Placement Calculus AB examination in May. Based upon performance, students may receive college credit for one semester of college mathematics. **NCAA approved**

This course is designed to provide students with a learning experience equivalent to that of a full-year college course in single variable calculus. This course will emphasize a multi-representational approach to calculus with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Topics include limits, continuity, differentiation integration, polar coordinates, parametric equations, vectors, and infinite series. Students will sit for the Advanced Placement Calculus BC examination in May. Based upon performance, students may receive college credit for one or two semesters of college mathematics. **NCAA approved**

This course is designed to provide students with a learning experience equivalent to that of an introductory college course in statistics. This course provides effective preparation for students interested in the social sciences, health sciences, and business. Students will be introduced to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will sit for the Advanced Placement Statistics examination in May. **NCAA approved**

This course designed to provide students with a learning experience equivalent to that of a college course in single variable calculus. This course will emphasize a multi-representational approach to calculus with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Topics include limits, continuity, differentiation, integration, and applications of these concepts. Students will sit for the Advanced Placement Calculus AB examination in May. Based upon performance, students may receive college credit for one semester of college mathematics. **NCAA approved**

This course is designed to provide students with a learning experience equivalent to that of a full-year college course in single variable calculus. This course will emphasize a multi-representational approach to calculus with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Topics include limits, continuity, differentiation integration, polar coordinates, parametric equations, vectors, and infinite series. Students will sit for the Advanced Placement Calculus BC examination in May. Based upon performance, students may receive college credit for one or two semesters of college mathematics. **NCAA approved**

The goal of every math teacher at Finley Middle School is to provide students with the knowledge and understanding of the mathematics necessary to function in a world very dependent upon the application of mathematics. The New York State Education Department has clearly defined learning standards that will assist students, teachers, and parents in achieving this goal. All lessons will expose students to the standards of mathematical practice: make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and make use of repeated reasoning. This will be accomplished as students participate in the national common core math curriculum in 7th and 8th grades.

The course will include curriculum topics from Common Core Math 7 and Math 8. The students will continue to develop their work with rational numbers, proportional relationships, algebraic expressions, linear functions, geometric shapes and Pythagorean Theorem. The students will receive a period and a half of instruction on an alternating day basis to allow for modeling and real-life applications of the course topics with differentiated activities providing hands on experiences for all students. The New York State Math 7 Assessment will be administered to all 7th graders.

The 8th grade curriculum extends student’s work with expressions and equations to include radicals and integer exponents. Teachers will assist students in making connections between proportional relationships, lines and linear equations. Students will define, evaluate and compare functions and will study geometry concepts such as the Pythagorean Theorem, congruence and similarity using physical models. Students will begin to explore rational and irrational numbers, statistics and probability and will apply geometry concepts to solve real world mathematical problems.

The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra Integrated R than has generally been offered. This course deepens and extends understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. At the end of this course, students must take the Common Core Algebra Regents.

Math Lab is designed to provide additional support to students who scored a level 1 or 2 on the previous year’s New York State Math assessment along with teacher recommendation. Instruction focuses on the basic mathematics skills, conceptual understanding, and academic language students need to be successful in mathematics.

Last Name |
First |
Position |
Email |

Ciccone | Debra | Secretary | dciccone |

Avelli | Patricia | High School | pavelli |

Calderaro | Danielle | High School, Finley | dcalderaro |

Corsetti-Hendricks | Lynn | High School | hendricksl |

Espejo-McGivney | Cindy | High School | cespejo-mcgivney |

Ferazi | Joann | High School | ferazij |

Graziano | Michael | High School | mgraziano |

Horn | Kara | High School | khorn |

Klein | Alona | High School | aklein |

Madden | Alida | High School | amadden |

Mattis | Keith | High School | kmattis |

Moriarty | David | High School | dmoriarty |

Racz | Monica | High School | mracz |

Schessler | Jordan | High School | jschessler |

Scott | Amanda | High School | ascott |

Simon | Abigail | High School | asimon |

Demarco | Melanie | Finley | demarcom |

Grobe | Elizabeth | Finley | egrobe |

Grodzicki | Denise | Finley | dgrodzicki |

Perlongo | Matthew | Finley | mperlongo |

Stracuzza | Annette | Finley | astracuzza |

Tannazzo | Vincent | Finley | vtannazzo |