Math

At Woodstock we believe that the study of Mathematics is an integral part of education, relevant to all students and possessing the potential to enrich any endeavour. Woodstock teachers use technology and innovative practices in a rigorous curriculum to equip students for success in their studies. Woodstock students learn critical thinking skills and explore the merits and limitations of technology in mathematics, employing graphing calculators and computers in certain explorations. All students have access to Geometer's Sketchpad dynamic geometry software in the computer lab, and advanced high school classes require the use of a graphing calculator. The student laptop initiative will further enhance the integration of technology in mathematics courses.

Faculty

Mr. Stephen Philip, HOD

Stephen Philip graduated in 2001 from the University of Michigan with a Bachelor's degree in electrical engineering and obtained a teaching certificate in mathematics and physics from Eastern Michigan University in 2005. He worked for three years in Chicago teaching physics and one year in Detroit teaching math before coming to Woodstock. Stephen is passionate about providing opportunites for all students to receive a quality education regardess of economic or social status. He also enjoys reading, soccer, running, hiking, and other outdoor activities.

Mr. Zachary Conrad

Zachary Conrad is new to Woodstock. He is thin for his height and, like so many math teachers, his hair is often unkempt. Zach studied at Clarkson University and graduated in 2006 with a BS in Civil Engineering. He worked in construction before teaching. Zach enjoys cooking, eating, and reading good books, and will always go swimming if it's hot enough.

Mr. Rufus Emmanuel

After completing my B.Sc from Lucknow Christian College I started working in Ridgewood with Grade 9 boys. Very soon I moved with the grades 1 - 5 boys to Edgehill and worked there as supervisor for nearly 8 years. I went on to pursue further studies and got my teaching degree from the U.S. I returned after two years to teach Science in the Middle School and Biology to grade 9. A couple of years after that I was asked to teach math in the Middle School and since then I have been doing that. I have been here now for over 20 years. I love the outdoors and keeping the environment clean. I enjoy baking and do calligraphy and I enjoy travelling. I have gone on various recruitment fairs for the school.

Mr. David Raju

David Raju has 14 years of teaching experience as Mathematics and Physics teacher including Head of Department of Sciences at Fair View International School, Malaysia; Good Shepherd International School, Ootacamund. He worked more than 2 years as an Assistant Professor of Mathematics and Physics in JNTU Engineering College. He obtained Masters in Mathematics, Masters in Physics, M. Phil in Mathematics and B. Ed with an additional qualification of International Diploma for Teachers and Trainers from University of Cambridge, UK. He has attended several workshops both in India and abroad. He has attended IB Mathematics HL level 1 workshop held in Kota Kinabalu, Malaysia. He has attended South East Asia Mathematics Competition in Hongkong and won first prize in Essay Category. He has varied experiences in teaching CBSE, ICSE, IGCSE and IB curriculum. He is an accomplished educator with demonstrated ability to teach, motivate, and direct students in maintaining high interest and achievement. He also owns a website for Physics.

Mr. Dana Crider

Dana is a long-serving member of the Woodstock staff, and is teaching grades 7 and 8.

Mr Ravi Lall

Ravi comes to Woodstock with over 16 years teaching experience and a Bachelor of Sciences with BEd and a Masters Degree in Physics from Annamalai.Ravi was a housemaster at Welham Boys School Dehradun for almost four years and has worked as a School Principal until quite recently. He has taught Mathematics and Physics and brings to Woodstock experience as a CCE coordinator in the Sagar School (CBSE) and has conducted workshops for this. Ravi has also qualifications and certificates in critical thinking and project-based learning. This year at Woodstock Ravi is teaching Grades 10 and 11. Outside of the classroom Ravi's interests are wonderfully varied and include photography, video editing, travelling, trekking and adventure sports including paragliding and river rafting. In the holidays Ravi does evangellical work.

Senior School Course Descriptions

  • Pre-Algebra I
    1. Pre-Algebra I math curriculum is designed to provide an integrated math course for students of all abilities, extending their knowledge in algebra, geometry, arithmetic and statistics. When planning for instruction, consideration will be given to the sequential development of concepts and skills by using concrete materials to assist students in making the transition from the arithmetic to the symbolic. Students should be helped to make connections and build relationships between algebra and arithmetic, geometry, and probability and statistics. Connections also should be made to other subject areas through practical applications. This approach to teaching should help students attach meaning to the abstract concepts of algebra. Scientific calculators, computers, and other appropriate technology tools will be used to assist in teaching and learning. Graphing utilities enhance the understanding of functions; they provide a powerful tool for solving and verifying solutions to equations and inequalities.
  • Pre-Algebra II
    1. The Pre-Algebra II curriculum is designed to provide an integrated course for students of all abilities. Students enrolled in this course are assumed to have mastered those concepts outlined in the grade 7 curriculum. A thorough treatment of advanced algebraic concepts is provided. Emphasis will be placed on practical applications and modeling throughout the course of study. Oral and written communication concerning the language of algebra, logic of procedures, and interpretation of results also should permeate the course.
  • Algebra I
    1. The content of Algebra I is organized around families of functions, with special emphasis on linear and quadratic functions. As students learn about each family of functions, they will learn to represent them in multiple ways - as verbal descriptions, equations, tables, and graphs. They will also learn to model real-world situations using functions in order to solve problems arising from those situations. In addition to its algebra content, the course includes lessons on probability and data analysis as well as numerous examples and exercises involving geometry.
  • Geometry
    1. In Geometry students develop reasoning and problem solving skills as they study topics such as congruence and similarity; apply properties of lines, triangles, quadrilaterals, and circles; and use length, perimeter, area, circumference, surface area, and volume to solve real-world problems. In addition to its geometry content, the course includes numerous examples and exercises involving algebra, data analysis, and probability.
  • Algebra II
    1. This Algebra II course is organized around families of functions; linear, quadratic, exponential, logarithmic, radical, and rational functions. Students will learn about these functions, and the rules, techniques, and procedures necessary to manipulate and solve problems with these functions. In conjunction with this technical knowledge students will develop skills in critical thinking and creative problem solving as they apply these mathematic concepts to real-world situations.
  • Statistics
    1. Statistics is about data. Data are numbers, but they are not "just numbers." Data are numbers with a context. Statistics uses data to gain insight and to draw conclusions. Our tools are graphs and calculations, but the tools are guided by our ways of thinking that amount to educated common sense. This course is dedicated to decipher statistics and use them to find obvious and not so obvious relationships that are all around us in this world. This course will provide a good foundation for understanding how numbers can be used to make decisions.
  • Pre-Calculus
    1. This is a course designed to prepare students for the rigors of advanced mathematics. In this course, students will explore the following primary topics: characteristics of functional relationships; exponential/logarithmic functions; trigonometric functions; analytic trigonometry; parametric and polar curves; analytic geometry; discrete mathematics. Students will use technology including graphing calculators in the discussion of the course topics. Students will learn to employ a variety of representations (graphical/numerical/algebraic/verbal) in the discussion of mathematical concepts. Successful completion of Pre-Calculus is a prerequisite for AP mathematics courses at Woodstock.
  • AP Statistics
    1. This is a course defined by the College Board as an introduction to the topics of statistics. Students will explore the processes of representing data, collecting data, and making inferences using statistical methods. Through the study of random variables and sampling distributions, students will investigate the role of randomness in statistical analysis. The course focuses on areas of elementary statistics which are accessible to students who have not taken a calculus course. The course will prepare students for success on the AP Statistics examination in May. An extensive course description and further resources for this course are available on the College Board website. A graphing calculator is required for this course. Successful completion of Pre-Calculus is a pre-requisite.
  • AP Calculus AB
    1. This is a course defined by the College Board as an introduction to topics of differential and integral calculus. Calculus is the study of growth, of rates of change and of motion in functional relationships. Students will employ technology and multiple representations of concepts to express the definitions and ideas in this course. Topics will include a review of pre-requisite topics; limits and continuity; differentiation; applications of derivatives; integration; applications of integrals. Students taking this course will have the opportunity to take the AP Calculus AB examination in May. Satisfactory performance on this examination is recognized by many universities around the world. An extensive course description and further resources for this course are available on the College Board website. A graphing calculator is required for this course. Successful completion of Pre-Calculus is a pre-requisite.
  • AP Calculus BC
    1. This is a course defined by the College Board as an introduction to topics of differential and integral calculus. Calculus is the study of growth, of rates of change and of motion in functional relationships. Students will employ technology and multiple representations of concepts to express the definitions and ideas in this course. Topics will include a review of pre-requisite topics; limits and continuity; differentiation; applications of derivatives; integration; applications of integrals; improper integrals; calculus of infinite series; calculus of parametric/polar functions. Students taking this course will have the opportunity to take the AP Calculus BC examination in May. Satisfactory performance on this examination is recognized by many universities around the world. An extensive course description and further resources for this course are available on the College Board website. A graphing calculator is required for this course. Successful completion of Pre-Calculus is a pre-requisite. Note: the BC course includes all topics in the AB course with additional topics. Enrollment is limited for AP Calculus BC.

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