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Department

Mathematics

The Mathematics Department believes in fostering a challenging and nurturing learning environment where students reinforce foundational math skills, engage in challenging work and bridge theory to various real-world applications. At every level, students review past material, build upon previously learned material, and investigate new material. When students delve deeply into mathematics, they gain knowledge of and experience with various approaches and techniques to solve problems.

Algebra I

Introducing students to vocabulary, symbols, and algebraic concepts, Algebra I provides the foundation for content acquisition in high school mathematics. The course begins by studying the language of algebra and moves on to expressions and equations, linear functions, polynomials, and factoring quadratics. Because Algebra I is an introductory course, it also addresses mathematics study skills. Algebra I teachers make a concerted effort to evaluate individual skills early in the fall and ensure students have or develop the prerequisite skills for the course.
Geometry

Like early mathematics, which originated in the study of nature, the principles of geometry are derived from the study of the physical world. In Geometry students learn about two- and three-dimensional elements of that world, including points, lines, planes, and polygons. Working with postulates and proofs, students learn a vocabulary—such as acute, congruent, perpendicular, isosceles, and quadrilaterals—with which to discuss the properties of two and three dimensions. The course teaches students to apply logic and algebraic tools to the solving of word problems, as well as to understanding the world around us. Algebra I is a prerequisite for Geometry.
Algebra II

Building upon the concepts taught in Algebra I and Geometry, Algebra II helps students to understand algebraic thinking as a tool that both makes sense of mathematical symbols and models and solves real-world problems. At the heart of this work lies the function; thus, in Algebra II students continue and enlarge their study of functions with polynomial, exponential, and logarithmic functions, as well as rational and trigonometric functions. While exploring topics such as trigonometry, Algebra II also encourages students to see the connections between algebra and geometry. Algebra I and Geometry are prerequisites for Algebra II.
Honors Algebra II with Trigonometry

Honors Algebra II & Trigonometry is an accelerated course designed to challenge and engage students who wish to pursue higher level mathematics during their time at Chapel Hill-Chauncy Hall. It is highly recommended for students who wish to study mathematics at the collegiate level. This course covers all content of the regular Algebra II class plus trigonometry. Students will leave the class with an in depth understanding of the major families of functions, including trigonometric functions, as well as a strong grasp of the logical and critical thinking required to apply problems to practical situations. Because of the accelerated pace of the course, incoming students should have a strong grasp of foundational concepts (including Algebra I and Geometry) and should feel comfortable using mathematical linguistic structures to describe patterns and problem solve. Students should need little review, act as strong self-advocates, be able to honestly engage in the material. Algebra I and Geometry and the recommendation of the Math Department are prerequisites for Honors Algebra II & Trigonometry.
Pre-Calculus

Designed for students who are interested in continuing their study of mathematics. The course extends some of the topics covered in Algebra II and is more sophisticated in the analysis and applications. A review of relations and functions is quickly followed by a series of topics including but not limited to: linear functions, circular and trigonometric functions, polynomial functions, conic sections, inverse functions, exponential and logarithmic functions, rational functions, graphical transformations. As an upper level class, homework and assessments more closely model those of a college classroom experience. In the classroom, however, non-traditional learning experiences and creative approaches to knowledge acquisition continue to enrich overall mathematical understanding. Algebra II and the recommendation of the Math Department are prerequisites for Pre-Calculus.
Honors Pre-Calculus

This honors-level course serves as a foundation for Calculus by providing students the tools to perform function analysis, data modeling and make predictions. The course is designed for students who are interested in studying Calculus at Chapel Hill-Chauncy Hall and in college. Throughout the year students will study relations and functions, circular and trigonometric functions, polynomial functions, polar equations, vectors, inverse functions, exponential and logarithmic functions, rational functions, graphical transformations, conic sections, limits, and matrices. As an upper level class, homework and assessments more closely model those of a college classroom experience. In the classroom, however, non-traditional learning experiences and creative approaches to knowledge acquisition continue to enrich overall mathematical understanding. Algebra II & Trigonometry or Functions, Trigonometry, and Statistics and the recommendation of the Math Department are prerequisites for Honors Pre-Calculus.
Calculus II

Calculus II is designed for students inclined to continue their post-secondary education in the areas of math and science. Throughout the course emphasis will be placed on analyzing and describing problems geometrically, algebraically, numerically and graphically with and without the aid of technology. Students will be expected to present their observations, findings and solutions formally and informally throughout the course. Initially there will be a short review period covering certain techniques of differentiation and integration. Focus then shifts to modeling with differential equations, polar equations, parametric equations, conic sections in polar equations, sequences, series, Taylor & Maclaurin series and applications of Taylor polynomials to name a few. AP Calculus AB and the recommendation of the Math Department are prerequisites for Calculus II.
Advanced Topics: Logic, Data Science & Finance

Advanced Topics: Logic, Data Science, and Finance is an elective course open to students who have completed Algebra II. Each trimester, students will focus on a distinct set of skills to further their understanding of the world around them. In the Fall Trimester, students will use formal and mathematical logic to approach basic programming and data management. During the Winter Trimester, the class will use statistical methods to understand the importance and implications of information in current events. The Spring Trimester will focus on understanding personal and global financial systems. As they explore the practical applications of mathematics, students will be able to demonstrate their curiosity and creativity while engaging in civil discourse. (Algebra II and the recommendation of the Math Department are prerequisites for Principles of Computer Science.)
Applied Mathematics & Engineering

Applied Mathematics and Engineering is an elective course open to juniors and seniors who have completed Honors Precalculus. The course is composed of three units: statics, structural engineering and fluid mechanics (the flow of fluids). The delivery of course content will be face-to-face through formal classroom instruction, demonstrations in the Makerspace, video instruction, student exploration of design successes and failures and student constructions in the makerspace. Each unit will span the course of a trimester and culminate in the development of a project. Whether the students are designing and constructing a cantilever support, supports for a building, a bridge or a tank with unsteady flow, they will connect theory to analysis, quantification, design and construction. Each student project will solve a particular problem by addressing a problem statement. During the project stage of the course, instructor input will be given throughout the development of the problem statement, project goals, project design, project plan and subsequent execution. (Honors Precalculus and the recommendations of the Math Department are prerequisites for Applied Mathematics & Engineering)
AP Calculus AB

This Advanced Placement mathematics course covers the standard topics of the first Advanced Placement Calculus exam, including limits, continuity, the derivative and its applications, the definite and indefinite integral, and applications of integration. Throughout the course students will be challenged to demonstrate their knowledge of various topics through nightly assignments, unit quizzes and tests, and formal oral and written presentations. Incoming students should have an understanding of elementary functions including linear, polynomial, rational, exponential, logarithmic, and trigonometric, and inverse-trigonometric functions. Students should be able to use both radians and degrees when simplifying trigonometric functions. Honors Pre-Calculus and the recommendation of the Math Department are prerequisites for AP Calculus AB.
AP Computer Science Principles

AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems and creatively address real-world issues. As they bring their ideas to life, students will be able to explain how computing innovations and computing systems work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical. (Algebra II and the recommendation of the Math Department are prerequisites for Principles of Computer Science.)

Department Faculty

Karen Sokolow

Math Department Chair

Vassar College - B.A., Italian Language and Religious Studies
Harvard University Extension School - M.A., Liberal Arts in Mathematics for Teaching

ksokolow@chch.org
Bio
What led to your career at CH-CH?

I started my teaching career tutoring, running small classes and teaching in China. I started teaching when I was 17 and I would live there during the summers and teach English conversation, pronunciation, and then I morphed into teaching American and Western culture for those who wanted to travel. I loved teaching them the tools to teach language, which is by definition, alive. Communication is creative, responsive and spontaneous. This kind of teaching has helped me in my work here.

What about our students inspires you?

I love the incidental teaching - the parts where we get off topic and explore the world. The fact that we have the time and curiosity from the students makes me really excited. It gives us a chance to talk to the entire human being of the student because we have these small class sizes. The small class sizes and relationships we are encouraged to develop with the students, also the open atmosphere of the classroom and to think creatively as a teaching style helps us to truly help form future citizens of the world. You don’t have to be just a math student or just an art student I really appreciate that about this place.

What activities do you enjoy outside of CH-CH?

I really like rock climbing because it fits in with me personally. I was never good at team sports, and I’m not even a little bit competitive. Rock climbing is a great mixture of physical activity which I love, but without the pressure of the competition. The only person you are competing against is yourself. It’s personal competition against yourself to better yourself but it’s also a personal competition against fear and mistrust. Height is scary. I lead the rock climbing club here and know that climbing along a half inch wide cord thirty feet up in a tree is scary, and we ask our students to try it anyway. There are some kids who are all for it but watching the ones who aren’t sure take that extra step, build up trust in their fellow students, who are quite literally holding them up in the air, is neat to see. Furthermore, watching it translate into the classroom is amazing. They push themselves harder and I can also push them harder because I know they can persevere as I’ve seen them do it somewhere else. For our students with anxiety, conquering that in one place means they can conquer it somewhere else. Buy in from the student in their own abilities and trusting your fellow students when you are a teenager is not easiest thing in a world. I watch kids become closer.
Will Bailey

Math Teacher

Southwestern University - B.A.
Massachusetts Department of Education - Math 8-12 licensure

wbailey@chch.org
Bio

What is your role at CH-CH?

Math Teacher

What about our students inspires you?

Ever since I started at CH-CH in 2006 our students have inspired me with the support and empathy they show for each other on a daily basis, both in class and around campus. Despite the typical drama that accompanies any high school experience, students at CH-CH develop and share a sense of community that allows them to form supportive relationships. Every year I work with math students who have had negative experiences in at least one math class when they were younger. They recognize their shared experience and are consistently quick to step up and assist each other when they see a classmate struggling. I have also witnessed this extend into social situations - they all know how tough and complicated life is as a teenager and it is inspiring when they demonstrate their emotional intelligence in their personal interactions.

How do you get to know your students best?

Since math is seldom a student's favorite subject, I understand when they would rather talk about something else. When the topic is clearly close to their heart, I allow time to engage with them, ask them questions, and let them realize I actually care about them as a person, not just a math student.
Mike Daniels

Controller, Math Teacher

781-314-0832

University of Massachusetts - B.S., Civil Engineering
University of Massachusetts - M.B.A.

mdaniels@chch.org
Bio
How do you get to know your students best?

What excites me the most about being an educator at CH-CH is that the administration allows teachers to take risks and be as creative within the classroom. Within the math department each teacher uses this latitude to differentiate their lessons with the goal to meet students where they are relative to skill and level of interest. This provides avenues for myself and other educators to tailor curriculum for the benefit of the student body.

What about our students inspires you?

First and foremost, the students at CH-CH are extremely kind. They are caring, and want to be here. They want to learn, as a result a barrier to education is overcome, and we are able to reach our students in meaningful ways. Second, our empathy as a community provides an environment allowing educators to learn the needs of the individual student and hone in on skill development. As a result each student demonstrates progression through the academic year.
Maura Henry

Dean of Faculty, Math Teacher

781-314-0876

University of Massachusetts, Amherst - B.A., Theatre
Fordham University - M.S.

mahenry@chch.org
Bio

What is your role at CH-CH?

Dean of Faculty, Math Teacher

How do you get to know your students best?
I ask a lot of questions and try to truly listen to their answers. I tell them about myself - the vulnerable stuff too - and practice mutual respect.

What makes the CH-CH community unique?
CHCH is welcoming and warm. We value empathy and relationships, which aren't always top priorities in this world.
Shruthi Joshi

Math Teacher

Gujarat Technological University, India - B.S.E., Mechanical Engineering
Gujarat Technological University, India - MEng, Computer Aided Design and Manufacturing

sjoshi@chch.org
Bio

What is your role at CH-CH?

I teach in the Mathematics department here at CH-CH. More specifically, I teach Algebra II and Honors Algebra II. Additionally, I am working as an assistant Theatre Tech. Director in the Fall and shot clock operator during Basketball games in the Winter.

What makes the CH-CH community unique?

The CH-CH community is unique because of its diversity, both in terms of culture and learning styles. The faculty and staff are also diverse in their interests and hobbies, which they share with the students to inspire them to try new things. The campus has a friendly and welcoming atmosphere, where everyone is thoughtful and caring towards each other. The class sizes are small, which allows for individual attention and personalized teaching. The community is close-knit, like a family, and structured around supporting one another. There are also ample opportunities for spending time together outside of an academic setting.

What led to your career at CH-CH?

My background as a Mechanical engineer and experience teaching in Engineering colleges in India provided me with a strong foundation in education. After moving to the USA, I wanted to continue working in education and discovered CH-CH. The school's commitment to individualized education and providing opportunities for students to excel in Math drew me in. As I got to know the students and saw the impact I could have on their learning and development, I knew I had found my new home. Working at CH-CH has allowed me to continue growing as a teacher and person while helping students fall in love with Math. I am grateful for the opportunity to be a part of this community and to help shape the lives of these incredible students.
Elaina Lee

elee@chch.org
Samantha Shay

Math Teacher

Rutgers University - B.S., Physics
United States Air Force Officer Training School - Graduate and Commissioned Second Lieutenant
University of California, Irvine DCE - Graduate Certificate Paralegal Studies

sshay@chch.org
Bio

What is your role at CH-CH

Mathematics Teacher

What about our students inspires you?

Their intellectual curiosity and pursuit of knowledge

What makes the CH-CH community unique?

The avant-garde-like structure to education unbounded by convention to help those students for whom a traditional academic setting may not be the best bet.

Chapel Hill - Chauncy Hall

785 Beaver Street
Waltham, MA 02452
781-314-0800
admissions@chch.org

Located 10 miles from Boston, Chapel Hill-Chauncy Hall (CH-CH) is a private, college preparatory day and boarding school for grades 7-12/PG. CH-CH cultivates intellectual courage, creative ambition, and unwavering empathy that drives students to achieve their best.

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