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## How to Prepare a Course for High School Math Exit Exam

Many schools require a math exit exam for high school students. This case is especially true in the United States. High school students are often not ready for the exam, although their overall math abilities are not bad. This is why I recommend the creation of a preparation course for the final exam in mathematics.

The first problem that arises in this course is the choice of a reference textbook. The curriculum is really spread out over different subjects and the teacher should choose several textbooks for the course. It would be overwhelming for the students. This is why the teacher must create his own notes. The marks must cover all the subjects required for the exit examination in mathematics. The curriculum varies from school to school and the teacher should check with the school in question. A good idea is to create the notes for the general program and make small changes afterwards to adapt to the school in question.

The first chapter should cover the science of numbers, i.e. fractions, roots, decimals, percentages, scientific notations and exponents. Students should be made to understand that fractions and percentages are an integral part of our daily lives. They enter into many decisions regarding time, money and work. Notes should include lab experiments that allow students to experiment with fractions and percentages. For example, teachers should ask students to divide an even number by two. Then they can ask them to divide an odd number by two. Students should repeat the experiment but divide by three this time. Students should try using the calculator to divide one by three. Students must guess why the calculator was never able to give an accurate answer for this calculation. Students should be given a fraction and asked to derive the percentage. They should learn how fractions and percentages are related. In exponents, students need to understand what is the base and what is the power. They must use the calculator to raise a number to a certain power and then be asked how many times they must divide the result by the base to get a one.

Next, the notes should include a chapter on algebra. Students need to understand linear equations and how to plot them. They should understand the concept of dependent and independent variables. They must be able to solve linear equations. This chapter should include laboratory experiments that use calculators to teach the concepts of linear equations. For example, students should be given a linear equation and asked to experiment with different values of the input and plot their corresponding graphs on the calculator. Then ask students how to make the graph go up, how to make it go down, how to make it steeper, how to make it less steep, and finally how to make it move up and how to make it move down. .

The next chapter should be about geometry and measurements. This chapter should cover unit conversions and scaling, object concepts like area, volume, and parameter, and the Pythagorean theorem. Students should be allowed to use the calculator to solve problems related to this chapter.

The last chapter should be about probability and statistics. It should cover the topic of data analyzes using graphs, mean, median and mode. They must be confronted with laboratory experiments requiring the drawing of graphs.

Each chapter should contain many examples classified into groups. Each group of examples should target a particular problem idea or technique. Students must pass an exam at the end of each chapter. Students who do not pass the exam should be given additional work that targets their areas of deficiency.

Before the end of the term, the class must take a trial exam. The class should be categorized into groups according to the exam results, a group that did well, a group that did poorly, and a group that was deficient in particular areas but did well in the rest. Each group must be treated according to its particular case.

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