Pre-Calculus & Trigonometry A

4.7 (13 ratings)
Taken by 71 students

This class prepares students for success in calculus. It builds on your student's prior understanding of Algebra and Geometry to learn rigorous concepts such as the binomial theorem, conic sections, trigonometry, and a brief introduction to calculus.

Private 1:1
Age 15-18
50 minutes
Per class
Pre-Calculus & Trigonometry A

About this Course

This Juni Math Course is common core aligned and is perfect for learners looking to catch up or get ahead. Each lesson is designed around exciting projects and discovery-based learning, giving students a fun and practical way to hone their math skills.

Billed as

$275 / month

4 classes / month × $68.75 / class
  • Cancel anytime

1:1 classes are 50 minutes long and can be scheduled anytime Monday-Sunday from 7am to 7pm PT. To begin, select Book your Placement Class to signup. Our team will then match you and set up your first class!

  • Course duration
    4-6 months
  • Lesson
    50 minutes
  1. Polynomials-1: The student can identify the degree of a polynomial

  2. Polynomials-2: The student can add and subtract higher-degree polynomials

  3. Polynomials-3: The student can find the product of two higher-degree polynomials

  4. Polynomials-4: The student can factor a higher-degree polynomial by grouping

  5. Polynomials-5: The student can factor out the GCF of a higher-degree polynomial

  6. Polynomials-6: The student can identify and use special factorizations for higher-degree polynomials

  7. Polynomials-7: The student can divide two polynomials using polynomial long division

  8. Polynomials-8: The student can divide two polynomials using synthetic division

  1. Zeros-1: The student can use the Rational Zeros Theorem to generate a list of possible real rational roots

  2. Zeros-2: The student can use the Fundamental Theorem of Algebra to determine the total number of roots for a function

  3. Zeros-3: The student can use the Complex Conjugate Root Theorem to determine all of the possible options for real and complex roots

  4. Zeros-4: The student can use Descartes’ Rule of Signs to determine the maximum number of real positive or real negative roots

  5. Zeros-5: The student can find the bounds on zeros

  6. Zeros-6: The student can use synthetic division to test possible zeros generated by the Rational Zeros Theorem

  1. GP-1: The student can identify the end behavior of a function using the degree and leading coefficient

  2. GP-2: The student can categorize a function as even, odd, or neither

  3. GP-3: The student can identify the domain and range of a function

  4. GP-4: The student can identify local maximum and local minimum points of a graph

  5. GP-5: The student can sketch a graph given the sign of the leading coefficient, the degree, and some key points

  6. GP-6: The student can reflect an equation across the x-axis and the y-axis

  7. GP-7: The student can perform vertical and horizontal translations on a function

  8. GP-8: The student can vertically and horizontally scale a function by a factor

  9. GP-9: The student can apply multiple transformations to a function

  1. AS-1: The student can determine the common difference in a given arithmetic sequence.

  2. AS-2: The student can determine missing terms in a given arithmetic sequence.

  3. AS-3: The student can write/interpret formulas for arithmetic sequences to find/describe nth terms.

  4. AS-4: The student can calculate the sum of a given arithmetic sequence.

  1. GS-1: The student can determine the common ratio in a given geometric sequence.

  2. GS-2: The student can write/interpret rules to find the nth term in a particular geometric sequence.

  3. GS-3: The student can calculate geometric sums and write/interpret sigma notation.

  4. GS-4: The student can determine if a geometric series will converge or diverge.

  5. GS-5: The student can rewrite a repeating decimal as a fraction.

  1. RSBT-1: The student can estimate the area under a curve using various types of Riemann sums.

  2. RSBT-2: The student can build and use Pascal’s triangle in order to solve for combination formula values.

  3. RSBT-3: The student can expand binomials using Pascal’s triangle.

  1. Rational-1: The student knows what an asymptote is

  2. Rational-2: The student can find a vertical asymptote

  3. Rational-3: The student can find a horizontal asymptote

  4. Rational-4: The student knows what a removable discontinuity is

  5. Rational-5: The student can find removable discontinuities

  6. Rational-6: The student can analyze the domain and range of a rational function from its graph

  7. Rational-7: The student can analyze the end behavior of a rational function from its graph

  8. Rational-8: The student can graph a rational function

  9. Rational-9: The student can find the roots of a rational function

  1. Operations-1: The student can multiply rational expressions

  2. Operations-2: The student can divide rational expressions

  3. Operations-3: The student can add rational expressions

  4. Operations-4: The student can subtract rational expressions

  5. Operations-5: The student can solve a rational equation

  1. Logs-1: The student can switch between logarithmic and exponential form.

  2. Logs-2: The student can use logarithms to solve equations.

  3. Logs-3: The student can apply logarithmic identities.

  4. Logs-4: The student can apply the change of base formula.

  1. ELF-1: The student can graph exponential functions.

  2. ELF-2: The student can understand how transformations apply to exponential functions.

  3. ELF-3: The student can interpret contexts where exponential functions are necessary.

  4. ELF-4: The student can graph logarithmic functions.

  5. ELF-5: The student can understand how transformations apply to logarithmic functions.

  1. FIC-1: The student can write/interpret composite functions.

  2. FIC-2: The student can determine how domain/range shifts with composite functions.

  3. FIC-3: The student can determine the inverse of a function.

  4. FIC-4: The student can determine how to restrict the domain in order to make a function invertible.

  1. Conics-1: The student can write/interpret the standard equation of a circle in the context of the coordinate plane.

  2. Conics-2: The student can write/interpret the standard equation of an ellipse in the context of the coordinate plane.

  3. Conics-3: The student can write/interpret the standard equation of a parabola in the context of the coordinate plane.

  4. Conics-4: The student can determine the vertex, focus, directrix, and axis of symmetry of a parabola.

  5. Conics-5: The student can write/interpret the standard equation of a hyperbola in the context of the coordinate plane.

  6. Conics-6: The student can determine the vertices and asymptotes of a hyperbola.

  7. Conics-7: The student can determine the intersections of various conics by solving nonlinear systems of equations.

  1. I can explain what the question is asking for.

  2. I can explain my thinking behind my work.

  3. I check my work carefully during or after I finish a question.

  4. When I am stuck on a question, I show perseverance by trying a new method or asking for help.

  5. When I am stuck on a question, I use what I know to find a place to start.

  1. Joyful Collaboration

    1. I practice listening to my instructor and sharing my ideas to co-create understanding.
    2. I attempt tasks independently and ask my instructor questions when I need help.
  2. Unlimited Curiosity

    1. I take ownership of my learning by asking meaningful questions both when I need clarification and when I want to know more about a topic.
  3. Nimble Determination

    1. I practice resilience when I am frustrated that I have not yet achieved mastery of a new concept or skill; instead of complaining about challenges, I try new approaches and creative solutions.
  4. Invest in Excellence

    1. I arrive to class on time and prepared to learn, with my computer set up with a strong internet connection.
    2. I complete my homework on time, and if I cannot complete my homework due to other obligations, I honestly communicate the reasons for late homework to my instructor.
    3. I do my best to stay present and on task for the whole session. I support my focus by putting away any distracting technology and setting notifications on my device to “do not disturb” mode.

Instructors will assign students roughly 60 minutes of class related problems at the end of each session. Homework is generally pulled from Juni's curriculum and is meant to complement the class experience and ensure the student continues to learn and grow outside of the session

Completion of Algebra 2

Who are Juni’s Instructors?

Our instructors are subject matter experts from top US universities. Instructors are highly-vetted and background checked prior to joining and undergo extensive training before ever teaching on our platform.

Upon signing up, parents are asked a series of questions that allow us to match your child with an optimal instructor based on their unique needs and interests. Factors that are considered in our matching process include Learning Style, Personality, Personal Experience, and Academic & Career Aspiration.

Headshot for Puja D
Puja D
I really like bringing a strong energy to my classes, and sharing excitement with my students about learning new topics.

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I have two boys taking classes and the Juni takes the time to match the right instructor for my children. They are patient and very consistent in their teaching. The boys are thoroughly enjoying their class and love accomplishing and learning new things!

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