COURSE TITLE: Principles
of Mathematics, Grade 10, Academic
COURSE CODE: MPM
2D
LEVEL OF DIFFICULTY: Academic
AREA OF STUDY: MATHEMATICS
SUGGESTED PREREQUISITE(S): Grade 9 Mathematics
program, Academic
NUMBER OF
SCHEDULED HOURS: 110
FACILITATOR(S): Mr. M. Melville
WRITER(S): Mark Melville
DATE OF PREPARATION: September 1, 2000,
updated January 2008
MINISTRY GUIDELINES: The
Mathematics
TEXTS: Mathematics
10 (ITP Nelson)
COURSE DESCRIPTION:
This course enables students to broaden their
understanding of relations, extend their skills in multi-step problem solving,
and continue to develop their abilities in abstract reasoning. Students will
pursue investigations of quadratic functions and their applications; solve and
apply linear systems; solve multi-step problems in analytic geometry to verify
properties of geometric figures; investigate the trigonometry of right and
acute triangles; and develop supporting algebraic skills. (Ministry Guidelines).
RATIONALE / REAL LIFE CONNECTORS:
"Research has indicated that most academic failures can be attributed to surmountable strategy difficulties rather than limitations in capacity." In other words, most students have problems coping with the content of their courses in/outside of the classroom because they have not developed the strategies they need to be successful. Learning is not done in isolation. Students need to see the connections between the Math class and learn how to apply these strategies they are learning in this class to other subjects and post-secondary education and employment scenarios. Students in the grade ten Mathematics program will be given opportunities to realise that they are part of a community that exists both in/outside of the classroom. This experience will assist the student in developing skills, which will enable them to listen to others and learn from them, share their strengths and cope with their needs.
UNITS OF STUDY:
(not necessarily in order)
1.
Quadratic functions
2.
Analytic Geometry
3.
Trigonometry
LEARNING
EXPECTATIONS
By the end of this course, students will:
·
solve quadratic equations;
·
determine, through investigation, the relationships between the graphs
and the equations of quadratic functions;
·
determine, through investigation, the basic properties of quadratic
functions;
·
solve problems involving quadratic functions.
·
model and solve problems involving the intersection of two straight
lines;
·
solve problems involving the analytic geometry concepts of line
segments;
·
verify geometric properties of triangles and
quadrilaterals, using analytic geometry.
·
develop the primary trigonometric ratios, using the properties of similar
triangles;
·
solve trigonometric problems involving right triangles;
·
solve trigonometric problems involving acute triangles.
·
an effective communicator
·
a reflective and creative thinker
·
a self-directed, responsible, life long learner
·
a collaborative contributor
·
a caring family member
·
a responsible citizen
Student achievement will be based on the achievement chart categories outlined below and individual demonstration of the specific expectations. Achievement chart categories will be posted in the classroom and distributed to students for greater awareness and understanding of assessment. All major assignments will be evaluated by levels. Grades will be determined using the students’ most consistent and most recent levels of achievements. For purposes of reporting, the percentage grade range will correspond to the following levels as defined by the board:
Level |
Mark/Code |
Level |
Mark/Code |
Level |
Mark/Code |
Level |
Mark/Code |
|
4++ |
98/100 |
|
|
|
|
|
|
|
4+ |
94 |
3+ |
79 |
2+ |
69 |
1+ |
59 |
|
4 |
86/90 |
3 |
75 |
2 |
65 |
1 |
55 |
|
4- |
82 |
3- |
72 |
2- |
62 |
1- |
52 |
The achievement chart is the fundamental tool of evaluating the progress of students. The chart identifies four categories of knowledge and skills in Mathematics: Knowledge, Thinking and Inquiry/Problem Solving, Communication and Application. The achievement chart provides a standard province-wide method for teachers to use in assessing and evaluating their students’ achievement. Each achievement chart has descriptions of the levels of achievement for each of the four categories of knowledge and skills. Level 3 is the provincial standard; level 4 indicates a level of achievement beyond the standard; level 2 indicates the student is slightly below provincial standard; and level 1 indicates limited understanding of the material. The achievement chart helps determine, throughout the course, the student’s most consistent level of achievement of the curriculum expectations as reflected in his or her course work.
Knowledge
and Understanding – the degree to which the
student demonstrates understanding of the concepts.
Thinking and Inquiry – the student utilizes proper problem solving techniques, strategies,
resources, technology and tools.
Communication – the student represents information properly: written, graphical, chart,
numerical and symbolic forms. Effective
communication implies timeliness, presentation and completeness.
Application – the student will apply proper mathematical concepts and procedures
relating to familiar and unfamiliar settings.
Formative Evaluation (70%)
Knowledge
and Understanding
Thinking
and Inquiry
Application
Communication
Summative Evaluation (30%)
Culminating
Activity 15%
Final
Exam 15%
**Students must write
the culminating activity and final exam to pass the course
COURSE EXPECTATIONS:
Each student in this math course is expected to:
1.
Come to class with textbook,
notebook, paper, pencil, eraser, ruler, calculator
2.
Be on time for class. Being
late for class may merit a detention. Chronic lateness will be dealt with by
Administration.
3.
Come to class wearing a
complete uniform, as outlined under the school uniform guidelines. Uniform
issues will be dealt with by administration. Your return to class will be
considered a late for attendance purposes.
4.
Keep the room in order; ie., no writing on desks, no eating in the classroom, push
in chair when you leave the room
5.
Maintain a notebook: - each note dated, homework recorded in the
notebook or agenda book, each homework problem properly numbered; all work,
including tests, quizzes, assignments and homework, is to be securely fastened
in a 3-ringed binder.
6.
Your homework should be
properly identified. There will be
spontaneous homework checks so you must keep homework up to date.
7.
Catch up on all work missed
due to absence. This is YOUR
responsibility.
8.
Everyone has the right to
silence while writing the test. There
will be no talking during a quiz or test until everyone has finished. Talking to your peers, even if you are
finished will result in a zero for that test.
9.
Students are expected to be
present for all their tests. Should a student be involved in a school approved
extra-curricular activity on the day of the test, it becomes the responsibility of the student to inform
the teacher well in advance so that arrangements may be made for a make-up
test. Under no circumstances will a
make-up test be given to a student who has skipped a test. Ask for help when
experiencing any difficulty. I will
willingly help you. I have scheduled
times available for extra help. The
times will be posted.
10. Since each learning activity and evaluation tool measures specific
expectations, it is necessary for students to be present for all tests and to
submit all assignments on the scheduled due date. Late and/or missing work will be dealt with according to the current
school policy.
11. Students may, for legitimate reasons, negotiate an extension or due date
change with the teacher prior to the original due date. Approval for such a
change will be at the discretion of the teacher. Computer printing problems
will not be accepted as legitimate reasons for late assignments. If such a
situation should occur the student must either present a hand written
assignment or a computer disc that the teacher can read on a computer
compatible with the Notre Dame computer system. This must be done on the day the assignment
is due.
*** The above expectations
will be continually monitored throughout the course.
Please show this contract to your parents/guardians. Ask that they read and complete the portion
below. Return it tomorrow.
I, (student) have read and understood the
expectations outlined in the Grade 10 Academic Mathematics Course Outline.
Parents/Guardians
:
Please be aware of the expectations set for your son/daughter in this course.
If you have any questions, please do not hesitate to contact Mr. Melville at
NDCHS:
253-4700 or email: Mark.Melville@cdsbeo.on.ca
Parent/Guardian Signature: _________________________________________________
Date: _________________________________________________
Daytime Phone number: _________________________________________________
Comments:
______________________________________________________________________________
______________________________________________________________________________
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