COURSE TITLE: Foundations
for College Mathematics, Gr. 11
COURSE CODE: MBF 3C
LEVEL OF DIFFICULTY: College Preparation
AREA OF STUDY: MATHEMATICS
REQUIRED PREREQUISITE: Grade
10 Mathematics (Applied or
Academic)
NUMBER OF
SCHEDULED HOURS: 110
FACILITATOR(S): Mr.
M. Melville, Mr. R. Garvin
WRITER(S): Mr. J.Ball
DATE OF PREPARATION: February
4, 2002 (updated September 2007)
MINISTRY GUIDELINES: The
Mathematics
TEXT: Mathematics
of Personal Finance (
Wesley)
Course Description This course enables students to broaden their understanding of mathematics as a problem-solving tool in the real world. Students will extend their understanding of quadratic relations; investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; develop their ability to reason by collecting, analysing, and evaluating data involving one variable; connect probability and statistics; and solve problems in geometry and trigonometry. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Mathematical Models Overall Expectations By the end of this course, students will: • make connections between the numeric, graphical, and algebraic representations of quadratic relations, and use the connections to solve problems; • demonstrate an understanding of exponents, and make connections between the numeric, graphical, and algebraic representations of exponential relations; • describe and represent exponential relations, and solve problems involving exponential relations arising from real-world applications. Personal Finance Overall Expectations By the end of this course, students will: • compare simple and compound interest, relate compound interest to exponential growth, and solve problems involving compound interest; • compare services available from financial institutions, and solve problems involving the cost of making purchases on credit; • interpret information about owning and operating a vehicle, and solve problems involving the associated costs. Geometry and Trigonometry Overall Expectations By the end of this course, students will: • represent, in a variety of ways, two-dimensional shapes and three-dimensional figures arising from real-world applications, and solve design problems; • solve problems involving trigonometry in acute triangles using the sine law and the cosine law, including problems arising from real-world applications. Data Management Overall Expectations By the end of this course, students will: • solve problems involving one-variable data by collecting, organizing, analysing, and evaluating data; • determine and represent probability, and identify and interpret its applications.
·
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++ |
95/100 |
3+ |
79 |
2+ |
69 |
1+ |
59 |
|
4+ |
94 |
3 |
75 |
2 |
65 |
1 |
55 |
|
4 |
86/90 |
3- |
72 |
2- |
62 |
1- |
52 |
|
4- |
82 |
|
|
|
|
|
|
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
Formative
Evaluation is used to measure students’ learning skills and as a means of
diagnostic assessment to improve learning.
Summative Evaluations: 70%
Knowledge and Understanding
Problem Solving/Thinking and Inquiry
Application
Communication
Final Assessment: 30%
Cumulative Assessment Project 15%
Final Examination 15%
CLASSROOM 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 11 Mathematics of Personal Finance 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 me at NDCHS:
253-4700.
Parent/Guardian Signature: ______________________________________________
Date: ___________________________
Daytime Phone number:
_________________________________________________
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