About the course
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.
Foundations for College Mathematics 11
My Learning Oasis
Foundations of Mathematics, Grade 10,Applied(MFM2P)
Department Head & Contact Information
Ravi Sharma (email@example.com)
Course Development Date
June 10th, 2021
In this unit students will look at how to make connections between the numeric, graphical, and algebraic representations of quadratic relations, and use the connections to solve problems. They will analyse and study basic functions and expressions with exponents, and make connections between the numeric, graphical, and algebraic representations of exponential relationships. Students will describe and represent exponential relations, and solve problems involving exponential relations developed by looking at real-life situations.
Expected Hours of Instruction: 12 Hours
In this unit, students will be introduced to the concept of “Cost of Borrowing” money. Real-life situations will be studied, for instance, purchasing a car. Similarly, the gain by investing in cases like GIC, stocks, etc. will be looked at. More specifically, compound interest and simple annuity will be discussed. A basic research on financial institutions and their interest rates and products will be looked at. Students will look at the concept of exponential growth and exponentiation. Real-life situations like bacterial growth and how scientists determine the epi-center of a viral infection. The exponential function will be used to determine infection rates. If time permits, students will look at the importance of safely disposing of nuclear waste. A study of the exponential decay of such waste will be analyzed.
Expected Hours of Instruction: 16 Hours
Geometry and Trigonometry
In this unit, students will explore the different representations of shapes and three-dimensional figures arising from real-world applications, and solve design problems. Students will solve problems involving trigonometry in acute triangles using the sine law and the cosine law, including problems arising from real-world applications.
Expected Hours of Instruction: 16 Hours
Students will be introduced to data management and discuss how data is important for marketing, scientific, and other purposes. As a practical exercise, students will be gathering data, designing questionnaires, conducting surveys and interpreting and analysing their findings. The different techniques for carrying out an investigation or surveying a population will be discussed. The student will use graphical techniques (Bar graphs, histograms, pie charts) to represent the data. Then students will also use software to display data. Students will analyse the data to determine its reliability. Students will also begin an exploration of probability and relative frequency.
Expected Hours of Instruction: 16 Hours
This is a proctored exam worth 30% of your final grade.
Expected Hours of Instruction: 2 Hours
Total: 110 Hours
All notes and assignments will be provided by the teacher.
The students are responsible to have:
● A non-programmable, non-graphing, scientific calculator.
● A note taking device for online students
● Internet connection for online students
Overall Curriculum Expectations
A. Mathematical Models
A1: make connections between the numeric, graphical, and algebraic representations of quadratic relations, and use the connections to solve problems;
A2: demonstrate an understanding of exponents, and make connections between the numeric, graphical, and algebraic representations of exponential relations;
A3: describe and represent exponential relations, and solve problems involving exponential relations arising from real-world applications.
B. Personal Finance
B1: compare simple and compound interest, relate compound interest to exponential growth, and solve problems involving compound interest;
B2: compare services available from financial institutions, and solve problems involving the cost of making purchases on credit;
B3: interpret information about owning and operating a vehicle, and solve problems involving the associated costs.
C. Geometry and Trigonometry
C1: represent, in a variety of ways, two-dimensional shapes and three- dimensional figures arising from real-world applications, and solve design problems;
C2: solve problems involving trigonometry in acute triangles using the sine law and the cosine law, including problems arising from real-world applications.
D. Data Management
D1: solve problems involving one-variable data by collecting, organizing, analysing, and evaluating data;
D2: determine and represent probability, and identify and interpret its applications.
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.
The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and Preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007; (Pg:- 28-30) Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English-language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and having each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.
Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
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