AFNorth International School

Canadian Section

Course Outline

MFM2P

Foundations of Mathematics

Course Description:

Foundations of Mathematics, Grade 10, Applied (MFM 2P)

This course enables students to consolidate their understanding of linear relations and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and hands-on activities. Students will develop and graph equations in analytic geometry; solve and apply linear systems, using real-life examples; and explore and interpret graphs of quadratic relations. Students will investigate similar triangles, the trigonometry of right triangles, and the measurement of three-dimensional figures. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Prerequisite: Mathematics, Grade 9,Academic or Applied

Grade

Foundations of Mathematics

Applied

MFM 2P

Credit Value:

1.0

Ontario Ministry of Education Document(s):

The Ontario Curriculum, Grades 9 and 10: Mathematics, 2005

Prerequisite(s):

MPM 1D or MFM1P

Corequisite(s):

N/A

Department:

Mathematics

School: AFNorth International School

Dept Head:

Developer(s):

Development Date:

August 2003

Revision Date:

August 2007

Overall Expectations: By the end of the course and within the following strands, students will:

Measurement and Trigonometry

• use their knowledge of ratio and proportion to investigate similar triangles and solve problems related to similarity;

• solve problems involving right triangles, using the primary trigonometric ratios and the Pythagorean theorem;

• solve problems involving the surface areas and volumes of three-dimensional figures, and use the imperial and metric systems of measurement;

Modelling Linear Relations

• manipulate and solve algebraic equations, as needed to solve problems;

• graph a line and write the equation of a line from given information;

• solve systems of two linear equations, and solve related problems that arise from realistic situations;

Quadratic Relations of the Form y= ax²+ bx+ c

• manipulative algebraic expressions, as needed to understand quadratic relations;

• identify characteristics of quadratics relations;

• solve problems by interpreting graphs of quadratic relations;

Course Units in Sequence

This grade 10 mathematics course is designed to develop students’ proficiency as learners and thinkers in mathematics, and their ability to apply mathematics in their daily lives. Students will interpret, analyse and create mathematical models to solve realistic problems, within and beyond the mathematics classroom.

Unit

Title of Unit

No. of Hours

Quadratic Relations of the Form y = ax² +bx +c

•Solving Problems by Interpreting Graphs of Quadratic Relations

FINAL Summative Performance Task and Exam Review

Teaching Strategies: Only through the use of a wide variety of teaching, learning and assessment strategies and tools can the wide range of expectations in this course be addressed. The course will: Teach numeracy skills as they are needed Place the problem first and then learn the skills needed to solve it Include a balance of whole class, small group and individual instruction Include a balance of student and teacher centered activities Provide the use of technological tools and software for use in experiments, demonstrations, and investigations Address a variety of learning styles in each unit Provide sufficient class time for rich contextual problems Provide many opportunities for students to demonstrate their ability to meet course expectations Ensure that the culmination of an activity helps the students to build a solid understanding of the mathematical concepts arising from that activity and sets the stage for future learning Use learning performance tasks that are designed to link several expectations and give the students occasion to demonstrate their optimal levels of achievement through the questions following an inquiry, and to provide the solution to unfamiliar problems Provide remediation or extension opportunities Provide opportunities for students to practise their skills and knowledge outside of the classroom Provide regular, informal assessment which provides the feedback that students need in order to improve their achievement Provide modified instructional and assessment strategies for special needs students Guide students through the 6 traits + 1 writing strategies * See course profile (public) for more teaching and learning strategies


Assessment and Evaluation Strategies: The focus of this course is on inquiry, problem solving, communication, and acquisition of high levels of knowledge and skills and application of mathematics. Knowledge and understanding continue to be important. Assessment looks at students meeting course expectations at a variety of levels, with an emphasis on growth over time. Assessment and evaluation will be criterion referenced, comparing student performance to ministry standards and not to each other. Level 3 is defined as the provincial standard. A student achieving at this level is well prepared for work in the grade 11 University or College bound courses. Level 4 performance requires a consistent demonstration of well communicated higher level thinking and not simply technically correct solutions. Assessment strategies will address the variety of teaching and learning styles as well as the variety of expectations. The assessment program will include tests, quizzes, and observation of performance tasks, performance assessment, conferencing, journals and presentations. Assessment tools to be used throughout the course will include the four level achievement chart, rubrics (both teacher-created and student generated), checklists, rating scales, anecdotal comments, and analytic marking schemes. The final grade for the course will be distributed based on the following categories of achievement: Knowledge 35% Thinking, Inquiry and Problem Solving 15% Communication 15% Application 35% Unit/chapter tests will take place at the end of each unit of work. Students will be notified in advance of their occurrence. A performance task will also be assigned at the end of each unit of study. Students will be permitted to use all of their available resources to complete a problem relating to the particular unit of study. Quizzes will be unannounced and will usually cover the previous day’s work. Students will be required to complete journal entries as part of their regular assignment. They may also have to present to class their findings from various assignments. AFNORTH International High School’s Continuous School Progress goal is, “All students will improve their written communication skills across the curriculum.” The 6+1 Trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6+1 Trait become a consistent and integral component of each course taught at AFNORTH High School. The culminating assignment will be part of the final evaluation which also includes the final examination. During this assignment students will be required to demonstrate that they have met the overall expectations of the course. This assignment will make up 10% of the students final mark. The final examination will cover the full year’s work and will take place at the conclusion of the course. All students will be required to write this examination. The final examination will make up 20% of the course. Works ethics, participation and group work skills will also be assessed on a daily basis and reported as learning skills on the provincial report card.



Program and Planning Considerations: Education for Exceptional Students: The Education Act and regulations made under the act require school boards to provide exceptional students with special education programs and services that are appropriate for their needs The Role of Technology in the Curriculum: Technology helps to make students more powerful learners by giving them the means to explore mathematical concepts more effectively. In the time gained by using technology, students can study fundamental ideas in greater depth, develop higher skill levels, and explore more applications. Career Education: Teachers should promote students’ understanding of the role of mathematics in daily life and its relation to career opportunities by exploring applications of concepts, providing opportunities for career-related project work, and promoting independent investigations. Such activities allow students the opportunity to investigate mathematics-related careers compatible with their interests, aspirations, and abilities. Mathematics Anxiety: Mathematics anxiety is a state of mind relating to a student’s perception of his or her ability to do mathematics. It is neither grade specific nor exclusively gender related. If left unchecked, it often leads to mathematics avoidance. To alleviate this anxiety in classrooms, teachers should: Be accepting, patient and understanding Defuse tense situations if they arise Make mathematics relevant by connecting the context with the student’s life experience Provide many opportunities for students to be successful Set up programs for peer tutoring Use a variety of assessment techniques (journals, interviews, portfolios, projects) Comment positively on material that is assessed Be aware of cultural biases

Textbook(s)/Essential Resource Materials: