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FOUNDATIONS FOR COLLEGE MATHEMATICS MAP4C

  • Start Date:03 Aug 2016
  • Duration:110
  • Grade:12
  • Location:ONLINE

This course enables students to broaden their understanding of real-world applications of mathematics. Students will analyze data using statistical methods; solve problems involving applications of geometry and trigonometry; solve financial problems connected with annuities, budgets, and renting or owning accommodation; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for college programs in areas such as business, health sciences, and human services, and for certain skilled trades.

550

Foundations for College Mathematics, Grade 11, College Preparation, or Functions and Applications, Grade 11, University/College Preparation

OVERALL CURRICULUM EXPECTATIONS

 

A.  MATHEMATICAL MODELS

Overall Expectations

By the end of this course, students will:

1. evaluate powers with rational exponents, simplify algebraic expressions involving exponents, and solve problems involving exponential equations graphically and using common bases;

2. describe trends based on the interpretation of graphs, compare graphs using initial conditions and rates of change, and solve problems by modeling relationships graphically and algebraically;

3. make connections between formulas and linear, quadratic, and exponential relations, solve problems using formulas arising from real-world applications, and describe applications of mathematical modeling in various occupations.

 

B.  PERSONAL FINANCE

Overall Expectations

By the end of this course, students will:

1. demonstrate an understanding of annuities, including mortgages, and solve related problems using technology;

2. gather, interpret, and compare information about owning or renting accommodation, and solve problems involving the associated costs;

3. design, justify, and adjust budgets for individuals and families described in case studies, and describe applications of the mathematics of personal finance.

 

C.  GEOMETRY AND TRIGONOMETRY

Overall Expectations

By the end of this course, students will:

1. solve problems involving measurement and geometry and arising from real-world applications;

2. explain the significance of optimal dimensions in real-world applications, and determine optimal dimensions of two-dimensional shapes and three-dimensional figures;

3. solve problems using primary trigonometric ratios of acute and obtuse angles, the sine law, and the cosine law, including problems arising from real-world applications, and describe applications of trigonometry in various occupations.

 

D.  DATA MANAGEMENT

Overall Expectations

By the end of this course, students will:

  1. collect, analyse, and summarize two-variable data using a variety of tools and strategies, and interpret and draw conclusions from the data;
  2. demonstrate an understanding of the applications of data management used by the media and the advertising industry and in various occupations.

 

 

 

TEACHING AND LEARNING STRATEGIES

Along with some of the strategies noted in the assessment for, as, and of learning charts below, strategies will include (but not be limited to):

-demonstrations                              -student-specific tutorials and one-on-one help

-structured discussion                     -peer teaching and support

-Real-world problem solving          -math talk

-YouTube video support

Strategies For Assessment And Evaluation Of Student Performance:

Our theory of Assessment and Evaluation follows the Ministry of Education's Growing Success document. We design assessments to gather and show evidence of learning in a variety of ways and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.

There are 7 Fundamental Principles that ensure best practices and procedures of assessment and evaluation by Xyna International High School teachers.

 

XIHS assessments and evaluations

  • are fair, transparent, and equitable for all students;
  • support all students, including those with special education needs, those who are learning the language of instruction (English);
  • are carefully planned to relate to the Curriculum Expectations and Learning Goals and to the interests, learning styles & preferences, needs, and experiences of all students;
  • are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
  • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;

Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

THE FINAL GRADE:        

 

Percentage of Final Mark

Categories of Mark Breakdown

70%

Assessment of Learning Tasks Throughout the Term

30%

Final Written Examination: 20%

Final Summative task:10%

 The balance of the weighting of the categories of the achievement chart throughout the course is:

Knowledge:          25%                                               Communication: 25%

Thinking/Inquiry:        25%                                         Application: 25%