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Unit 100 - 29 Gervais Drive, North York, ON.
M3C 1Y9
Copyright 2024 Ontario Open School Inc. All Rights Reserved.
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, analyzing, 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.
Unit Order | Unit Name | Suggested Time |
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Unit 1 | Review In this unit students will review some important ideas. Specifically, mathematics is the study of patterns and form. Mathematicians communicate their findings by using a special mathematical language. The unit begins with a review of polynomials and how to work with them using addition, subtraction, multiplication, division and the FOIL method. Then students will review factoring of quadratics as an introduction to a lead into a concept taught later in the course, graphing of quadratics. The unit has both a review assignment and quiz. | 10 hours |
Unit 2 | Mathematical Models This unit begins by discussing the real-world applications using the approximation of parabolas. In the next section students will be given a quadratic equation in standard form (y = ax2 + bx + c) or in vertex form (y = a(x-h)2 + k). From the equation they will set up a table of values and use this to graph the parabola by hand and then using online graphing software. Once students know how to set up a table of values and graph the functions by hand and with using software, they will be encouraged to interpret the effects of the different parameters. Students will also look at examples of Quadratic Relationships that are found in real-life situations and interpret their charts and graphs. | 15 hours |
Unit 3 | Exponential Relations In this unit students will review the exponent laws before moving on to negative exponents and an exploration of their meanings. Students will also look at real life examples and applications of these tools. Before students begin working with the graphs of exponential relations, they will distinguish exponential relation graphs from linear (straight line) and quadratic relations (parabolas). Students will spend the last lessons of the unit working through applications of exponential functions including exponential growth and decay. | 13 hours |
Unit 4 | Personal Finance When making major purchases such as cars, homes and recreation vehicles, the cost of borrowing increases because the interest is compounded. Likewise, when interest is earned on interest, we say the interest compounds. The first topic of the unit will be an exploration of compound interest examples, problems and how to use the graphing calculator to solve them. Then the next part of the unit will be done as an assignment – students will be investigating various financial institutions and comparing their services, costs, charges etc. In the last one third of the unit students will look at the financial advantages of buying a new vehicle, a used vehicle or leasing a vehicle. | 13 hours |
Unit 5 | Data Management Welcome to the wonderful world of Data Management. Whether students are interested in sports, business, travel or just working with numbers they will see applications for the skills taught in this unit. Students will be gathering data, designing questionnaires, conducting surveys, interpreting and analysing findings. The unit begins with an investigation of the various methods of surveying a population. Next the design of the questionnaire to collect data will be examined. Bar graphs or histograms and circle graphs are used to represent data. Then students will also use software to display data. Students will analyse their findings and assess their reliability. Students will also begin an exploration of probability and relative frequency. | 21 hours |
Unit 6 | Geometry We look at different ways of picturing solid shapes. We use isometric, perspective and orthographic methods to represent 3-dimensional objects. We investigate the nets of shapes, and look at applications of geometry in design, art and architecture. | 15 hours |
Final Evaluation 30% | Final Assignment Final Exam | 6 hours 2 hours |
Total | 110 Hours |
A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include, but are not limited to:
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Purpose
The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course.
A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.
Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:
Assessment for Learning – we provide feedback and coaching. Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there.
Assessment as Learning – we help students monitor progress, set goals, reflect on their learning
Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modeling external, structured opportunities for students to assess themselves.
Assessment of Learning – we use assessments to provide evaluative statements about student achievement. Assessment OF Learning is the assessment that becomes public and results in statements of symbols
(marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future.
ASSESSMENT TOOLS
Strategies for Assessment and Evaluation of Student Performance
Units | Duration | Overall Expectations | AFL | AAL | AOL | K
25% |
I
25% |
C
20% |
A
30% |
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70% |
A | 25 hours | A1-A3 | Student-Teacher Conferencing
Home Work
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Peer Assessment | Presentation | √ | √ | √ | √ | |
B | 25 hours | B1-B3 | Worksheet
Class Discussion Home Work
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KWL Chart | Unit Test
Class Discussion |
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C | 30 hours | C1-C3 | Worksheet
Pair Discussion Home Work
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Learning Log |
Unit Test Written Assignment |
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D | 30 hours | D1-D2 | Home Work
Student – Teacher Conferencing |
Reflective Discussion | Unit Test
Portfolio Assignment |
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30% | A1-D2 |
and Final Exam 30% (Written Component) |
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Resources
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
Grading
Weighting of categories
Knowledge/Understanding | Thinking/Inquiry | Communication | Application |
25% | 25% | 25% | 25% |
Course Grade | Grade 11 |
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Course Code | MBF3C |
Course Category | Mathematics |
Course Type | College Preparation |
Course Delivery | Online |
Course Duration | 110h |
Course Credit | 1.00 |
Copyright 2024 Ontario Open School Inc. All Rights Reserved.