Foundations for College Mathematics - MBF3C 

Course Prerequisite

Foundations of Mathematics, Grade 10, Applied

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, 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. 

Course Info

Course Outline & Units

Unit Order

Unit Name

Suggested Time

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
Learning Strategies

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:  

  • Oral Presentation  
  • Independent Study  
  • Activity Learning Centers  
  • Note Making  
  • Discussion  
  • Inquiry Process  
  • Think Pair Share  
  • Research Process  
  • Lecture   
  • Scientific Method  
  • Socratic Lesson  
  • Computer Assisted Instruction     
  • Visual Stimuli  
  • Media Presentation               
  • Worksheet  
  •  Brainstorming  

 

Course FAQ
The course duration is 110 hours, delivered in an online school format.  
Foundations of Mathematics, Grade 10, Applied
The course fee is based on the selected option of Online Instructor-Class Credit For detailed information and pricing, please check our website.
Assessment & Resources

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:   

  • Products  
  • Observations  
  • Conversations  

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%  

 

 

70%  

A   25 hours  A1-A3   Student-Teacher Conferencing  

Home Work  

   

Peer Assessment     Presentation    √   √   √   √  
B   25 hours  B1-B3   Worksheet   

Class Discussion  

Home Work  

   

KWL Chart   Unit Test   

Class Discussion   

√   √   √   √  
C  30 hours  C1-C3   Worksheet   

Pair Discussion  

Home Work  

   

Learning Log     

Unit Test   

Written Assignment   

√   √   √   √  
D  30 hours  D1-D2   Home Work  

Student – Teacher Conferencing  

Reflective Discussion   Unit Test  

Portfolio Assignment  

√   √   √   √  
30%       A1-D2    

and Final Exam 30% (Written Component)   

 

√  

 

√  

 

√  

 

 

√  

 

Resources 

  • Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010)  

http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf   

  • Textbook: Foundations for College Mathematics 11  
  • Growing Success Document (2010)  
  • Learning for All A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013)  
Course Final Grade & Report Card

Grading     

  • The final grade is based on performance in 3 areas: products, observations, conversations.  
  • 70% of the grade is based on evaluations conducted throughout the course.  
  • 30% is based on a final evaluation.  

Weighting of categories     

Knowledge/Understanding  Thinking/Inquiry  Communication  Application 
25%  25%  25%  25% 
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Course Grade

Grade 11

Course Code

MBF3C 

Course Category

Mathematics

Course Type

College Preparation

Course Delivery

Online

Course Duration

110h

Course Credit

1.00
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