COURSE INFORMATION SHEET
Course Information Sheet
Date: 2016-2017
Secondary School: Brebeuf College
Department Head: Brad Ryan
Teacher: Ms. George
Department: MATH
|Curriculum Policy Document |The Ontario Curriculum Grades 11 and 12: Mathematics |
|Course Title |Foundations for College Mathematics Grade 11, College |Course Code |MBF3C |
| |Preparation | | |
| | |Grade |11 |
|Pre-requisite |MFM 2P |Credit Value |1 |
|Course 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, 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. |
|Listed in order of instructional delivery |
|Strand/Unit Titles: |Overall Expectations |
|Mathematical Models |• make connections between the numeric, graphical, and algebraic representations of quadratic relations,|
| |and use the connections to solve problems; |
| |• demonstrate an understanding of exponents, and make connections between the numeric, graphical, and |
| |algebraic representations of exponential relations; |
| |• describe and represent exponential relations, and solve problems involving exponential relations |
| |arising from real-world applications. |
| Personal Finance |• compare simple and compound interest, relate compound interest to exponential growth, and solve |
| |problems involving compound interest; |
| |• compare services available from financial institutions, and solve problems involving the cost of |
| |making purchases on credit; |
| |• interpret information about owning and operating a vehicle, and solve problems involving the |
| |associated costs. |
|Geometry and Trigonometry |• represent, in a variety of ways, two-dimensional shapes and three-dimensional figures arising from |
| |real-world applications, and solve design problems; |
| |• solve problems involving trigonometry in acute triangles using the sine law and the cosine law, |
| |including problems arising from real-world applications. |
|Data Management |• solve problems involving one-variable data by collecting, organizing, analysing, and evaluating data; |
| |• determine and represent probability, and identify and interpret its applications. |
Textbook: Foundations for College Math, 11
McGraw-Hill Ryerson
(Replacement Cost: $75)
|Student Evaluation Criteria |
|Term – 70% |Final – 30% |Final Report Card Grade Calculation |
|10 ≤ Weighting≤40 |Weighting |Term Total + Final Total = Report Card Mark |
|Knowledge |40 |EXAM /SUMMATIVE ASSESSMENT |30 | |
|Inquiry |10 | | | |
|Communication |10 | | | |
|Application |10 | | | |
| | | | | |
|Total |70 |Total |30 | |
QUIZ AND TEST POLICY
Unit tests and quizzes are a required part of the assessment and evaluation in the course. Students who are absent on the day of a test, on returning to class, must produce a letter detailing the medical reason for absence. As a result of this, ‘no mark’ will be entered for the student. This will have no effect on the student’s average. After the exam, ‘no mark’ will be replaced by the exam mark with the suitable weighting.
For example: Student, with acceptable reason for absence, misses a unit test worth 36 marks. The student’s final exam mark is 76%. Therefore, ‘no mark’ will be replaced by 36 ( 76% i.e. 27.4 to one decimal place.
When a test or quiz date is announced by the teacher, it is very important that each student check her/his schedule immediately and inform the teacher of any conflicting SCHOOL activity.
ABSENCES
Absence from class should be kept to a minimum in order to achieve at the highest level.
If a student knows in advance of an absence, he/she should ask the teacher for the relevant work.
If the absence is unexpected, the student should phone a classmate or the school (416-393-5556) to find out the missed work.
|Learning Skills Criteria |
|In each reporting period, report on the quality of the learning skills demonstrated by the student in each of the categories identified on the|
|report card using the following letter symbols. |
|E–Excellent G–Good S–Satisfactory N–Needs Improvement |
|Works Independently |
|• accomplishes tasks independently |• demonstrates persistence in bringing tasks to completion |
|• accepts responsibility for completing tasks |• uses time effectively |
|• follows instructions |• uses prior knowledge and experience to solve problems and make |
|• regularly completes assignments on time and with care |decisions |
|• demonstrates self-direction in learning |• reflects on learning experiences |
|• independently selects, evaluates, and uses appropriate learning | |
|materials, resources, and activities | |
|Organization |
|• organizes work when faced with a number of tasks |• manages and uses time effectively and creatively |
|• devises and follows a coherent plan to complete a task |• demonstrates ability to organize and manage information |
|• follows specific steps to reach goals or to make improvements |• follows an effective process for inquiry and research |
|• revises steps and strategies when necessary to achieve a goal |• uses appropriate information technologies to organize information |
| |and tasks |
|Initiative |
|• seeks out new opportunities for learning |• approaches new learning situations with confidence and a positive |
|• responds to challenges and takes risks |attitude |
|• demonstrates interest and curiosity about concepts, objects, events,|• develops original ideas and devises innovative procedures |
|and resources |• attempts a variety of learning activities |
|• seeks necessary and additional information in print, electronic, and|• seeks assistance when needed |
|media resources |• uses information technologies in creative ways to improve learning |
|• identifies problems to solve, conducts investigations, and generates|for self or others |
|questions for further inquiry | |
|• requires little prompting to complete a task, displaying | |
|self-motivation and self-direction | |
|Teamwork |
|• works willingly and cooperatively with others |• questions the ideas of the group to seek clarification, test |
|• shares resources, materials, and equipment with others |thinking, or reach agreement |
|• responds and is sensitive to the needs and welfare of others |• shows respect for the ideas and opinions of others in the group or |
|• solves problems collaboratively |class |
|• accepts various roles, including leadership roles |• listens attentively, without interrupting |
|• takes responsibility for his or her own share of the work to be done|• in discussions, paraphrases points of view and asks questions to |
|• works to help achieve the goals of the group or the class |clarify meaning and promote understanding |
|• helps to motivate others, encouraging them to participate |• recognizes the contribution of group members by means of |
|• contributes information and ideas to solve problems and make |encouragement, support, or praise |
|decisions |• seeks consensus and negotiates agreement before making decisions |
|Work Habits/Homework |
|• completes homework on time and with care |• begins work promptly and uses time effectively |
|• puts forth consistent effort |• perseveres with complex projects that require sustained effort |
|• follows directions |• applies effective study practices |
|• shows attention to detail | |
|• uses materials and equipment effectively | |
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