This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, algebra, measurement, geometry, data, probability, and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning, and algebraic reasoning, as they solve problems and communicate their thinking.
By the end of this course, students will develop the following skills in these different areas:
| 1. Social-Emotional Learning (SEL) Skills in Mathematics | |
| 1.1 | develop and explore a variety of social-emotional learning skills in a context that supports and reflects this learning in connection with the expectations across all other strands |
| 2. Mathematical Thinking and Making Connections | |
| 2.1 | apply the mathematical processes to develop a conceptual understanding of, and procedural fluency with, the mathematics they are learning |
| 2.2 | make connections between mathematics and various knowledge systems, their lived experiences, and various real-life applications of mathematics, including careers |
| 3. Number | |
| 3.1 | demonstrate an understanding of the development and use of numbers, and make connections between sets of numbers |
| 3.2 | represent numbers in various ways, evaluate powers, and simplify expressions by using the relationships between powers and their exponents |
| 3.3 | apply an understanding of rational numbers, ratios, rates, percentages, and proportions, in various mathematical contexts, and to solve problems |
| 4. Algebra | |
| 4.1 | demonstrate an understanding of the development and use of algebraic concepts and of their connection to numbers, using various tools and representations |
| 4.2 | apply coding skills to represent mathematical concepts and relationships dynamically, and to solve problems, in algebra and across the other strands |
| 4.3 | represent and compare linear and non-linear relations that model real-life situations, and use these representations to make predictions |
| 4.4 | demonstrate an understanding of the characteristics of various representations of linear and non-linear relations, using tools, including coding when appropriate |
| 5. Data | |
| 5.1 | describe the collection and use of data, and represent and analyze data involving one and two variables |
| 5.2 | apply the process of mathematics modelling, using data and mathematical concepts from other strands, to represent, analyze, make predictions, and provide insight into real-life situations |
| 6. Geometry and Measurement | |
| 6.1 | demonstrate an understanding of the development and use of geometric and measurement relationships, and apply these relationships to solve problems, including problems involving real-life situations |
| 7. Financial Literacy | |
| 7.1 | demonstrate the knowledge and skills needed to make informed financial decisions |
| Time Allocated | |
|---|---|
| 1. Number | |
This unit will expand on the use of fractions, ratios, rates, proportions, and number sets, as well as introduce the rules for working with exponents. Students will also be introduced to abstract concepts like infinite sets and limits of a pattern. | 20 hours |
| 2. Algebra and Coding | |
This unit will focus on setting the foundations for working with linear relationships. Students will investigate the properties of linear and non-linear relationships, the different representations of linear relationships, and solve theoretical and application problems involving linear relationships. The unit will also connect algebraic concepts to coding applications. Students will read and write pseudocode, making use of comparative statements and loops, that produces solutions to real-life problems. | 29 hours |
| 3. Geometry and Measurement | |
This unit explores a variety of measurement systems and introduces the factor label method for converting between different unit types. Students will also investigate geometric relationships such as the volume differences between pyramids and prisms as well as cones and cylinders. | 20 hours |
| 4. Data | |
This unit will expand on the foundations of data collection and data analysis and build toward a project where students conduct a survey and analyze their data. Students will create a mathematical model for their data and test its validity. | 23 hours |
| 5. Financial Literacy | |
This unit will build on the idea of compound interest and students will learn | 15 hours |
| 6. FINAL EXAMINATION | |
This is a proctored exam worth 30% of your final grade. | 3 hours |
| Total | 110 Hours |
This course is organized into a semester format. Lessons and activities will be presented to
students via the internet. Synchronous lessons will be provided through live online teaching
and lessons, and student to student discussion forums.
A variety of strategies will be used in the online delivery of this course. Instructional
strategies will include but are not limited to:
● Teacher directed lessons
● Cooperative learning
● Independent research
● Peer to Peer learning
● Multi-media presentation
Learning goals will be discussed at the beginning of each lesson and success criteria will be
provided to students. The success criteria are used to develop the assessment tools in this
course, including rubrics and checklists.
The over-riding aim of this course is to help students use the language of mathematics
skillfully, confidently, and flexibly. A wide variety of instructional strategies are used to provide
learning opportunities to accommodate a variety of learning styles, interests, and ability
levels. The following mathematical processes are used throughout the course as strategies
for teaching and learning the concepts presented.
A variety of assessment and evaluation methods, strategies and tools are required as
appropriate to the expectation being assessed. These include diagnostic, formative and
summative within the course and within each unit.
Assessment FOR Learning and Assessment AS Learning is obtained through a variety of
means, including the following:
● Ongoing descriptive feedback, including descriptive feedback on students’ plans for
their venture
● Self-assessment
● Peer assessment
● Student/Teacher Conferences on a regular basis to:
o verbalize observations
o ask questions
o clarify understanding
Evidence of student achievement (assessment of learning) is collected through ongoing
observations of most consistent work, with consideration given to most recent work from
various sources.
Assessment and evaluation in this course will be based on the provincial curriculum
expectations. Students will be provided with numerous and varied opportunities to
demonstrate the full extent of their achievement. Categories of assessment and breakdowns
are as follows:
● Knowledge 30%
● Thinking Inquiry 25%
● Application 25%
● Communication 20%
A final grade will be determined as follows:
● Term Work 70%
o Tests (60%), Assignments (30%), Quizzes (10%)
● Final Examination 30%
Students with special needs and English Language Learners will be provided with
accommodation, including additional time, assistive technology, and scribe where available.
Learning Skills listed below are key to student success. Learning Skills are assessed
independently of achievement and are determined through observation and participation. A
check list and student conference will be used to determine the level in each category.
1. Responsibility
2. Organization
3. Independent Work
4. Collaboration
5. Initiative
6. Self-Regulation
$549.00
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