Math 10 Course Outline

CHARLES P. ALLEN HIGH SCHOOL ∞ MATHEMATICS DEPARTMENT ∞

MATH 10 COURSE OUTLINE

Teaching Staff 2013 – 2014:  J. Gray [email protected] Room 334  L. Nicholson [email protected] Room 340  M. Andrecyk [email protected] Room 335  S. Young [email protected] Room 339  A. Cleary [email protected] Room 230  J. MacLellan [email protected] Room 234  J. Joudrey [email protected] Room 233  M. Hines [email protected] Room 328

Prerequisite: Successful completion of Mathematics: Grade 9 and good to excellent performance in relation to the curriculum outcomes prescribed for Mathematics grade 9.

Textbook: Foundations and PreCalculus Mathematics 10 (Pearson) Financial Mathematics (McGraw-Hill Ryerson) Course Outline:

Measurement (50 – 55 hours) Assessment: 25% Students will be expected to:  Solve problems that involve linear measurement, using SI and imperial units of measure, estimation strategies, and measurement strategies  Apply proportional reasoning to problems that involve conversions between SI and imperial units of measure  Solve problems, using SI and imperial units, that involve the surface area and volume of 3_D objects, including right cones, right cylinders, right prisms, right pyramids and spheres  Develop and apply the primary trigonometric ratios (sine, cosine, tangent) to solve problems that involve right triangles. Algebra and Number (50 – 55 hours) Assessment: 25% Students will be expected to:  Demonstrate an understanding of irrational numbers by representing, identifying, simplifying, aned ordering irrational mumbers  Demonstrate an understanding of irrational numbers by representing, identifying, simplifying, and ordering irrational numbers  Demonstrate an understanding of powers with integral and rational exponents  Demonstrate an understanding of the multiplication of polynomial expressions (limited to monomials, binomial, and trinomials), concretely, pictorially, and symbolically  Demonstrate an understanding of common factors and trinomial factoring, concretely, pictorially and symbolically. Relations and Functions (70 – 75 hours) Assessment: 35% Students will be expected to:  Interpret and explain the relationships among data, graphs and situations  Demonstrate an understanding of relations and functions  Demonstrate an understanding of slope with respect to rise and run, line segments and lines, rate of change, parallel lines, and perpendicular lines.  Describe and represent linear relations, using words, ordered pairs, tables of values, graphs and equations.  Determine the characteristics of the graphs of linear relations. Including the intercepts, slopes, domain and range.  Relate linear relations to their graphs expressed in o slope-intercept form ( y = mx + b) o general form (Ax + By + C = 0) o slope- point form (y – y1) = m(x – x1)  Determine the equation of a linear relation to solve problems, given a graph, a point and the slope, two points, and a point and the equation of a parallel or perpendicular line.  Solve problems that involve the distance between two points and the midpoint of a line segment.  Represent a linear function using function notation  Solve problems that involve systems of the linear equations in two variables, graphically and algebraically. Financial Mathematics (40 – 45 hours) Assessment: 15% Students will be expected to:  Solve problems that involve unit pricing and currency exchange, using proportional reasoning.  Demonstrate an understanding of income to calculate gross pay and net pay, including wages, salary, contracts, commissions, and piecework.  Investigate personal budgets  Explore and give a presentation on an area of interest that involves financial mathematics. Assessment:

Mathematics courses require commitment and students must take responsibility for achieving the outcomes. Students need to make sure that they keep up with the work and seek help early if they encounter difficulties before they become insurmountable. Extra help is available at lunch hour. Unit assessments will consist of multiple opportunities for a student to demonstrate their understanding of the outcomes. Such opportunities include (but are not limited to) tests, quizzes, in-class assignments, portfolios, comprehension questions, and projects. Teachers will employ both formative and summative assessments in gathering information to determine a student grade. No one method of assessment will be worth more than 50% of the unit. Throughout the semester, students may feel that they have not successfully demonstrated their understanding of particular outcomes and would like another opportunity to demonstrate that they now “Get It”. Please refer to the “I Get It” document on teacher/school website for more details. As per HRSB Assessment Policy; grades will be derived from a student’s most recent assessment. Students are NOT permitted to exempt the final exam. There will be a provincially mandated exam for this course.

Final Assessment: 80% Course Outline 20% Final Exam Continuous School Improvement (CSI): Literacy Goal: Students will develop their critical thinking skills.

Math Goal: Students will develop their mathematical critical thinking skills with a focus on improving achievement on level three questions.

A level 3 question is one in which students have the necessary skills/tools to solve a problem which is unfamiliar. This requires higher order thinking skills and problem solving techniques. Throughout the course of this year, as part of our CSI goal, teachers in the math department will expose their students to these types of problems and give them strategies that will help refine their critical thinking skills so that they are able to deal with this type of a problem. For the school year 2013-14, the focus of CSI will be using technology to help achieve the goals.

Communication of Student Achievement: A collaborative effort of all stakeholders (student / parent/ teacher) is important to ensure student academic success. In an effort to maintain communications, a number of avenues are available.  Class Web sites are updated daily  Marks and attendance can be checked at any time on the Parent/ Student Portal of Powerschool. (If you do not have a password for the portal, please contact the main office)  The Auto-dialer calls home regarding unexcused absences and upcoming events.  Parents and students are encouraged to contact the teacher via email if they have any concerns regarding academic progress.  Important dates include: o Curriculum night: September 17, 2013 o Parent/teacher interviews: November 13 (1:30 - 3:30) November 21 (6:30 - 8:30) o “ I Get It” week: Jan 10 - 17

Creating a Positive Learning Environment: To maximize the opportunities for success it is important:  To be on time and prepared with the necessary materials and text  To display proper classroom etiquette and participate in classroom activities  To complete all assigned homework and to expect periodic homework checks  To continuously review covered materials in preparation for periodic probes and quizzes  To adequately prepare for all tests  To assume full responsibility for any or all missed class work or assessments  To attend offered or available extra help sessions when needed  To attend the Assignment Recovery Room to complete assigned work