4433 Sheppard Avenue East, 2 Toronto, Ontario M1S 1V3
This course builds on students' previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.
By the end of this course, students will:
Students will follow a similar pattern of instructions in all units. To begin students will be involved in the exploration of an investigation of a concept. Then they will apply what they have learned in several real life scenarios or applications of the concept. Students will see solutions to applications after they try to solve them for themselves. Then students will complete assignments where no solutions are provided and submit these for assessment. Finally the unit ends with a test or other suitable assessment of learning such as projects. Since 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. Seven mathematical processes will form the heart of the teaching and learning strategies used.
Other strategies used include; Guided Exploration, Problem Solving, Graphing, Visuals, Direct Instruction, Independent Reading, Independent Study, Ideal Problem Solving, Model analysis, Logical Mathematical Intelligence, Graphing Applications, and Problem Posing.
Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.
As essential steps in assessment • plan assessment concurrently and integrate it seamlessly with instruction; • share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses; • gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools; • use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals; • analyse and interpret evidence of learning; • give and receive specific and timely descriptive feedback about student learning; • help students to develop skills of peer and self-assessment.
Teachers will also ensure that they assess students’ development of learning skills and work habits, using the assessment approaches described above to gather information and provide feedback to students.
The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows: - 70% of the grade will be based upon evaluations and assessments of learning conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement. All assessments of learning will be based on evaluations developed from the four categories of the Achievement Chart for the course.
- 30% of the grade will be based on a final evaluation administered at the end of the course and may be comprised of one or more strategies including tests and projects.. This final evaluation will be based on an evaluation developed from all four categories of the Achievement Chart for the course and of expectations from all units of the course. The weighting of the four categories of the Achievement Chart for the entire course including the final evaluation will be as follows.
l 70% for assessment of learning throughout the course ü 5 Tests: 35%=5 * 7% ü 2 Assignments: 14 %=2 * 7% ü 3 Projects: 21% = 3* 7%
l 30% for final evaluations conducted near/at the end of the course ü Project= 10% ü Final exam= 20%
The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.
Teachers who are planning a program in Mathematics must take into account considerations in a number of important areas. The areas of concern to all teachers that are outlined include the following: - Teaching Approaches
- Program Considerations for English Language Learners
- Literacy and Inquiry/Research Skills
- The Role of Information and Communication Technology in Mathematics
- Career Education in Mathematics
Considerations relating to the areas listed above that have particular relevance for teachers planning programs in Mathematics:
McGraw-Hill
Ryerson, McGraw-Hill Ryerson Calculus
and Vectors 12,
Nelson Education Ltd., Nelson Calculus and Vectors, © 2009
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