Required Resources for Students:
Scanner, Smartphone Camera, or Similar Device
- Purpose: To digitize handwritten or hand-drawn work.
Non-programmable, Non-graphing, Scientific Calculator
- Purpose: For mathematical calculations without programmable or graphing capabilities.
Spreadsheet Software
- Options:
- Microsoft Excel TM
- Mac Numbers TM
- Equivalent software
- Purpose: For data analysis, calculations, and creating spreadsheets.
Word Processing Software
- Options:
- Microsoft Word TM
- Mac Pages TM
- Equivalent software
- Purpose: For writing essays, reports, and other text-based assignments.
Microphone and Audio Recording Software
- Purpose: For recording audio assignments, lectures, or discussions.
Graphing Software
- For Windows Users: A link to free graphing software will be provided in the course.
- For Mac Users: Grapher TM software that is pre-installed is recommended.
- Purpose: For creating graphs, charts, and visual representations of data.
Recommendations for Students:
Ensure that the scanner or smartphone camera produces clear and legible digital copies of handwritten or hand-drawn work.
Familiarize yourself with the scientific calculator's functions and limitations to use it effectively for course-related calculations.
Learn the basics of spreadsheet and word processing software if you are not already familiar with them, as they are essential tools for many academic tasks.
Test the microphone and audio recording software in advance to ensure it captures clear audio for any required recordings.
Install and become familiar with the recommended graphing software based on your operating system to create accurate and professional-looking graphs for assignments and projects.
By ensuring you have these resources and are proficient in using them, you will be well-prepared to complete your course assignments and participate effectively in your educational program.
Types of Assessment
| Evidence of 'Assessment FOR' & 'Assessment AS' | Evidence of 'Assessment OF' |
| Diagnostic Quizzes | Textbook Practice Problems | Marked Assignments |
| Teacher-Led Review | Homework / Extra Worksheets | Unit Tests |
| Seatwork | In-Class Problem Solving | Exam |
| Class discussions | Board Activities | |
| Assessment and Evaluation Tools Used: |
| Rubrics | Verbal Feedback |
| Marking Schemes | Anecdotal Comments |
Final Mark Calculation
Calculation of the Term Mark will be based upon the Categories of the Achievement Chart. This chart is meant to assist teachers in planning instruction and learning activities for the achievement of the curriculum expectations. It is also used in designing assessment and evaluation tasks and tools and in providing feedback to students. Each mathematical topic will contain each category in the chart due to the integrated nature of the discipline in mathematics. Final marks will be calculated as follows:| Term Work: 70% |
|---|
| Category | Weight | |
|---|
| Knowledge and Understanding: | 25% | |
| Thinking and Inquiry: | 25% | |
| Application: | 25% | |
| Communication: | 25% | |
|
| Final Summative Evaluation: 30% |
|---|
| Category | Weight | |
|---|
| Knowledge and Understanding: | 25% | |
| Thinking and Inquiry: | 25% | |
| Application: | 25% | |
| Communication: | 25% | |
|
Thinking and Inquiry: 25% Final Exam 30% Application: 25% Communication: 25% Final Summative Evaluation: 30% Category Weight Knowledge and Understanding: 25% Thinking and Inquiry: 25% Application: 25% Communication: 25%Teaching and Learning Strategies:
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 will form the heart of the teaching and learning strategies used: Communicating: This course offers students many opportunities to share their understanding both in oral as well as written form. Students will discuss concepts they have learned through discussion boards, write reports which relate concepts taught to real-world applications, and create presentations to demonstrate understanding of some concepts. Problem solving: This course scaffolds student learning by building on prior knowledge and skills. Students will have the opportunity to review prior concepts and will be presented with problems that require them to apply their skills in new ways to solve problems related to real-world applications. Reflecting: This course models the reflective process. Through the use of examples and practice exercises, the course demonstrates proper communication to explain intermediate steps and reflect on solutions to determine if they make sense in the given context. Selecting Tools and Computational Strategies: This course models the use of graphing software to help solve problems and to familiarize students with technologies that can help make solving problems faster and more accurate. Connecting: Students will connect the concepts taught in the course to real-world applications (e.g. concepts related to polynomial functions will be connected to applications in engineering). Students will have opportunities to connect previous concepts to new concepts through posed problems, investigations, and enrichment activities. Self-Assessment: Through the use of interactive activities (e.g. multiple choice quizzes, and drag-and- drop activities) students receive instantaneous feedback and are able to self-assess their understanding of concepts.