MATHEMATICS OF PERSONAL FINANCE,

GRADE 11, COLLEGE PREPARATION (MBF3C)

Description of Course:

This course enables students to broaden their understanding of exponential growth and of important areas of personal finance. Students will investigate properties of exponential functions and develop skills in manipulating exponential expressions; solve problems and investigate financial applications involving compound interest and annuities; and apply mathematics in making informed decisions about transportation, accommodation, and career choices.

Pre-Requisite or Co-Requisite : MFM2P or MPM2D

Policy Document Reference: Page 27-32, in the Ministry Document,

                                                 The Ontario Curriculum, Grades 11 and 12

Textbook(s):MATHEMATICS MAKING FINANCIAL DECISIONS McGraw-Hill Ryerson

Unit Titles (With approximate time allotted per unit)

Unit 1: Personal Financial Planning .................................................... 9 classes

Unit 2: Exponential Expressions ........................................................ 9 classes

Unit 3: Sequences and Simple and Compound Interest .................... 9 classes

Unit 4: The Effects of Compounding ................................................ 10 classes

Unit 5: Series and Annuities ............................................................. 15 classes

Unit 6: Exponential Growth ............................................................... 12 classes

Unit 7: Vehicle Costs ......................................................................... 11 classes

Unit 8: Consumer Spending ............................................................... 4 classes

Unit 9: Accommodation Costs ........................................................... 4 classes

Unit 10: Personal Financial Decisions ................................................. 4 classes

Culminating Activities ........................................................................ 3 classes

Assessment and Evaluation

According to Ministry policy, the primary purpose of assessment and evaluation is to improve student learning.

It will be based upon the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum policy documents.

Assessment is the process of gathering information from a variety of sources such as assignments, demonstrations, projects, learning skills, etc.

Evaluation is the process of judging the value of the student’s work on the basis of established criteria and assigning a value to represent that quality. The course evaluation is based on the DSBN Subject Council Consistency in Assessment and Evaluation Agreement, 2003-2004.

Learning Skills 

These skills are supportive of student learning. Marks serve another purpose. A student’s ability to work with others, to attend class regularly, to be punctual, and to keep up with the work and maintain an accurate and complete notebook is very important and has an impact on how well a student performs. The report card allows these skills to be recorded for the public record. Therefore, teachers will continue to record information on these skills and assign a value to them for the report card.

Types of Assessment, Evaluation and Activities

Written reports

Projects

Oral presentations/communication skills

Homework

Quizzes

Assignments

Unit Tests

Term Work Assessment       70%

 Summative Assessment       30%

Assessment Instruments

Quizzes and/or Assignments 10%

Performance Tasks 20%

Technology-based Activities 10%

Unit Tests 25%

Rich Assessment Tasks and/or 5%

Projects

Assessment Instruments

Culminating Activity 10 %

Final Examination 20%

Specific Course Expectations:

Students should have with them each day: ►3 ring binder containing lined, blank and graph paper, with dividers

►Pencil, pen, ruler, eraser

►Myer Student Agenda

►TI83 or Scientific Calculator

Students should attempt to fully complete each day’s assigned work and seek extra help with

difficult topics.