ACADEMIC MATH GRADE 10 MPM-2D1

Description of Course:

This course enables students to broaden their understanding of relations, extend their skills in multi-step problem solving, and continue to develop their abilities in abstract reasoning. Students will pursue investigations of quadratic functions and their applications; solve and apply linear systems; solve multi-step problems in analytic geometry to verify properties of geometric figures; investigate the trigonometry of right and acute triangles; and develop supporting algebraic skills

Pre-Requisite or Co-Requisite: MPM-1D1

Policy Document Reference: Page 25-29, in the Ministry Document, The Ontario Curriculum, Grades 9 and 10

Textbook(s):Mathematics 10, NELSON

Unit Titles (With approximate time allotted per unit)

UNIT 1: USING LINEAR SYSTEMS TO SOLVE PROBLEMS ..................................................... 17 classesUNIT 2: CO-ORDINATES AND GEOMETRY............................................................................... 15 classes

UNIT 3A: INTRODUCTION TO QUADRATIC RELATIONS........................................................... 10 classes

UNIT 3B: QUADRATIC RELATIONS.................................................................................................12 classes

UNIT 4: GRAPHING QUADRATIC RELATIONS .......................................................................... 17 classes

UNIT 5: INTRODUCTION TO TRIGONOMETRY – RIGHT TRIANGLES................................... 10 classes

UNIT 6: USING NON-RIGHT TRIANGLES IN TRIGONOMETRY............................................... 5 classes

CULMINATING ACTIVITY AND EXAM REVIEW........................................................................... 4 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 5 %

Technology-based Activities 10 %

Unit Tests 40 %

Rich Assessment Tasks/ Projects 5 %

Total Term Mark 70%

 Assessment Instruments

Culminating Activity 5%

Final Examination 25%

Total Final Summative 30%

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

►TI83+ Graphing Calculator or a Scientific Calculator

►Myer Student Agenda

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