MPM2DAcademy of Distance EducationCOURSE OUTLINESchool: Academy Of Distance Education Course Title: Principles of Mathematics Mathematics (MFM1P) Course Developer: Department Mathematics Course Origin This course has been developed by the Academy of Distance Education’s department of mathematics in accordance with the Ontario curriculum document, “Ontario Curriculum, Mathematics, Grades 9 & 10, 2005, revised” Description
This course enables students to broaden their understanding of relationships and extend their problemsolving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multistep problems. The Grade 10 mathematics builds on the knowledge of concepts and skills that students are expected to have by the end of Grades 8 and 9 mathematics. Likewise this course is designed to foster the development of the knowledge and skills students need to succeed in their subsequent mathematics courses, which will prepare them for the postsecondary destinations of their choosing. Prerequisite: Mathematics, Grade 9, Academic or Applied STRANDS IN THE GRADE 10 MATHEMATICS ACADEMIC CURRICULUM The expectations are organized into 3 strands representing the major content areas in the mathematics grade 10 Ontario curriculums. Students also undertake processes such as problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing and communicating. The three strands are as follows: Strand1/Unit1 A. Analytic Geometry Overall Expectations By the end of this course, students will: A1 • model and solve problems involving the intersection of two straight lines; A2 • solve problems using analytic geometry involving properties of lines and line segments; A3 • verify geometric properties of triangles and quadrilaterals, using analytic geometry.
Strand2/Unit2 B. Quadratic Relations of the Form y = ax^{2} + bx + c Overall Expectations By the end of this strand, students will: B1 • determine the basic properties of quadratic relations; B2 • relate transformations of the graph of y = x2 to the algebraic representation y = a(x – h)2 + k; B3 • solve quadratic equations and interpret the solutions with respect to the corresponding Relations; B4 • solve problems involving quadratic relations. Strand3/Unit3 C. Trigonometry Overall Expectations By the end of this course, students will: C1 • model and solve problems involving the intersection of two straight lines; C2 • solve problems using analytic geometry involving properties of lines and line segments; C3 • verify geometric properties of triangles and quadrilaterals, using analytic geometry. Course content/time allocation
Total: 110 hours Teaching and Learning Strategies and Tools Because the course the nature of the teaching strategies of the course is electronic delivery, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations. Examples E Teaching/ ELearning Strategies in the course/courses:
Teaching/Learning Tools: (all designed to meet the requirements of eschooling)
Assessment & Evaluation; Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, onsite and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does accesscontrolled online testing and quizzing where possibilities of extrapersonal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of elearning and eteaching are maximized and not diminished by factors that could be brought forth by the introduction of nontraditional classrooms. In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.
In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change. Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and peer assessment tools done led and /or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders. Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available. Assessment Strategies: The actual assessment instruments used as the process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:
Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:
The Final Grade: Evaluating the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The student’s overall achievement is represented by a percentage grade which reflects the corresponding level of achievement as described in the Achievement chart (below) for this discipline. When the final percentage awarded is 50% or more a credit will be granted. The final grade for this course will be determined as follows: 70% of the grade will be based upon assessment tasks completed 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 the most recent evidence of achievement. 30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task will take the form of a final examination. The exam is worth 30% of the student’s final mark in the course. Overall Term Assessment/Evaluation· Tests & Quizzes 40 % · Assignments 30 % · Final Examination 30 % Strand/Unit specific evaluations Strand1/Unit1 Analytic Geometry Quizzes 6.67% Assignments 10% Unit Test 6.67% 23.3% Strand2/Unit2 Quadratic Relations of the Form y = ax^{2} + bx + c Quizzes 6.67% Assignments 10% Unit Test 6.67% 23.3%
Strand3/Unit3 Trigonometry Quizzes 6.67% Assignments 10% Unit Test 6.67% 23.3%
Finals Grade = Term Work (23.3% + 23.3% + 23.3%) + Final Exam (30%) = 100%. Resources:
