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Rothwell-Osnabruck School

COURSE OUTLINE Course: MBF3C: Foundations of College Mathematics


Credit Value: 1 credit Date: February 2013 This course was designed in accordance with the Ontario Curriculum Policy Document http://www.edu.gov.on.ca/eng/curriculum/secondary/ Teacher: C. Tinkess Program Leader: J. Grayson Principal: S. Rutters COURSE DESCRIPTION This course enables students to broaden their understanding of mathematics as a problem-solving tool in the real world. Students will extend their understanding of quadratic relations; investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; develop their ability to reason by collecting, analyzing, and evaluating data involving one variable; connect probability and statistics; and solve problems in geometry and trigonometry. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. Prerequisite: Foundations of Mathematics, Grade 10, Applied AREAS OF STUDY Make connections between the numeric, graphical, and algebraic representations of quadratic relations, and use the connections to solve problems; Demonstrate an understanding of exponents, and make connections Mathematical Models between the numeric, graphical, and algebraic representations of exponential relations; Describe and represent exponential relations, and solve problems involving exponential relations arising from real world applications. Compare simple and compound interest, relate compound interest to exponential growth, and solve problems involving compound interest; Personal Finance Compare services available from financial institutions, and solve problems involving the cost of making purchases on credit; Interpret information about owning and operating a vehicle, and solve problems involving the associated costs. Represent, in a variety of ways, two-dimensional shapes and three dimensional figures arising from real world applications and solve Geometry and design problems. Trigonometry Solve problems involving trigonometry in acute triangles using the sine law and the cosine law, including problems arising from real world applications. Solve problems involving one-variable data by collecting, organizing, analyzing, and evaluating data; Data Management Determine and represent probability, and identify and interpret its applications. RESOURCE MATERIALS Foundations for College Mathematics 11, McGraw-Hill Ryerson, 2007

Upper Canada District School Board

ASSESSMENT,EVALUATION AND MARK BREAKDOWN The primary purpose of assessment and evaluation is to improve student learning. Growing Success, 2010 The following two areas of achievement are the focus of assessment, evaluation and reporting in this course as per Ontario policy as outlined in Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, 2010. The basis of assessment, evaluation and reporting in each category for this course is outlined below: 1. Achievement of Curriculum Expectations : Students will be provided with many opportunities to demonstrate their knowledge and skills of the course content. Assessment will occur on a frequent basis in order to receive feedback on how to improve. Evaluations will be based on the following four categories of the achievement chart: Knowledge and Understanding, Thinking, Communication, and Application. The final grade for this course will be determined on from the following evaluations: Evaluation Task Unit Tests Unit Reviews Unit Projects Exam % of Final Mark 25% 15% 30% 30% Due Date Throughout Course Throughout Course Throughout Course End of course

2. Demonstration of Learning Skills and Work Habits: Students will also be assessed/evaluated continually on the following learning skills and work habits: - Responsibility - Organization - Independent Work - Collaboration - Initiative - Self-regulation MISSED ASSIGNMENTS It is the expectation that all assignments will be successfully completed by the initial due date.

Every reasonable effort must be made by students to submit all assignments by the set due date. If an assignment is not submitted by the assigned due date, the following steps will be taken: 1) The teacher and student will meet to find out why the assignment has not been submitted. A new due date will be provided to the student. The teacher will contact the home of the student and speak with a parent/guardian about the late assignment. 2) The teacher and student will arrange a time for the student to complete the assignment during the school day via Homework Haven as required. 3) The student will be referred to the vice-principal or principal, if he/she has not submitted assignment(s) measuring achievement of an overall expectation within the negotiated timelines. 4) The vice-principal or principal may refer the student to the student success teacher, or the learning resource teacher to assist with the completion of the assignment. Withdrawal of classroom and/or extracurricular privileges may be necessary. 5) Assignments measuring student achievement of an overall expectation of the course, which are not submitted may result in insufficient evaluation data and the credit may be at risk.

COURSE SCHEDULE Date Topic Review Trigonometry Trigonometry Probability Probability March Break! Data Management Data Management Quadratic Relations Quadratic Relations Quadratic Relations Quadratic Relations Geometry Geometry Exponents Exponents Personal Finance Personal Finance Personal Finance Review Contact Information Contact Corey Tinkess Rothwell-Osnabruck Secondary School Phone: (613) 537-2454 Email: corey.tinkess@ucdsb.on.ca Evaluation

Feb. 4-8 11-15 19-22 25-1 March 4-8 11-15 18-22 25-28 April 2-5 8-12 15-19 22-26 29-3 May 6-10 13-17 21-24 27-30 June 3-7 10-14 17-19

Unit Test Unit Project Vacation Time! Unit Test

Unit Test Unit Test Unit Test Unit Project Unit Test