MICHELSACADEMYCOURSE OUTLINE

DEPARTMENT: MATHEMATICS____

Headmaster: Henry Michels

Course Description
This course enables students to broaden their understanding of mathematics as it is applied inimportant areas of day-to-day living. Students will solve problems associated with earningmoney, paying taxes, and making purchases; apply calculations of simple and compound interestin saving, investing, and borrowing; and calculate the costs of transportation and travel in avariety of situations. Students will consolidate their mathematical skills as they solve problemsand communicate their thinking
Overall Expectations
By the end of this course, students will:
• interpret information about different types of remuneration, and solve problems and make decisions involving different remuneration methods;
• demonstrate an understanding of payroll deductions and their impact on purchasing power;
• demonstrate an understanding of the factors and methods involved in making and justifying informed purchasing decisions;
• describe and compare services available from financial institutions;
• demonstrate an understanding of simple and compound interest, and solve problems involving related applications;
• interpret information about different ways of borrowing and their associated costs, and makeand justify informed borrowing decisions;
• interpret information about owning and operating a vehicle, and solve problems involvingthe associated costs;
• plan and justify a route for a trip by automobile, and solve problems involving the associatedcosts;
• interpret information about different modes of transportation, and solve related problems.
Units of Study
  1. Probability ………………………. 15 hour
  2. Budgets ………………………. 15 hours
  3. Renting ………………………. 12 hours
  4. Tax Return ………………………. 13 hours
  5. Home Ownership………………. 10 hours
  6. Measuring and Estimating………………15 hours
  7. Measuring and Design…………………13 hours

Assessment and Evaluation Strategies
In order to ensure that assessment and evaluation are valid and reliable, and lead to improvement of student learning, teachers of this course use a variety of the following strategies to assess student learning and to provide them with feedback:
  • teacher observation
  • oral presentations, interviews
  • essays, reports, reviews, critiques, letters, journals, creative writing, computer lab work
  • media works
  • quizzes, tests, examinations
  • performance tasks, dramatic presentations
  • portfolios, design projects, lab work
  • self-assessment, peer assessment
  • check lists, rubrics
  • questions and answers
Some of these strategies are also used for evaluation. However, evaluation is the responsibility of the teacher and is based on individual student demonstration of course expectations. Evaluated group tasks likewise must reflect individual accountability for learning and demonstration of course expectations through work submitted.
Achievement Categories/Strands
Knowledge / Understanding 35%
Thinking 15 %
Application 35%
Communication 15% / Calculation of Final Mark
Term Evaluation:70 %
Final Evaluation:30 %

Levels of Achievement

Level 4 80 % - 100 %
Level 3* 70 % - 79 %
Level 2 60 % - 69 %
Level 1 50 % - 59 %
Level R < 50 %
* Level 3 is defined as the Provincial standard. A student achieving a Level 3 should be well prepared for work in the next grade level or the next course. /

Learning Skills

  • Responsibility
  • Organization
  • Independent Work
  • Collaboration
  • Initiative
  • Self-regulation
Learning skills are necessary for success and affect level of achievement. They will be reported as follows:
E – Excellent S – Satisfactory
G – Good N – Needs Improvement

EVALUATIONS

Evaluation

/

Mark

/

Content

/

Sem 1

/

Sem 2

Tentative Dates

Test # 1 / 4% / Probability
Test # 2 / 4% / Budgets
Test # 3 / 4% / Renting
Test # 4 / 4% / Tax Return
Test # 5 / 4% / Home Ownership
Test # 6 / 4% / Measuring and Estimating
Test #7 / 4% / Measuring and Design
In-class assignments, tasks / 42% / Ongoing / Ongoing
Summative 1
Final Summative / 10%
20% / Full Course Material / TBA / TBA