Course Outline- MATH 10C
Hines Creek Composite School
2017
Instructor: Mr. M. Aldridge
i. Course Overview
Math 10C is intended as a continuation of Math 9 (and all previous years of instruction) and a precursor to both Math 20-2 and Math 20-1.
Students will continue to develop inductive, deductive, spatial reasoning and problem solving skills as they work within the general outcomes of:
-measurement
-trigonometry
-factors and products
-roots and powers
-relations and functions
-linear functions
-systems of linear equations
ii. Materials
The following materials should be considered daily requirements (even if they are not used for a particular period). Only the instructor may make changes to this list.
-textbook
-notebook or binder
-pencil
-eraser
-two coloured pens
-geometry set
-previous handouts and assignments
-Texas Instruments TI-83+ or 84 graphing calculator
iii. Expectations
The Math and Science Department of Hines Creek Composite School has determined that certain fundamental behaviours are essential for learning. Therefore the following will be considered common practice amongst all science and math classes at the junior and senior high level.
Students will not be allowed to get materials from their lockers once class has commenced. Students who do not have the necessary materials will need to rely on borrowing materials from classmates. This will not be allowed if it causes a disruption. Students who are unprepared may not be able to complete classwork and as such any class or work time missed as the result of a student being unprepared will make the student responsible for making up an equivalent amount of time. This will occur during the next lunch period in a location specified by the instructor. Additional lunch periods may be required to make up extended amounts of missed class time, at the discretion of the instructor.
Students with overdue, missing, or incomplete assignments will also be required to make up these assignments during their lunch periods until the assignment has been completed.
It is the student’s responsibility to arrive at their designated location as close to the beginning of the lunch period as possible (the instructor shall determine whether any delay is reasonable). Failure to do so will result in the student being referred to administration for further discipline.
If an emergency situation occurs beyond the student’s control, the student will be required to immediately make up this time at next lunch period.
Regular attendance is a requirement for academic success. Therefore students should attempt to minimize their absences as much as possible. It is the responsibility of the student to determine what they’ve missed and to complete any outstanding assignments in a timely manner. This may cause the student to have to put in time and work outside of class.
Students are required to be in their seat with their books opened before the bell signalling the beginning of the block.
Students are expected to behave in a manner conducive to learning. If a student’s behaviour disrupts their own learning or any other student’s learning, they will be removed from class and will be required to make up an equivalent amount of time during the lunch period.
Every attempt will be made to allow a student to be successful in the classroom. Repeated failure to follow the procedures outlined above will result in students being referred to administration for further discipline.
*I allow students to use personal electronic devices as calculators and encourage their use as research tools in class, but remind you that these devices are not allowed during final exams; don’t be caught unprepared!
**Listening to music is permitted during independent work only, at a volume that is inaudible to the rest of the class.
The use of the aforementioned devices is a privilege granted by myself, and is therefore completely at my discretion. Use them responsibly, and do not assume that my personal policy applies to other instructors’ classes.
***Due to prior abuses of privilege, electronic devices will not be permitted this semester***
iv. Course Content
[C] Communication [PS] Problem Solving [CN] Connections [R] Reasoning [ME] Mental Mathematics [T]Technology and Estimation [V] Visualization
Measurement
It is expected that students will:
Develop spatial sense and proportional reasoning.
1. Solve problems that involve linear measurement, using:
• SI and imperial units of measure
• estimation strategies
• measurement strategies.
[ME, PS, V]
2. Apply proportional reasoning to problems that involve conversions between SI and imperial units of measure.
[C, ME, PS]
3. Solve problems, using SI and imperial units, that involve the surface area and volume of 3-D objects, including:
• right cones
• right cylinders
• right prisms
• right pyramids
• spheres.
[CN, PS, R, V]
4. Develop and apply the primary trigonometric ratios (sine, cosine, tangent) to solve problems that involve right triangles.
[C, CN, PS, R, T, V]
Algebra and Number
It is expected that students will:
Develop algebraic reasoning and number sense.
1. Demonstrate an understanding of factors of whole numbers by determining the:
• prime factors
• greatest common factor
• least common multiple
• square root
• cube root.
[CN, ME, R]
2. Demonstrate an understanding of irrational numbers by:
• representing, identifying and simplifying irrational numbers
• ordering irrational numbers.
[CN, ME, R, V]
[ICT: C6–2.3]
3. Demonstrate an understanding of powers with integral and rational exponents.
[C, CN, PS, R]
4. Demonstrate an understanding of the multiplication of polynomial expressions (limited to monomials, binomials and trinomials), concretely, pictorially and symbolically.
[CN, R, V]
5. Demonstrate an understanding of common factors and trinomial factoring, concretely, pictorially and symbolically.
[C, CN, R, V]
Relations and Functions
It is expected that students will:
Develop algebraic and graphical reasoning through the study of relations.
1. Interpret and explain the relationships among data, graphs and situations.
[C, CN, R, T, V]
[ICT: C6–4.3, C7–4.2]
2. Demonstrate an understanding of relations and functions.
[C, R, V]
3. Demonstrate an understanding of slope with respect to:
• rise and run
• line segments and lines
• rate of change
• parallel lines
• perpendicular lines.
[PS, R, V]
4. Describe and represent linear relations, using:
• words
• ordered pairs
• tables of values
• graphs
• equations.
[C, CN, R, V]
5. Determine the characteristics of the graphs of linear relations, including the:
• intercepts
• slope
• domain
• range.
[CN, PS, R, V]
6. Relate linear relations expressed in:
• slope–intercept form (y = mx + b)
• general form (Ax + By + C = 0)
• slope–point form (y – y1 = m(x – x1))
to their graphs.
[CN, R, T, V]
[ICT: C6–4.3]
7. Determine the equation of a linear relation, given:
• a graph
• a point and the slope
• two points
• a point and the equation of a parallel or perpendicular line to solve problems.
[CN, PS, R, V]
8. Represent a linear function, using function notation.
[CN, ME, V]
9. Solve problems that involve systems of linear equations in two variables,
graphically and algebraically.
[CN, PS, R, T, V]
[ICT: C6–4.1]
v. Timeline
91 instructional days, 70 minutes/day= 6370 min (106 hrs)
Every effort will be made to complete all new material as soon as possible in January to allow maximum prep/review time for the final exam
vi. Instructional Strategies
Students will learn using a variety of methods, including but not limited to: Direct instruction, cooperative work, whole-class activities, independent work, introductory activities, interactive whiteboard lessons, and web-based resources where applicable.
vii. Assessment
Students will be assessed as follows:
Final Exam-cumulative final exam testing all curricular o outcomes / 30%
Practice Final
-cumulative review of all curricular conconcepts in preparation for the final exam / 10%
Unit Exams/Quizzes
-exams testing all aspects of a single unit
-periodic quizzes testing 1-3 specific skill s/o skills/outcomes / 45%
Coursework
-daily work, assigned as skill practice and/or as fas formative assessment to inform future inst instruction
-research project, accounting for 10% of finafinal grade / 15%
viii. Resources
- Mathematics 10: Foundations and Pre-Calculus student text, teacher resource, question bank, interactive whiteboard tools, & workbook