Mathematics 20-3 Course OutlineMr. McIlroy2017

Course Overview

The main goals of mathematics education are to prepare students to:

• solve problems

• communicate and reason mathematically

• make connections between mathematics and its applications

• become mathematically literate

• appreciate and value mathematics

• make informed decisions as contributors to society.

Mathematics 20-3 is composed of 5 strands






Each strand emphasizes practical applications of mathematical theory in real world situations.


It is expected that students will:

Develop spatial sense through direct and indirect measurement.

1. Solve problems that involve SI and imperial units in surface area measurements and verify the solutions.

2. Solve problems that involve SI and imperial units in volume and capacity measurements.


General Outcome

It is expected that students will develop spatial sense.

Specific Outcomes

1. Solve problems that involve two and three right triangles.

2. Solve problems that involve scale.

3. Model and draw 3-D objects and their views.

4. Draw and describe exploded views, component parts and scale diagrams of simple 3-D objects.


General Outcome

It is expected that students will develop number sense and critical thinking skills.

Specific Outcomes

1. Analyze puzzles and games that involve numerical reasoning, using problem-solving strategies.

2. Solve problems that involve personal budgets.

3. Demonstrate an understanding of compound interest.

4. Demonstrate an understanding of financial institution services used to access and manage finances.

5. Demonstrate an understanding of credit options, including:

• credit cards

• loans.


General Outcome

It is expected that students will develop algebraic reasoning.

Specific Outcomes

1. Solve problems that require the manipulation and application of formulas related to:

• volume and capacity

• surface area

• slope and rate of change

• simple interest

• finance charges.

2. Demonstrate an understanding of slope:

• as rise over run

• as rate of change

• by solving problems.

3. Solve problems by applying proportional reasoning and unit analysis.


General Outcome

It is expected that students will develop statistical reasoning.

Specific Outcomes

1. Solve problems that involve creating and interpreting graphs, including:

• bar graphs

• histograms

• line graphs

• circle graphs.

Scope and Sequence





Student 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.

Required Classroom Materials:

Math - Textbook, notebook/binder, Pencil, Eraser, calculator, geometry set, workbook

Science - Textbook, notebook/binder, Pencil, Eraser, calculator, geometry set, previous handouts and assignments, blue and black ink pens.

Students will not be allowed to get materials from their locker. 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 the classwork and as such any class or work time missed as the result of a student being unprepared will cause the student to make up an equivalent amount of time. This will occur during the next lunch period in a location specified by the teacher. Additional lunch periods may be required to make up extended amounts of missed class time.

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 by 12:05. Failure to do so will result in the student being referred to the 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 work during their lunch period.

Students beginning their class at the start of a block (Block 1- 8:55-10:19, Block 2 – 10:25-11:49 Block 3 – 12:36-2:00 Block 4 – 2:06-3:30) have built-in break time before each block therefore they will be required to be in their seat with their books opened before the bell signalling the beginning of the block. Students who change subjects during blocks have no break between periods. They are to carry all materials required for both subjects within the block so that they may be seated and ready for class as soon as possible. Students are NOT to stop at their lockers between periods for any reason, including but not limited to: picking up additional course materials, checking cellphones, visiting, obtaining a snack, etc.

Repeated failure to follow the procedures outlined above will result in students being referred to administration for further discipline.

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 child to be successful in the classroom but if a problem becomes chronic the matter will be referred to the administration.


Final 30%

Practice Final 5%

Tests/Quizzes 45%