Accreditation July 2012

Doing Math 62 x 0.5 Discuss your strategies……

Foundations of Mathematics 30 Course Information The Foundations of Mathematics pathway is designed to provide students with the mathematical knowledge, skills and understandings required for post secondary studies. Content in this pathway will meet the needs of students intending to pursue careers in areas that typically require a university degree, but are not math intensive, such as humanities, fine arts, and social sciences. Students who successfully complete this course will be granted a grade 12 credit. Students must successfully complete the common course, Foundations of Mathematics 20, prior to taking this course. Topics Include:  financial decision making  inductive and deductive reasoning  set theory and its applications  odds and probability  probability of two events  combinatorics  representation and analysis of data

Workplace and Apprenticeship 30 Course Information The Workplace and Apprenticeship pathway is designed to provide students with the mathematical knowledge, skills and understandings required entry into some trades-related courses and for direct entry into t he work force Students who successfully complete this course will be granted a grade 12 credit. Students must successfully complete Workplace and Apprenticeship 20 prior to taking this course. Topics Include:  limitations of measuring instruments  sine and cosine laws  properties of triangles, quadrilaterals, and regular polygons  transformations  options for acquiring a vehicle  viability of a small business  linear relations  measures of central tendency  percentiles  odds and probability

Pre-Calculus 30 Course Information The Pre-calculus pathway is designed to provide students with the mathematical knowledge, skills and understandings required for post secondary studies. Content in this pathway will meet the needs of students intending to pursue careers that will require a university degree with a math intensive focus. Students who successfully complete this course will be granted a grade 12 credit. Students must successfully complete the common course, Pre-Calculus 20, prior to taking this course. This course is a prerequisite to Calculus 30. Topics Include:  angles in standard position  the unit circle and the six trig ratios  graphs of primary trig ratios  first and second degree trigonometric equations  trigonometric identities  operations and compositions of functions  transformations  functions, relations, and inverses  logarithms  polynomial functions of greater than degree 2  radical and rational functions  permutations and fundamental counting principle  combinations and the binomial theorem

Recognize any of the following? Lifelong Learners, Engaged Citizens Sense of self, community and Place Developing thinking, identity, interdependence, social responsibility, and literacies Logical Thinking, Number Sense, Spatial Sense, Mathematics as a Human Endeavour

Communication, connections, visualization, technology, problem solving, reasoning, mental math and estimation

Group Discussion Items

Trigonometry List the key big ideas for trigonometry. Have a discussion about why they are the key concepts.

OutcomesHow to assess? What evidence needs to be collected?

Where is the Dot?

Developing Conceptual Understanding Allow students to wrestle with key ideas Attend to mathematical relationships An idea that is fully understood is easily extended

OutcomesHow to assess? What evidence needs to be collected?

Simple Harmonic Motion

OutcomesHow to assess? What evidence needs to be collected?

What Is Inquiry? “Inquiry is a way of looking at the world, a questioning stance we take when we seek to learn something we don’t yet know.” (Diane Parker, Planning for Inquiry: It’s Not an Oxymoron! Urbana, IL: NCTE, 2007, p. 1).

How do I get started?

How do I assess?

Students’ Concrete ActionTeachers’ Abstract ResponseStudent’s Concrete Response Mention 36 meters of fence Re-state the idea as “the perimeter is 36 meters” Ignore the word perimeter, not use any of the teachers’ taught strategies for finding side lengths of a given perimeter. Use guess and check and drawing pictures to try to find different shaped rectangles that would use 36 feet of fencing; it’s taking a while. Remind the student of the “hint” that the first step is to “divide it [perimeter] in half. What is half of 36? Can you find two numbers that add to 18?” The students can, but as soon as the teacher leaves, they start looking for 4 numbers that add to 18 because they look at the picture and remember that rectangles have 4 sides. Mention that each frog needs one square meter Ask, “great, what do square meters measure? Area? Yes! Now you need to find the area of each pen you came up with in part 1.” Ignore the suggestion to find area; give up on the problem; raise their hand to ask for more help. One student tells me, “I know how to find area, but I don’t get what that has to do with how many frogs can fit.”

Students’ Concrete Action Teachers’ Organizing Response Student’s Concrete Response Mention 36 meters of fence Great, that’s one of the requirements the farmer has Check their guesses against the 36 meters of fence constraint Use guess and check and drawing pictures to try to find different shaped rectangles that would use 36 feet of fencing; it’s taking a while. Organize the guesses that worked into a chart with the columns Length and Width Immediately generate all of the other missing fence shapes that work, and confirm they had them all. No one explicitly mentioned that L + W = 18, but it was clear from the speed of their mental math they were using some version of that pattern.

Read the blog posting, discuss one thing you have an opinion on with someone next to you.

Blogs context-and-abstraction/

/08/25/probably-the-best-blogs-by-maths- teachers-around-the-world/

sites

Ted Talks sights_on_poverty.html babies.html

technology sketchup-for-educators/Home

“You wonder about something and you want to know it—in fact, you’re driven to know it because it’s intriguing, puzzling, fascinating, and/or personally meaningful to you.” (Diane Parker (2007) Planning for Inquiry: It’s Not an Oxymoron! Urbana, IL: NCTE, p. 3)

Contact Information Lisa Eberharter Mathematics Consultant (306)