## Course Outline of MPM1D

Department: Mathematics and Computer Science
Teacher: Pear Ahmed Bhuiyan
Course Development Date: Aug 06, 2020
Course Reviser: None
Course Revision Date: Not Applicable
Course Code: MPM1D
Credit Value: 1
Prerequisite: None

Name of Ministry Curriculum Policy Document(s):

Course Description

This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

 OVERALL EXPECTATIONS Number Sense and Algebra demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions;manipulate numerical and polynomial expressions, and solve first-degree equations Linear Relations apply data-management techniques to investigate relationships between two variables;demonstrate an understanding of the characteristics of a linear relation;connect various representations of a linear relation. Analytic Geometry Determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non-linearity;determine, through investigation, the properties of the slope and y-intercept of a linear relation;solve problems involving linear relations Measurement and Geometry determine, through investigation, the optimal values of various measurements;solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of three-dimensional figures;verify, through investigation facilitated by dynamic geometry software, geometric properties and relationships involving two-dimensional shapes, and apply the results to solving problems.

Units: Titles and Hours

 Unit Titles and Descriptions Hours Unit 1 Number Sense and Algebra 25 Unit 2 Linear Relations 26 Unit 3 Analytic Geometry 26 Unit 4 Measurement and Geometry 25 Review for Final Exam Final Exam 6 2 Total 110

Learning Skills

The following learning skills will be taught and assessed throughout the course and will be shown on the report card.  Students’ performance in these skill areas will not be included in the final numeric mark.  It is important to remember, however, that the development and consistent practice of these skills will influence academic achievement.  These skills include:

 Responsibility Organization Independent Work Collaboration Initiative Self-regulation

 Teaching Strategies √ Brain storming √ Lecture Lab work Computer Assisted Learning √ Problem solving Individual or group research √ Demonstration √ Interviews/questions √ Review Learn by doing/Practice √ Independent study Group work (Teacher facilitation) Peer Teaching √ Individual work (Teacher facilitation) √ Presentation √ Student teacher conference/Conversation Group Discussion Partner discussion/Conferencing √ Class discussion  (Teacher facilitated) √ Direct instruction (Teacher led)

Assessment and Evaluation Guidelines

Assessment and evaluation are based on the provincial expectations and levels of achievement outlined in the provincial curriculum document for each subject in secondary school.  A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety of ways.  This information provides the basis for reporting student grades on the Provincial Report Card.  Achievement (reflected in a final mark) will be calculated using the following categories:

 Communication Knowledge/Understanding Thinking Application 25 % 25 % 25 % 25 %

The student’s grade for the term marks will be based on the most consistent achievement with emphasis on the most recent within each category.

Students will also receive descriptive feedback as part of the learning process which may not be assigned a mark.

Final Mark = 70% Term + 30% Final Evaluation

Achievement Level Chart

 Percentage of Grade Range (%) Achievement Level Description 80-100 Level 4 A very high to outstanding level of achievement.  Achievement is above the provincial standard. 70-79 Level 3 A high level of achievement.  Achievement is at the provincial standard. 60-69 Level 2 A moderate level of achievement.  Achievement is below, but approaching the provincial standard. 50-59 Level 1 A passable level of achievement.  Achievement is below the provincial standard. <50 Insufficient achievement, a credit will not be granted.

Considerations for Program Planning

In order to achieve the curriculum expectations the program is planned to conduct a variety of activities considering the following but not limited to:

• The teacher will provide with new learning based on the knowledge and skills that the students acquired in the previous years
• The students will have opportunities to learn in a variety of ways such as individually, cooperatively, independently with the teacher’s direction through investigation involving kinds on experience and through practice examples.
• The learning/teaching approaches and strategies will vary according to the learning goals and student’s needs in order to help students achieve the curriculum expectations.
• The teacher will provide with the instructional and learning strategies best suited to the particular learning goal so that the students can learn concepts, acquire procedures and skills and apply the knowledge.
• The students will learn the concepts in a variety of representations such as algebraic, graphical and in tabular form.
• The students will also be engaged in learning the concepts, skills and applications by using different technologies such as graphing calculator, online graphing calculator etc.
• The students will be provided with the opportunities to participate in the group discussion to share ideas and thinking in order to achieve a common goal of learning.
• The teacher will provide with interesting examples and explanations to enhance the student’s interest in learning Mathematics and to apply the knowledge in various fields.
• The teacher will encourage students to explore alternate solutions in order to help students become successful problem solvers and develop confidence.
• The teacher will incorporate appropriate adaptations in instructions and assessments to facilitate the success of English language learners such as using more visual materials, using simple English, offering extra instruction time, granting extra time for assessments etc.

Accommodations

Accommodations will be based on meeting with parent, teachers, administration and external educational assessment report. The following three types of accommodations may be provided:

• Instructional accommodations: such as changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
• Environmental accommodations: such as preferential seating or special lighting.
• Assessment accommodations: such as allowing additional time to complete tests or assignments or permitting oral responses to test questions.

Other examples of modifications and aids, which may be used in this course, are:

• Provide step-by-step instructions.
• Help students create organizers for planning writing tasks.
• Record key words on the board or overhead when students are expected to make their own notes.
• Allow students to report verbally to a scribe (teacher/ student) who can help in note taking.
• Permit students a range of options for reading and writing tasks.
• Provide opportunities for enrichment.

Teaching/Learning Resources

• Growing Success Document, Ministry of Education, 2010.
• The Ontario Curriculum, Grades 9 and 10 mathematics, Revised 2005
• Textbook: Principles of Mathematics, Grade 9, Nelson Education
• Textbook: Principles of Mathematics 9, McGraw-Hill Ryerson, 2007

Teaching/Learning Materials

Calculator, Pen Pencil, Graph paper, White Paper, LMS, Demos, Video Conferencing Tool etc.

 Additional Information Behavior: Every student is expected to respect other students’ right to a safe and supportive learning environment. Students are expected to behave in a considerate and reasonable manner at all times. A “zero tolerance” policy with respect to bullying, threatening, harassment, abusive language, spam, disruptive behavior and lack of respect is in effect and misbehavior may result in your removal from the course. Academic Integrity: Students are expected to submit original work. Students who seek to attain academic advantage or help someone else obtain such advantage through cheating will receive a grade of zero. Any assignments submitted that are not original will receive a mark of zero. Students who persist in submitting un-cited or improperly cited assignments may be suspended or withdrawn from the course