Course Description
This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
Course Code: MPM2D
Course Name: Mathematics 10, Academic
Department: Mathematics
Hours: 110
Credit Value: 1.0
Pre-requisites: MPM1D
Curriculum Policy Documents:
The Ontario Curriculum, Grades 9 and 10 Mathematics, Revised 2005
Development Date: August 28, 2021
Developed By:
Teacher:
Revised By: N/A
Revision Date: N/A
Overall Curriculum Expectations
Course Content
| Unit Topic | Unit Hours |
| Unit 1 Quadratic Relations | 40 |
| Unit 2 Analytic Geometry | 40 |
| Unit 3 Trigonometry | 30 |
| TOTAL | 110 |
The breakdown of the evaluation of learning
| Term Work | ||
| 3 written assignments | 15% | |
| 2 in-class oral assignments | 10% | |
| Research Essay | 10% | |
| Test #1 | 10% | |
| Test #2 | 10% | |
| Test #3 | 15% | |
| Final Evaluation | Final Exam | 30% |
ACHIEVEMENT CHART
The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:
| Percentage Grade Range | Achievement Level | Summary 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. |
| Below 50% | Insufficient achievement of curriculum expectations. A credit will not be granted. | |
Program Planning Considerations
PRINCIPLES UNDERLYING THE ENGLISH CURRICULUM
This course (which is based on the Ontario English curriculum) is based on the belief that language learning is critical to responsible and productive citizenship, and that all students can become successful language learners. The curriculum and this course are designed to provide students with the knowledge and skills that they need to achieve these goals. It aims to help students become successful language learners.
Successful language learners:
- understand that language learning is a necessary, life-enhancing, reflective process;
- communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence;
- make meaningful connections between themselves, what they encounter in texts, and the world around them;
- think critically;
- understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
- appreciate the cultural impact and aesthetic power of texts;
- use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.
Teaching Strategies
This course includes a variety of teaching strategies to help students become independent, self-aware and compassionate learners. The key to student success is providing structured and supportive opportunities for students to explore and evaluate their understanding and overall approach to learning. Students need to be empowered to become lifelong global learners in a digitial age who are willing and able to adapt to and evaluate the messages and thinking presented to them. Because of the nature of an online class, students will be challenged to develop their independent learning skills while also learning how to interact with their educational community through online platforms. Because the online format of the course influences the educational approach and capabilities of the instruction, students will be given multiple opportunities to develop the related skills. It is also expected that as students in a Grade 12 University Preparation class that they will begin the course with a good understanding of themselves as learners including their strengths, areas for improvement, and passions and interests. The courses in the Ontario curriculum are cumulative in nature, and therefore require students to build on their knowledge and skills over the entire course of their high school studies.
Students with English as a Second Language
In planning this course for students with English as a Second Language, the teacher will aim to create a supportive environment that nurtures the students’ self-confidence while also maintaining the integrity and standards of the ENG4U course requirements. Because listening and reading are typically the first of the four language skills gained by the ESL student, it will be important for students to have regular opportunity to practice their writing and speaking in an encouraging setting. The Assessment AS and FOR learning tasks will act as repeated opportunities for students to practice and strengthen their language skills in preparation for the Assessment OF learning tasks that are completed at the end of each Unit or Learning Cycle. Students are also encouraged to seek out supports and ask for extra help and guidance as they progress through the course. For students who begin the course with a strong grasp of the English language, it is an opportunity for them to encourage and support their classmates as opportunities arise through interactions online.
Healthy Relationships and Antidiscrimination in the Online Classroom
Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Because we live in a globalized and diverse world, a crucial life skill is the ability to work and live alongside individuals and communities which are different from our own. For this reason, antidiscrimination education is central to the Ontario curriculum and is intended to prepare students to be responsible citizens in their chosen post-secondary education and work life beyond.
Because there is a greater degree of anonymity to the online classroom, it is vital that all students understand and agree to abide by the healthy relationships and antidiscrimination policy in all interactions. This policy requires that all students:
- think critically and compassionately as they engage with classmates, instructors and community members in order to help develop a positive community of learners in which all members can learn and grow.
- communicate with respect and kindness when engaging in debate and discussion with the ideal of always seeking first to understand before being understood, and being willing to hold judgments and conclusions until all parties have had the opportunity to express and clarify their positions.
- demonstrates patience as classmates seek to express their ideas and understanding of the course content and a willingness to ask clarifying questions as necessary.
- work to the best of their abilities and make the most of the various opportunities given them in the class.
Any repeated negative behaviour will be subject to appropriate discipline and consequences.
The Role of the School Library
Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills. Students are also encouraged to explore, whenever possible, academic archives available online.
Academic Honesty and Plagiarism
Students enrolled in Sophio Academy must follow a high standard of academic honesty in all of their coursework. It is understood that we all 'stand on the shoulder of giants' but in order to prepare students for post-secondary studies, it is expected that they properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting.
Sophio Academy desires to instill the values of honesty and hard work within our students while also teaching them how to engage in academic discussions and interactions with their intellectual community and honoring the work and ideas of others. Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and preparation for post-secondary studies.