MBF3C1 COURSE OF STUDY OUTLINE
Ministry of Education Policy Document: The Ontario Curriculum Grades
School Board: Upper Grand District School Board
School: College Heights Secondary School
Department: Mathematics
Department Head: Heather Bowman
Course Title: Foundations for College Mathematics
Level: College Preparation Grade: 11
Course Code: MBF 3C1
Prerequisites: MFM 2P1
OVERALL EXPECTATIONS
GEOMETRY AND TRIGONOMETRY
By the end of this course, students will:
• represent, in a variety of ways, two-dimensional shapes and three-dimensional figures
arising from realworld applications, and solve design problems;
• solve problems involving trigonometry in acute triangles using the sine law and the
cosine law, including
• problems arising from real-world applications.
MATHEMATICAL MODELS
By the end of this course, students will:
• make connections between the numeric, graphical, and algebraic representations of
quadratic relations, and use the connections to solve problems;
• demonstrate an understanding of exponents, and make connections between the
numeric, graphical, and algebraic representations of exponential relations;
• describe and represent exponential relations, and solve problems involving exponential
relations arising from real world applications.
PERSONAL FINANCE
By the end of this course, students will:
• compare simple and compound interest, relate compound interest to exponential
growth, and solve problems involving compound interest;
• compare services available from financial institutions, and solve problems involving the
cost of making purchases on credit;
• interpret information about owning and operating a vehicle, and solve problems
involving the associated costs.
DATA MANAGEMENT
By the end of this course, students will:
• solve problems involving one variable data by collecting, organizing, analysing, and
evaluating data;
• determine and represent probability, and identify and interpret its applications.
COURSE TIMELINES
Unit Title
Time
1
Trigonometry
11¼ hours
2
Quadratic Relations I
11¼ hours
3
Quadratic Relations II
12½ hours
4
Exponents
12½ hours
5
Compound Interest
11¼ hours
6
Personal Finance
11¼ hours
7
One Variable Statistics
12½ hours
8
Probability
10 hours
9
Geometry in Design
11¼ hours
10
Summative Review
Total Time: 110 hours
6¼ hours
Course Evaluation
Every category is given a grade for each evaluation in the following ratio.
Application - 30%
Knowledge & Understanding - 30%
Thinking, Inquiry, & Problem Solving - 20%
Communication - 20%
Teaching Approaches:
• Emphasis on problem solving.
• Students will have opportunities to learn in a variety of ways – individually,
cooperatively, independently, with teacher direction, through hands-on experience,
through examples followed by practice.
• Use of concrete learning tools allow for students to explore and represent
abstract mathematical ideas in varied, concrete, tactile, and visually rich ways.
• Promoting attitudes conducive to learning Mathematics. Teach the students that for
some mathematics problems, there may be several ways to arrive at the correct
answer.
• Encourage students to develop the willingness to persist, to investigate, to reason and
explore alternative solutions, and to take the risks necessary to become successful
problem solvers.
Planning for Exceptional Students
If the student requires either accommodations or modified expectations, or both, the relevant
information must be recorded in his or her Individual Education Plan (IEP).
Instructional Accommodations Environmental
Accommodations
Assessment Accommodations
• Buddy/peer tutoring
• Duplicated notes
• High structure
• Partnering
• Ability grouping
• Graphic organizers
• Non-verbal signals
• Organization coaching
• Time-management aids
• Concrete/hands-on materials
• Tracking sheets
• Reduced/uncluttered format
• Spatially cued formats
• Repetition of information
• Rewording rephrasing of
information
• Extra time for processing
• Word-retrieval prompts
• Extended time limits
• Verbatim scribing
• Alternative settings
• Assistive devices or adaptive
equipment
• Prompts to return student’s
attention to task
• Reduced/uncluttered format
• Extra time for processing
• Alternative work space
• Strategic seating
• Proximity to instructor
• Reduction of audio/visual stimuli
• Minimizing of background noise
• Quiet setting
• Use of headphones
The Role of Technology in Mathematics
• Spreadsheets, Geometer's Sketchpad, Fathom, Graphing Calculators
Resource Materials: McGraw-Hill MBF3C Textbook