Mathematics at Work 11 Yearly Plan –
Measurement: Students will be expected to develop spatial sense through direct and indirect measurement.
Geometry: Students will be expected to develop spatial sense.
Number: Students will be expected to develop number sense and critical thinking skills.
Algebra: Students will be expected to develop algebraic reasoning.
Statistics: Students will be expected to develop statistical reasoning.
September
(2 days)
Timeline
GCO/SCOs
Number:
N01 Students will be expected to
analyze puzzles and games that
involve numerical reasoning,
using problem-solving strategies.
Measurement:
M01 Students will be expected to
solve problems that involve SI
and imperial units in surface
area measurements and verify
the solutions.
September
(11 days)
Suggested Time
Allocation
2 classes
Algebra:
A01 Students will be expected to
solve problems that require the
manipulation and application of
formulas related to surface area.
Topic
Day 1 – Numerical Reasoning Puzzles
Day 2 –Course Outline/Formalizing Norms etc.
Sept/Oct
(11 days)
G02 Students will be expected to
solve problems that involve scale.
G03 Students will be expected to
model and draw 3-D objects and
their views.
September 2,
2015
Resources
- Develop classroom norms
- Set tone for problem solving
Links for Handout: http://krazydad.com/kidoku/
2 classes
Nets and Surface Area of 3-D Objects
1 class
Estimating Surface Area
2 classes
Using Formulas for Surface Area of 3-D Objects
2 classes
Surface Area of cones and Spheres
2 classes
Chapter Project
1 class
Review for TEST
1 class
Test – Surface Area
Total: 11 classes or approx. 14 hours - including evaluations
Geometry:
(20-25 hours)
(25-30 hours)
(15 - 20 hours)
(15-20 hours)
(10 hours)
2 classes
Working With Scale
2 classes
Representing Views of 3-D Objects
2 classes
Representing Perspectives of 3-D Objects
Curriculum document: M01
Student Text: Section 1.1
Curriculum document: M01
Student Text: Section 1.2
Curriculum document: M01, A01
Student Text: Section 1.3
Curriculum document: M01, A01
Student Text: Section 1.4
Curriculum document: M01
Student Text: p54
Student Text: pp 50 – 53
[16 hours into 110 hour course]
Curriculum document: G02
Student Text: Section 2.1
Curriculum document: : G03
Student Text: Section 2.2
Curriculum document: : G04
Student Text: Section 2.3
Page 1
Mathematics at Work 11 Yearly Plan –
G04 Students will be expected to
draw and describe exploded
views, component parts and
scale diagrams of simple 3-D
objects.
2 classes
Chapter Project
Curriculum document: : G02, G03, G04
Student Text: p 100
1 class
Review for Test
Student Text: pp 96 – 99
1 class
Test – Drawing and Design
1 class
Puzzles and Games
Total: 11 classes or approx 15hours including evaluations
Geometry:
2 classes
Volume
M02 Students will be expected to
solve problems that involve SI
and imperial units in volume and
capacity measurements.
2 classes
Volume and Capacity
2 classes
Using Formulas for Volume and Capacity
2 classes
Volume and Capacity of Spheres
2 classes
Chapter Project
1 class
Review for Test
1 class
Test – Volume and Capacity
1 class
Puzzles and Games
October
(15 days)
Algebra:
A01 Students will be expected to
solve problems that require the
manipulation and application of
formulas related to volume and
capacity.
Total: 13 classes or approx 16 hours including evaluations
Curriculum document: : N01
[28 hours into 110 hour course]
Curriculum document: : M02
Student Text: Section 3.1
Curriculum document: : M02
Student Text: Section 3.2
Curriculum document: : M02, A01
Student Text: Section 3.3
Curriculum document: : M02, A01
Student Text: Section 3.4
Curriculum document: : M02
Student Text: p 148
Student Text: pp 96 – 99
Curriculum document: : N01
[44 hours into 110 hour course]
3 classes
Cumulative Assessment
M01, M02, G02, G03, G04, A01 (limited to surface area, volume and capacity)
September 2,
2015
Page 2
Mathematics at Work 11 Yearly Plan –
Total: 3 classes or approx 4 hours including evaluations
November
November
(10 days)
(11 days)
Relations and Functions:
1 class
Statistics:
1 class
RF01 Model and solve
1 class
S01
Studentsthat
will involve
be expected
to
problems
systems
2 classes
solve
that involvein two
of problems
linear inequalities
1 class
creating and variables.
interpreting graphs,
2 classes
including bar graphs, histograms,
1 class
line graphs, and circle graphs.
Graphing Linear Equations in Two variables
Choosing a Graph
Exploring Graphs of Systems of Linear In-equations
Interpolating and Extrapolating Values
Graphing to solve Systems of In-equations
Graphical Representations
Optimization Problems – Creating a Model
2 classes
1 class
Chapter Project
Optimization Problems – Exploring Solutions
1 class
2 classes
1 class
1 class
1 class
1 class
Review for Test
Optimization Problems – Linear Programming
Test – Interpreting Graphs
Review for Test
Puzzles and Games
TEST – Systems of Linear In-equations
class
Puzzles
and Gamesevaluations
Total:110
classes or approx 13 hours
- including
1 class
November
(13 days)
Number:
2 classes
N02 Students will be expected to
solve problems that involve
personal budgets.
N03 Students will be expected to
Relations
and Functions:
demonstrate
an understanding
of
compound interest.
N04 Students
will be expectedan
to
RF02 Demonstrate
demonstrate
an understanding
understanding
of theof
financial
institution services
used
characteristics
of quadratic
to accessfunctions,
and manage
finances.
including:
N05 Students will be expected to

vertex
demonstrate an understanding of
 including
intercepts
credit options,
credit
 loans.
domain and range
cards and

2 classes
1 class
2 classes
1 class
2 classes
1 class
1 class 1 class
1 class 1 class
axis of symmetry
Algebra:
December
(13 days)
2 classes
September 2,
2015
1 class 1 class
1 class
[48 hours into 110 hour course]
Curriculum document: RF01
Curriculum document:
Student
S01 Text: Section 6.1
Student Text: Section
4.1
Curriculum
document: RF01
Curriculum document:
Student
S01 Text: Section 6.2
Student Text: Section
4.2
Curriculum
document: RF01
Student
Text:
Section 6.3
Curriculum document: S01
Curriculum
document: RF01
Student Text: Section
4.3
Student
Curriculum document:
S01 Text: Section 6.4
Student Text: p 200Curriculum document: RF01
Student Text: pp 196 Student
- 199 Text: Section 6.5
Curriculum document: RF01
Student Text: Section 6.6
Student Text: pp 347 - 348
Curriculum document: : N01
Curriculum
LR02
[61 hours
into document:
110 hour :course]
Critically analyze society’s use of statistics
Curriculum document: S03
Supplementary Resource: Nelson Canada
Accounts
Curriculum document: : RF01
Student Text: Section 5.1
Total: 11 classes or approx 14 hours - including evaluations
[76 hours into 110 hour course]
Budgets
Curriculum document: : RF01
Student Text: Section 5.2
Simple and Compound
Interest
Curriculum document:
: RF01 document: RF02
Exploring Quadratic Relations
Curriculum
Student Text: SectionStudent
5.3
Text: Section 7.1
Investing and
Borrowing
Curriculum document:
: RF01 document: RF02
Properties
of Graphs of Quadratic Functions
Curriculum
Student Text: SectionStudent
5.4
Text: Section 7.2
Chapter Project
Curriculum document:
: RF01 document: RF02
Solving Quadratic Equations by Graphing
Curriculum
Student Text: p 256 Student Text: Section 7.3
Review for Test
Student Text: pp p252
- 255 document: RF02
Factored From of Quadratic Function
Curriculum
Student Text: Section 7.4
Test – Banking
andQuadratic
Budgets Equations by Factoring
Solving
Curriculum document: RF02
Student Text: Section 7.5
Puzzles and Games
Curriculum document:
: N01 document: RF02
Vertex Form of a Quadratic Function
Curriculum
Student Text: Section 7.6
Solving Quadratic Equations Using the Quadratic Formula
Curriculum document: RF02
Student Text: Section 7.7
Page 3
2 classes
Solving Problems Using Quadratic Models
1 class
Review for Test
Curriculum document: RF02
Student Text: Section 7.8
Student Text: pp 440 - 441
Mathematics at Work 11 Yearly Plan –
A01 Students will be expected to
solve problems that require the
manipulation and application of
formulas related to simple interest
Finance charges.
Algebra:
December
(11 days)
A01 Students will be expected to
solve problems that require the
manipulation and application of
formulas related to slope and rate
of change.
A02 Students will be expected to
demonstrate an understanding of
slope
• as rise over run
• as rate of change
• by solving problems
A03 Students will be expected to
solve problems by applying
proportional reasoning and unit
analysis.
Total: 13 classes or approx 16 hours including evaluations
2 classes
What is Slope?
Curriculum document: A01, A02
Student Text: Sections 6.1
2 classes
Relationship Between Slope and Angle of Elevation
2 classes
Slope as Rate of Change
2 classes
Chapter Project
Curriculum document: A01, A02
Student Text: Section 6.2
Curriculum document: A01, A02, A03
Student Text: Section 6.3
Curriculum document: A02, A03
Student Text: p 302
1 class
Review for Test
1 class
Test – Proportional Reasoning
1 class
Puzzles and Games
Total: 11 classes or approx 14 hours - including evaluations
Geometry:
January
(13 days)
G01 Students will be expected to
solve problems that involve two
and three right triangles.
September 2,
2015
[77 hours into 110 hour course]
2 classes
Right Triangles
2 classes
Angles of Elevation and Depression
2 classes
Multiple Right Triangles
2 classes
Chapter Project
1 class
Review for Test
1 class
Test – Proportional Reasoning
Student Text: pp 298 - 300
Curriculum document: : N01
[91 hours into 110 hour course]
Curriculum document: G01
Student Text: Sections 7.1
Curriculum document: G01
Student Text: Section 7.2
Curriculum document: G01
Student Text: Section 7.3
Curriculum document: G01
Student Text: p 358
Student Text: pp 354-357
Page 4
Mathematics at Work 11 Yearly Plan –
1 class
Puzzles and Games
Curriculum document: : N01
Total: 11 classes or approx 14 hours - including evaluations
4 classes
Cumulative Assessments
Total: 4 classes or approx 5 hours - including evaluations
September 2,
2015
[105 hours into 110 hour course]
[110 hours into 110 hour course]
Page 5