THE DR. G. W. WILLIAMS SECONDARY SCHOOL
MATHEMATICS DEPARTMENT
Subject Head: Brad MacIntosh
Tel: 905.727.3131 x 441
Email: bradley.macintosh@yrdsb.edu.on.ca
39 Dunning Avenue
Aurora, Ontario
L4G 1A2
Tel: 905.727.3131
Fax: 905.727.8067
Credit Value: 1.0
Prerequisite: MPM1D1 or MPM1D5
TEXTBOOK
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 multistep problems. A detailed unit breakdown is available on the reverse side of this page.
1. Analytic
Geometry
Units
Of
Study
2. Quadratic
Relations
3. Trigonometry of
Right Triangles
THE
TEACHERS
of this COURSE
(In no particular order)
Principles of
Mathematics 10
(McGraw-Hill)
ASSESSMENT AND EVALUATION of student achievement are
based on the provincial curriculum expectations and the
Achievement Chart for Mathematics, which identifies four
categories. Throughout the semester, we will provide you with
various opportunities (e.g., quizzes, tests, tasks, assignments) to
demonstrate your achievement of the curriculum expectations
across all categories and receive feedback from your teacher. Your
final mark will appear on the report card as a percent. It is policy
that 70% of your final mark will be based on assessments that
occur throughout the term and 30% will be based on the final
summative assessments that occur at the end of the course. The
components of your final mark are shown in the chart below.
Knowledge
The acquiring of Mathematics-specific content , and the
comprehension of its meaning and significance (i.e.,
knowledge of facts, procedures, use of tools)
25%
Application
The use of knowledge and skills to make connections
within and between various contexts (i.e., transferring
knowledge and skills, making connections)
25%
Thinking

Ms. Maria Moreau (ext. 486)
Email : maria.moreau@yrdsb.ca

Miss Rita Singh (ext. 461)
Email : rita.singh@yrdsb.ca
The use of critical and creative thinking skills and/or
processes (i.e., understanding the problem, making and
carrying out a plan, reasoning, proving, problem solving)
10%
Communication
The conveying of meaning through various forms (i.e.,
clarity and organization of expression, use of
models/representations, use of terms and symbols)
Final Activities
10%
In the form of a summative TASK
5%
Final Exam
25%
[more on reverse side ]
My Student’s Name:________________________________________
Date:___________________
I have read the Mathematics Department’s Course Outline.
The email address given below will enable the mathematics teacher
to provide me with occasional progress reports.
Parent/Guardian’s
Signature:
_____________________________________________________________________
Email Address:
_________________________________________________________________
Additional Email Address:
________________________________________________________
By the completion of this course every student is required to demonstrate each of the following curriculum
expectations as outlined by the Ministry of Education in The Ontario Curriculum.
Analytic
geometry
Quadratic
relations





Model and solve problems involving the intersection of two straight lines.
Solve problems using analytic geometry involving properties of lines and line segments.
Verify geometric properties of triangles and quadrilaterals, using analytic geometry.
Determine the basic properties of quadratic relations.
Relate transformations of the graph of y  x2 to the algebraic representation y  a  x  h   k .
2
 Solve problems involving quadratic relations.
 Use knowledge of ratio and proportion to investigate, and solve problems related to, similar
and congruent triangles.
Trigonometry of
 Solve problems involving right triangles, using primary trigonometric ratios and the Pythagorean
right triangles
theorem.
 Solve problems involving acute triangles, using the sine law and the cosine law.
Your learning skills — responsibility, organization, independent work, collaboration, initiative, and self-regulation — will be evaluated, separate
from your achievement of the expectations in the course. This evaluation will not be used when determining your final mark. Indicators for
each of the learning skills are as follows (abridged list from Growing Success, 2010):
 Responsibility  Completes and submits class work, homework, and assignments according to agreed-upon timelines.
Takes responsibility for and manages own behaviour
 Organization  Devises and follows a plan and process for completing work and tasks.
Establishes priorities and manages time to complete tasks and achievement goals.
 Independent Work  Uses class time appropriately to complete tasks.
Follows instructions with minimal supervision.
 Collabaration  Responds positively to the ideas, opinions, values, and traditions of others.
Shares information, resources, and expertise and promotes critical thinking to solve problems and
make decisions.
 Initiative  Demonstrates the capacity for innovation and a willingness to take risks.
Demonstrates curiosity and interest in learning.
 Self-Regulation  Sets own individual goals and monitors progress towards achieving them.
Seeks clarification or assistance when needed.
The Mathematics Department EXPECTS
that you, as a willing responsible student, will:





be prepared, and on time, for each and every class;
actively pursue your own mathematics education (participate);
do your homework regularly and get extra help when needed;
get caught up with your notes and assignments
if one or more classes are missed;
keep an open mind – each semester is a fresh start and
a new opportunity
Please make your teacher aware of any
UPCOMING absences. If you are absent for
an assessment, see your teacher as soon as
possible upon your return to school and be
prepared to do the assessment that day.
For a prolonged absence, discuss possible
options with your teacher. If you “skip” an
assessment it is possible you will receive a
mark of ZERO.
To maximize your performance
on assessments, it is essential
that you keep up with your
understanding of mathematics.
To help you do this we offer
extra help every day, during
LUNCH, in the Mathletic Centre
(room 219) from a senior
student.
In addition, arrangements
for extra help can be made
with your teacher.