North Grenville District High School

Upper Canada District School Board

DATE: September 6, 2016

COURSE OUTLINE:
1Course: MAP 4C1, Foundations of College Mathematics, Grade 12
Prerequisite: Grade 11 University/College or College Preparation Mathematics
Credit Value: 1
This course was designed with the Ontario Curriculum Policy Document
http://www.edu.gov.on.ca/eng/curriculum/secondary/

Teacher: Mr. C. Stewart

Principal: Mr. D. Cole

COURSE DESCRIPTION
This course enables students to broaden their understanding of real-world applications of
mathematics. Students will analyze data using statistical methods; solve problems involving
applications of geometry and trigonometry; solve financial problems connected with annuities,
budgets, and renting or owning accommodation; simplify expressions; and solve equations.
Students will reason mathematically and communicate their thinking as they solve multi-step
problems. This course prepares students for college programs in areas such as business, health
sciences, and human services, and for certain skilled trades (p135, The Ontario Curriculum:
Grades 11 and 12-Mathematics, Revised 2007).
COURSE WEBSITE
-Students and parents can access general course information by going to
www.ltngdhs.weebly.com and selecting MAP 4C 2016 Semester 1 from the Semester 1 list of
courses under the 2016-17 listings of Find Your Class. This page should be available by the end
of the first week of classes.
IMPORTANT-The course calendar is to be accessed for keeping up to date on the
goals of what students will be learning, information on assignments to help
demonstrate learning objectives, and other important information--e.g., practice and
resources. Access this calendar by going to https://goo.gl/OoMqmg.
AREAS/UNITS OF STUDY
Mathematical Models

-evaluate powers with rational exponents, simplify algebraic expressions

Personal Finance

Geometry
Trigonometry

Data Management

&

involving exponents, and solve problems involving exponential equations

graphically and using common bases;
-describe trends based on the interpretation of graphs, compare graphs using
initial conditions and rates of change, and solve problems by modelling
relationships graphically and algebraically; and
-make connections between formulas and linear, quadratic, and exponential
relations, solve problems using formulas arising from real-world applications,
and describe applications of mathematical modelling in various occupations
-demonstrate an understanding of annuities, including mortgages, and solve
related problems using technology;
-gather, interpret, and compare information about owning or renting
accommodation, and solve problems involving the associated costs; and
-design, justify, and adjust budgets for individuals and families described in
case studies, and describe applications of the mathematics of personal finance
-solve problems involving measurement and geometry and arising from realworld applications;
-explain the significance of optimal dimensions in real-world applications, and
determine optimal dimensions of two-dimensional shapes and threedimensional figures; and
-solve problems using primary trigonometric ratios of acute and obtuse angles,
the sine law, and the cosine law, including problems arising from real-world
applications, and describe applications of trigonometry in various occupations
-collect, analyze, and summarize two-variable data using a variety of tools and
strategies, and interpret and draw conclusions from the data; and

-demonstrate an understanding of the applications of data management used

by the media and the advertising industry and in various occupations

SAMPLE RESOURCE MATERIALS

-Textbook: Foundations for College Mathematics 12, McGraw-Hill Ryerson, 2009
-Other: A scientific calculator is required. Students are encouraged to use available technologies, including
their own (where appropriate*), to support their learning. Some information on suggested apps, other
software, websites and videos are available at http://ltngdhs.weebly.com/tools--resources.html.
-Recommended Apps: Students are encouraged to have the following apps installed on their smartphones
and/or tablets at the beginning of their course (see Table). Each of these technologies are web-based so
that students can use laptops also. Note: #1-3 are highly recommended; whereas, #4 is optional. In some
cases, students might already be on Twitter (i.e., then able to use their Twitter account for their educational
purposes).
Table-Recommended Apps
App
Recommended Use(s)
-Communication, Assessment for Learning
Teacher to class
Teacher to student
Classroom collaboration (i.e., group
chat)
1-Remind

2-OneNote

3- QR
scanner

4-Twitter

-Collaboration (group work, peer coaching)

-Class blog
-Digital binder (with sign-in, anywhere
access) to keep track of lesson objects,
assignment details, and flipped learning
videos
-Process portfolio (demonstrating growth in
learning over the semester)
-Receive and respond to teacher feedback
-Scanning QR codes to quickly
and reliably access webpages
(e.g., try scanning the QR code,
see right)
-Communication, Collaboration, Assessment
for Learning
Student & teacher to Class, to NG
school and educational community

Note(s)
-Free, safe, and easy way to staying
engaged with whats going on in class,
receiving feedback on learning, check for
understanding, and staying aware of
important announcements
To register text the following
message to 1-(514) 667-8787
o Message: @agk772
-Additional details on this app will be shared
with parents and students during the first
week of classes
-Website: www.remind.com
-Available on the App Store
-Information on the OneNote Classroom
Notebook can be found at
https://www.onenote.com/classnotebook
-Available on the App Store and Google Play
-OneNote is integrated with Office 365 (via
Upper Canada DSBi.e., on school network)

-There are numerous QR scanners available

for download on the App Store and Google
Play
-Available on the App Store and Google Play
-Note: When posting tweets, use the
hashtag #ngmath4c

Other: Students can use this space to jot down information regarding any new apps introduced during the
course of the semester.

*See the Classroom Expectations survey for a description on the appropriate use of
technology at https://goo.gl/forms/HhERKC99bEjZLgCm1.

ASSESSMENT, EVALUATION, and MARK BREAKDOWN

Term Report (Categories of

Achievement)**
Knowledge & Understanding
25%
Thinking/Inquiring/Problem Solving
25%
Communication
25%
Application
25%

Final Report (Summative)

Term Work
70%
Performance-based Tasks***
Portfolio***
10%
Exam***
10%

10%

100%
100%
To ensure that assessment and evaluation are valid and reliable, and that they lead to
improvement of student learning in Mathematics, strategies will be used that:
-address both what students learn and how well they learn
-are varied in nature, administered over a long period of time, and designed to provide
opportunities for students to demonstrate the full range of their learning
students can use digital process portfolios to document their learning and choose
projects that showcase their skills and understanding
-are appropriate for the learning activities used, the purpose of instruction, and the needs and
experiences of the students
-are fair to all students
-ensure that each student is given clear directions for improvement
students can then incorporate feedback into improving their learning
-promote students ability to assess their own learning and set specific goals
include the use of samples of students work that provide evidence of their achievement
Additional Information concerning assessment practices, students and parents are encouraged
to review http://ltngdhs.weebly.com/assessment.html.
**The categories of achievement can be assessed using a variety of different assessment
instruments. A few examples of these are provided below (see Table).
Category
Assessment Instruments
Knowledge & Understanding (KU)
quizzes (F), tests (F & S), projects (F & S), inclass questions (F), conferences (F & S),
presentations (F & S), exam (S), portfolios (F
& S)
Thinking, Inquiry, and Problem Solving (TIPS)
investigations (F), open-ended questions (F),
performance tasks (F & S), projects (F & S),
conferences (F & S), portfolios (F & S)
Communication (COMM)
Investigations (F), journals (F), portfolios (F &
S), conferences (F & S), presentations (F & S),
in-class questions (F), projects (F & S)
Application (APP)
investigations (F), quizzes (F), performance
tasks (F & S), exam (S), projects (F & S),
research (connections; F & S),
F = Formative, S = Summative
***In an effort to making learning (and its demonstration) more student-centric, the format of
course, summative assessments can be comprised of a mixture of traditional (e.g., exam) and
project-based opportunities (e.g., portfolio and conferencing). Following consultation with
school administration and the NG Math Department, I will be discussing and forming a
summative assessment plan with each student. Further notices regarding summative
assessments will be communicated to parents at key points during the semester (i.e., when it is
important that students begin setting goals, planning, etc.).

CLASSROOM EXPECTATIONS
LESSONS & LEARNING OBJECTS:
-Details concerning what students are learning and objects (e.g., assignments, readings, videos,
practice, etc.) that they can use to support their learning will be updated regularly and maintained
in the form of a digital calendar. This calendar is linked off of the course webpage, but can be
directly accessed at:
IMPORTANT: https://goo.gl/OoMqmg
Students are encouraged to use this table in keeping track of their learning in the course.
CLASSROOM EXPECTATIONS:
-It is important that we continuously show respect for ourselves, others, and both the learning
environment and process.
-Our class is a community.
Making mistakes is a natural part of the learning process. It is critical that we not only
expect them but that we respect and inspect them.
We learn to think and think about learning. Students are encouraged to follow
mathematical participation goals.
Being prepared for class helps us to move forward together.
o Assigned work is to be completed to the best of your ability and in a timely manner.
Use MSIP to your advantage and create opportunities at home when you know
that you need to spend more time with a concept, assignment, etc.
See note on extra help (below) when experiencing difficulty
o Bring all standard supplies (e.g., binder (with paper, pencils/pens, ruler) or digital
notebook and scientific calculator to class on a daily basis
-The appropriate use of cell phones (and other personal tech) is encouraged to assist students
with learning mathematics but must be used for just that: as a learning tool
-IMPORTANT: Students and parents are asked to access a more extensive list of classroom
expectations at The list has been set up in a read-and-respond (survey) format.
Link to Survey: https://goo.gl/forms/HhERKC99bEjZLgCm1
EXTRA HELP:
Students who are having difficulties that arent able to be resolved in class are encouraged to take
advantage of extra help outside of class time. Extra help will be available, from the Math
Department, over lunch and/or after school. Students are encouraged to speak to their teacher(s)
about arranging extra help sessions.

INSTRUCTOR CONTACT INFORMATION

E-mail address: christopher.stewart@ucdsb.on.ca
School phone: (613) 258-3481 x-3519

Complete, detach, and return the Agreement (below) to Mr. Stewart on or before Friday,
September 9th.
NOTE: If you and your parents have already responded to the online versions of the course outline
and classroom expectations (surveys; sent as an email to parents prior to the first week of
school), then you are not required to sign and return this form. Thank you.

AGREEMENT FORM MAP 4

Parents/Guardians:
Periodically, I like to send out e-mails regarding what students are learning, important dates,
and other information. By providing an updated e-mail address, I can let you know what is
happening in the course.
Please return with your son/daughter to school or scan the completed form to
christopher.stewart@ucdsb.on.ca. Thank you. If you have any questions, comments, or
information youd like to share about your son/daughter, please indicate this in the space
provided (below).
_____________________________________
Student Name

_______________________________________________
Student Signature

_____________________________________
Parent/Guardian Name

________________________________________________
Parent/Guardian E-mail(s)

_____________________________________
Parent/Guardian Phone Number(s)

________________________________________________
Parent/Guardian Signature

__________________________________
Date

M.S.I.P. pd. _________, Room #__________

M.S.I.P Teacher _____________________________

Questions or Comments: