Course Overview
Principles of Mathematics, Grade 10, Academic
Identifying Information
Course
Title: Principles of Mathematics
Grade: 10
Course
Type: Academic
Ministry
Course Code: MPM2D
Credit
Value: 1.0
Description/Rationale
This course enables students to broaden their understanding of
relations, extend their skill in multi-step problem solving, and continue to
develop their abilities in abstract reasoning. Students will pursue
investigations of quadratic functions and their applications; solve and apply
linear systems; investigate the trigonometry of right and acute triangles; and
develop supporting algebraic skills.
How This Course Supports the Ontario Catholic School Board Expectations
Students will apply Christian values to pose and solve problems, to
make logical decisions, and to become critical thinkers who share their
abilities for the benefit of all in their classroom and school community. A
supportive mathematics classroom provides a caring and sensitive environment
where the dignity and value of all students is respected and affirmed as they
grow in confidence in their mathematical abilities. Mathematical investigations
will promote a respect for God’s Creation and an understanding of the need to
use resources wisely.
Unit Title (Time + Sequence)
|
Unit 1 |
Modelling Linear Systems |
13 hours |
|
Unit 2 |
Analytic Geometry |
24 hours |
|
Unit 3 |
Modelling Quadratic Relations |
41 hours |
|
Unit 4 |
Similarity and Applied Trigonometry |
24 hours |
|
Unit 5 |
Summative Assessment Activities |
8 hours |
Unit Descriptions
Unit 1: Modelling Linear Systems
Time:
13 hours
In this unit, linear systems will be analysed both graphically and algebraically, with and without the use of technology. Activities in this unit provide a context for finding and interpreting points of intersection and lead students to solve linear systems by the methods of substitution and elimination. In preparation for unit two, students will explore a maximization problem that introduces the concept of quadratic functions and involves expanding and simplifying polynomial expressions.
Ontario Catholic School Graduate
Expectations: CGE1d, 2b, 2c, 4a, 4f, 5a, 5b, 5g, 7b.
Strand(s): Analytic Geometry, Quadratic Functions
Overall Expectations: AGV.01, QFV.03, QFV.04.
Specific Expectations: AG1.01, AG1.02, AG1.03, QF3.02, QF4.02.
Unit 2: Analytic Geometry
Time:
24 hours
Students will use analytic geometry to solve problems involving the properties of line segments and to verify geometric properties of triangles and quadrilaterals. Specific investigations will use these line segment properties to develop formulas for the lengths and midpoints of line segments; determine the equation of a circles centred at (0, 0); solve multi-step problems involving properties of line segments; determine the characteristics of triangles and quadrilaterals having fixed co-ordinates; investigate and verify geometric properties of triangles and quadrilaterals having fixed co-ordinates; and develop communication and problem-solving skills.
Ontario Catholic School Graduation
Expectations: CGE2b, 2c, 3c, 4b, 4c, 4f, 5e, 5g, 5h, 7b.
Strand(s): Analytic Geometry
Overall Expectations: AGV.02D, AGV.03D.
Specific Expectations: AG2.01D, AG2.02D, AG2.03D, AG2.04D, AG3.01D, AG3.02D, AG3.03D.
Unit 3: Modelling Quadratic Functions
Time:
41 hours
This unit will introduce, explore, and apply the properties of
quadratic functions. Students will collect, analyse, manipulate and display
data from primary and secondary sources to model quadratic relationships.
Students will use graphing technology and paper and pencil tasks to explore the
characteristics, equations, and graphs of quadratic functions. Realistic
applications will be used to develop the quadratic model and its properties.
Algebraic techniques of simplifying, factoring, and solving quadratic equations
will be developed throughout the unit.
Ontario Catholic School Graduate
Expectations: CGE 2b, 2c, 3c, 3e, 4b, 4f, 5a, 5e, 5g, 7i, 7j.
Strand(s): Quadratic Functions, Analytic Geometry
Overall Expectations: All those from the Quadratic Functions Strand, AGV.01
Specific Expectations: All those from the Quadratic Functions Strand, AG1.01
Unit 4: Similarity and Applied Trigonometry
Time:
24 hours
In this unit, students will investigate the properties of similar and congruent triangles and their use in modelling realistic situations. Students will develop and investigate the primary trigonometric ratios using technology. Right-angled triangles will be used to measure the heights of inaccessible objects around the school. Students will apply trigonometric ratios, the sine law, and the cosine law to solve realistic problems in acute-angled triangles.
Ontario Catholic School Graduate
Expectations: CGE2b, 2c, 2e, 3c, 3e, 4b, 4e, 4f, 4g, 5a, 5f, 7i.
Strand(s): Trigonometry
Overall Expectations: All those from the Trigonometry Strand
Specific Expectations: All those from the Trigonometry Strand
Unit 5: Summative Assessment Activities
Time:
8 hours
This unit is made up of a series of performance tasks in which students will need to use all the knowledge and understanding of content and procedures of this course. The activities are based on the central theme of an amusement park. Teachers should choose the activities that will address as many of the expectations of the course as possible and still fit within their own time scheme. Any extra time should be used for other forms of examination review. Students also write a formal paper and pencil final exam.
Note: Some of these activities may be used as final assessment instruments, final assessment review activities, or diagnostic tools. Teachers should combine a mixture of these activities along with a formal written exam in order to provide a comprehensive evaluation package.
Ontario Catholic Graduate Expectations: CGE2b, 2c, 3c, 3f, 4a, 4f, 5a, 5e, 5g, 7b, 7i, 7j.
Overall Expectations: All overall expectations from each strand
Specific Expectations: All specific expectations from each strand
Course Notes
This course will involve students in rich and realistic applications that contain multi-step problem solving in all three strands: Quadratic Functions, Analytic Geometry, and Trigonometry. Due to the nature of the problems, the algebra in this course involves substantial complexity. Technology also plays an important role in the development of the course, through the use of graphing calculators and dynamic geometry software, for concept development and applications.
The Quadratic Functions strand extends the Relationship Strand from the Grade 9 Academic course. The Quadratic Functions grows out of concrete experiments, modelling and technology with a gradual transition to the abstract algebraic treatment.
The Analytic Geometry Strand has been sub-divided into two units: Modelling Linear Systems and Analytic Geometry. Modelling Linear Systems extends the knowledge and consolidates the understanding of Linear Relationships introduced in the Grade 9 Academic course. Both units are heavy in algebraic treatment and abstract ideas. This strand is a stepping stone towards the future study of the Grade 12 Geometry and Discrete Mathematics.
Trigonometry is introduced using similarity and right triangles and is extended to acute triangles using the sine law and cosine law. Discussion of obtuse triangles will not be addressed in this course. However, obtuse triangles could be used as an extension to add enrichment to this topic if time permits.
Due to the different expectations found in the Grade 9 Applied and
Academic courses, students entering MPM2D from MFM1P will require reinforcement
of some skills studied in less complexity in Grade 9, while some other
concepts, not addressed in Grade 9, will need to be learned in order to ensure
success in the course. Be aware that some review and consolidation of the
following skills will be necessary for some students:
· rearrange the equation of a line from the form y = mx + b to the form Ax + By + C = 0 and vice versa.
·
develop and use these formulas for
slope: Dy/Dx; 
; m = -A/B.
· determine the equation of a line given an complex description of the line that requires an multi-step solution (e.g., a line parallel to a given line and having the same x-intercept as another given line)
· identify and state restrictions on the variables in a relation
· describe a situation that could be modelled by a given linear equation
· determine the point of intersection of two linear relations using graphing technology and interpret the intersection point in the context of an application
· apply the exponent rules in expressions involving two variables
· common factor an expression
· solve equations with rational coefficients
Teaching/Learning Strategies
In order to fully address the expectations in this course teachers will
assume a variety of roles (including guide, facilitator, consultant, and
instructor) and will employ a variety of strategies including:
· a balance of whole-class, small group, and individual instruction through student-centred and teacher-directed activities;
· the use of rich contextual problems which engage students, promote Catholic values, and provide students with opportunities to demonstrate achievement of the course expectations;
· prompting, supporting, and challenging individual students and the class as a whole;
· approaches that will accommodate multiple learning styles (for example: provide verbal and written instructions as well as hands-on activities);
· the use of technological tools and software (e.g., graphing software, dynamic geometry software, Internet, spreadsheets, multimedia, computer-assisted design) to facilitate the exploration and understanding of mathematical concepts;
· encouraging students to practise and extend their skill and knowledge outside the classroom in the form of field trips, external research, and appropriate guest speakers;
· the use of accommodations, remediation, and/or extension activities where necessary to meet the needs of exceptional students.
Students
will:
· develop increasing responsibility for their own learning;
· participate as active learners;
· be able to work individually and co-operatively;
· increase their ability to use technological aids for exploration of concepts;
· be accountable for pre-requisite skills.
Assessment/Evaluation Techniques
An effective assessment program in mathematics will include a balance
of diagnostic, formative, and summative assessment instruments including the
following:
To assess
Knowledge and Understanding:
· unit tests
· quizzes
· final exam
· reports
· performance tasks
To assess
Thinking/Inquiry/Problem Solving/Application skills in Unfamiliar settings:
· performance assessment
· observation
· teacher/student conferences
To assess
Communication skills:
· journals
· portfolios
· performance assessment
· observation
· presentations
· student-teacher conferences
To assess
Application in Familiar settings:
· tests
· quizzes
· performance assessment
Assessment Tools
· observational checklists
· performance checklists
· rubrics
· the Achievement Chart
· marking schemes
· rating scales
· peer assessment
· self-assessment
Accommodations
Teachers will refer to the student Individual Education Plan (IEP) and will consider the learning characteristics of their individual students to make necessary accommodations. Teachers should work in consultation with Resource Teachers, ESL/ELD Teachers and parents to accommodate students as they work through the activities in order to achieve the expectations described in the IEP.
Accommodations for Exceptional Students
· opportunities for enrichment
· procedures, steps, instruction in both written and oral form
· short simple instructions to provide detail
· additional time allowance for learning and assignment completion
· more concrete experience through use of appropriate technologies (concrete materials and manipulatives; dynamic geometry software; graphing calculators; and computer-assisted learning)
· assignments presented to appeal to a variety of learning styles (visual, auditory, kinesthetic)
· alternate formats for assignments (written reports, oral presentations, audio/visual taped reports, presentations, and demonstrations)
· co-operative group work, peer tutor, buddy system
· scribe or photocopy student/teacher notes
· models provided for graphs, diagrams; posters/charts of skills posted in classroom; visual organizers
· opportunities to redo all or part of a task
Accommodations for Test and Exam Writing
· time extension
· language assistance (read questions, rephrase)
· technology use (computers, graphing calculators, concrete materials)
· isolated work environment
· physical accommodations (scribe, oral, taped); oral/taped tests
Accommodations for ESL/ELD
· reading levels appropriate to student abilities
· visual, interactive, and technological methods to facilitate learning of mathematics
· pairings or grouping with English speakers, peer conferencing to reinforce instructions/information
· mathematical terminology written on the board when using it; key words and phrases highlighted
· lists of terminology provided before activity begins; glossary of mathematical terms
· simplified language on handouts; simplified instructions
· extra time to read, write, and complete assignments
· first language/English dictionaries for assignments/assessment
· electronic resources for preparation of assignments
· exposure to vocabulary and math terminology
· encouragement to students as they struggle to develop their written expression
· use of first language to access essential information and to discuss concepts
Resources
Activities for Active Learning and Teaching. (NCTM publication)
Exploring Geometry with Geometer’s Sketchpad. Key Curriculum Press.
Exploring Trigonometry with Geometer’s Sketchpad. Key Curriculum Press.
Graphic Algebra. Key Curriculum Press.
Mathematics in the Middle School. (NCTM publication)
The Mathematics Teacher. (NCTM publication)
Moving Straight Ahead: Linear Relationships. Dale Seymour Publishing.
NCTM Addenda Series
NCTM Standards
OAME Gazette
Software
Ministry Licensed for Ontario schools:
ClarisWorks (spreadsheet)
Corel WordPerfect Suite (spreadsheet)
The Geometer’s Sketchpad (dynamic geometry software)
Math Trek (skills and concept development)
Microsoft Works (spreadsheet)
Zap-a-Graph (graphing software)
Web Sites
Extensive lists of mathematics
sites can be found at:
http://sln.fi.edu/tfi/hotlists/math.html
http://forum.swarthmore.edu
Career Information
www.coolmath.com/careers.htm
http://on.cx.bridges.com
Cornell University
http://www.tc.cornell.edu/Edu/MathSciGateway
Internet
Public Library
http://www.ipl.org
Library
of Congress
http://lcweb.loc.gov/homepage
National Council of Teachers of
Mathematics
http://www.nctm.org
Satellite Images of Communities
www.terraserver.microsoft.com
Texas Instruments
http://www.ti.com/calc/docs
Video
Life by the Numbers. PBS, 1998.
OSS Policy Applications
The following list of resources will support many of the Ontario
Secondary School Policies as well as the Ontario Catholic Secondary School
Graduate Expectations:
Faith
Development:
- Ontario
Catholic Secondary School Graduate Expectations (Institute
for Catholic Education)
- Catholicity
Across The Curriculum (Ontario Catholic School Trustee’s
Association)
- Blueprints (Catholic
Curriculum Co-operative – Central Region)
- Educating
the Soul
Anti-Discrimination
Education:
- refer to
local board policies (e.g., Anti Racism and Ethno-Cultural Equity policy
documents)
Equity/Social
Justice Issues:
- refer to
local board policies (e.g., Anti-harassment policies)
- refer to
local school code of behaviour
Career Goals/Co-operative
Education:
- Ontario
Youth Apprenticeship Program
- Youth
Employment Skills Program
Community
Partnerships:
- refer to
local board policies (e.g., Relations with Business – Corporate Donations,
Sponsorships and Agreements)
Teachers should refer to local board policy documents for local
interpretations. Teachers will be familiar with Ontario Secondary Schools,
Grades 9 to 12: Program and Diploma Requirements, 1999. The Mathematics
course of study allows students the opportunities for success. Modifying
Curriculum Expectations as well as Alternative Curriculum Expectations may be
planned to assist individual students.
The focus of job shadowing and career awareness may impact on the
Trigonometry Unit. In some school communities there may be a possibility for
students who are interested in researching a topic (e.g., careers that use
trigonometry) to job shadow and report back to the class. In other cases, work
experience will be related to Career Exploration Activities (Choices Into
Action, Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools 1999). This course is designed to be flexible to suit the
needs of all learners, in all communities.
Course Evaluation
Assessment and
evaluation of student achievement provide teachers with an opportunity to think
critically about their methods of instruction and the overall effectiveness of
their program. Teachers may evaluate their course through a variety of methods.
This course profile suggests a wide variety of strategies that include peer,
self-, and teacher evaluation. Both formative and summative methods should be
used to gather information for reporting purposes. Assessment measures should
also consider the personal reflections of students revealed through journal writing.
Teachers should network (locally and provincially) to compare the effectiveness
of various instructional strategies and assessment procedures and make the
program changes needed to improve the achievement of their students. Feedback
from the community (local, school, and business), may also provide input to
assist in making course improvements.
Coded Expectations, Principles of Mathematics, MPM2D
Quadratic Functions
Overall Expectations
QFV.01D
– solve quadratic equations;
QFV.02D
– determine, through investigation, the relationships between the graphs and the equations of quadratic functions;
QFV.03D
– determine, through investigation, the basic properties of quadratic functions;
QFV.04D
– solve problems involving quadratic functions.
Specific Expectations
Solving Quadratic Equations
QF1.01D
– expand and simplify second-degree polynomial expressions;
QF1.02D
– factor polynomial expressions involving common factors, differences of squares, and trinomials;
QF1.03D
– solve quadratic equations by factoring and by using graphing calculators or graphing software;
QF1.04D
– solve quadratic equations, using the quadratic formula;
QF1.05D
– interpret real and non-real roots of quadratic equations geometrically as the x-intercepts of the graph of a quadratic function.
Investigating the Connections Between the Graphs and the Equations of Quadratic Functions
QF2.01D
– identify the effect of simple transformations (i.e., translations, reflections, vertical stretch factors) on the graph and the equation of y = x2, using graphing calculators or graphing software;
QF2.02D
– explain the role of a, h, and k in the graph of y = a(x - h)2 + k;
QF2.03D
– express the equation of a quadratic function
in the form y = a(x - h)2 + k,
given it in the form
y = ax2 + bx + c, using the algebraic
method of completing the square in situations involving no fractions;
QF2.04D
– sketch, by hand, the graph of a quadratic
function whose equation is given in the form
y = ax2 + bx + c, using a suitable
method [e.g., complete the square; locate the x-intercepts if the equation is
factorable; express in the form y = ax(x - s) + t
to locate two points and deduce the vertex].
Investigating the Basic Properties of Quadratic Functions
QF3.01D
– collect data that may be represented by quadratic functions, from secondary sources (e.g., the Internet, Statistics Canada), or from experiments, using appropriate equipment and technology (e.g., scientific probes, graphing calculators);
QF3.02D
– fit the equation of a quadratic function to a scatter plot, using an informal process (e.g., a process of trial and error on a graphing calculator), and compare the results with the equation of a curve of best fit produced by using graphing calculators or graphing software;
QF3.03D
– describe the nature of change in a quadratic function, using finite differences in tables of values, and compare the nature of change in a quadratic function with the nature of change in a linear function;
QF3.04D
– report the findings of an experiment in a clear and concise manner, using appropriate mathematical forms (e.g., written explanations, tables, graphs, formulas, calculations), and justify the conclusions reached.
Solving Problems Involving Quadratic Functions
QF4.01D
– determine the zeros and the maximum or minimum value of a quadratic function, using algebraic techniques;
QF4.02D
– determine the zeros and the maximum or minimum value of a quadratic function from its graph, using graphing calculators or graphing software;
QF4.03D
– solve problems related to an application, given the graph or the formula of a quadratic function (e.g., given a quadratic function representing the height of a ball over elapsed time, answer questions such as the following: What is the maximum height of the ball? After what length of time will the ball touch the ground? Over what interval is the height of the ball greater than 3 m?).
Analytic Geometry
Overall Expectations
AGV.01D
– model and solve problems involving the intersection of two straight lines;
AGV.02D
– solve problems involving the analytic geometry concepts of line segments;
AGV.03D
– verify geometric properties of triangles and quadrilaterals, using analytic geometry.
Specific Expectations
Using Linear Systems to Solve Problems
AG1.01D
– determine the point of intersection of two linear relations graphically, with and without the use of graphing calculators or graphing software, and interpret the intersection point in the context of a realistic situation;
AG1.02D
– solve systems of two linear equations in two variables by the algebraic methods of substitution and elimination;
AG1.03D
– solve problems represented by linear systems of two equations in two variables arising from realistic situations, by using an algebraic method and by interpreting graphs.
Solving Problems Involving the Properties of Line Segments
AG2.01D
– determine formulas for the midpoint and the length of a line segment and use these formulas to solve problems;
AG2.02D
– determine the equation for a circle having centre (0, 0) and radius r, by applying the formula for the length of a line segment; identify the radius of a circle of centre (0, 0), given its equation; and write the equation, given the radius;
AG2.03D
– solve multi-step problems, using the concepts of the slope, the length, and the midpoint of line segments (e.g., determine the equation of the right bisector of a line segment, the coordinates of whose end point are given; determine the distance from a given point to a line whose equation is given; show that the centre of a given circle lies on the right bisector of a given chord);
AG2.04D
– communicate the solutions to multi-step problems in good mathematical form, giving clear reasons for the steps taken to reach the solutions.
Using Analytic Geometry to Verify Geometric Properties
AG3.01D
– determine characteristics of a triangle whose vertex coordinates are given (e.g., the perimeter; the classification by side length; the equations of medians, altitudes, and right bisectors; the location of the circumcentre and the centroid);
AG3.02D
– determine characteristics of a quadrilateral whose vertex coordinates are given (e.g., the perimeter; the classification by side length; the properties of the diagonals; the classification of a quadrilateral as a square, a rectangle, or a parallelogram);
AG3.03D
– verify geometric properties of a triangle or quadrilateral whose vertex coordinates are given (e.g., the line joining the midpoints of two sides of a triangle is parallel to the third side; the diagonals of a rectangle bisect each other).
Trigonometry
Overall Expectations
TRV.01D
– develop the primary trigonometric ratios, using the properties of similar triangles;
TRV.02D
– solve trigonometric problems involving right triangles;
TRV.03D
– solve trigonometric problems involving acute triangles.
Specific Expectations
Developing the Primary Trigonometric Ratios
TR1.01D
– determine the properties of similar triangles (e.g., the correspondence and equality of angles, the ratio of corresponding sides, the ratio of areas) through investigation, using dynamic geometry software;
TR1.02D
– describe and compare the concepts of similarity and congruence;
TR1.03D
– solve problems involving similar triangles in realistic situations (e.g., problems involving shadows, reflections, surveying);
TR1.04D
– define the formulas for the sine, the cosine, and the tangent of angles, using the ratios of sides in right triangles.
Solving Problems Involving the Trigonometry of Right Triangles
TR2.01D
– determine the measures of the sides and angles in right triangles, using the primary trigonometric ratios;
TR2.02D
– solve problems involving the measures of sides and angles in right triangles (e.g., in surveying, navigation);
TR2.03D
– determine the height of an inaccessible object in the environment around the school, using the trigonometry of right triangles.
Solving Problems Involving the Trigonometry of Acute Triangles
TR3.01D
– determine, through investigation, the relationships between the angles and sides in acute triangles (e.g., the largest angle is opposite the longest side; the ratio of side lengths is equal to the ratio of the sines of the opposite angles), using dynamic geometry software;
TR3.02D
– calculate the measures of sides and angles in acute triangles, using the sine law and cosine law;
TR3.03D
– describe the conditions under which the sine law or the cosine law should be used in a problem;
TR3.04D
– solve problems involving the measures of sides and angles in acute triangles;
TR3.05D
– describe the application of trigonometry in science or industry.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith Community who
CGE1a -illustrates a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;
CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective Communicator who
CGE2a -listens actively and critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written materials effectively;
CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of Canada’s official languages;
CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A Reflective and Creative Thinker who
CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in light of the common good;
CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian leadership;
CGE4d -responds to, manages and constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in school, work and personal life;
CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.
A Collaborative Contributor who
CGE5a -works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and purpose of work;
CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights, responsibilities and contributions of self and others;
CGE5f -exercises Christian leadership in the achievement of individual and group goals;
CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
A Caring Family Member who
CGE6a -relates to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the important role of the family in society;
CGE6d -values and nurtures opportunities for family prayer;
CGE6e -ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7a -acts morally and legally as a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities of Canadian citizenship;
CGE7i -respects the environment and uses resources wisely;
CGE7j -contributes to the common good.