Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It is
recommended that you download the "pdf" version of this Course
Profile for printing and the "Word, Mac, or WordPerfect" versions for
working with or adapting the Course Profile to meet your instructional needs.
Course Profile Mathematics for Everyday Life (MEL4E), Grade 12,
Workplace Preparation, Combined
Course Overview
Prerequisite: Mathematics for Everyday Life, Grade 11, Workplace Preparation
This
course enables students to broaden their understanding of mathematics as it is
applied in important areas of day-to-day living. Students will use statistics
in investigating questions of interest and apply principles of probability in
familiar situations. They will also investigate a
This course
encourages the Catholic learner to develop his/her gifts and abilities to
promote growth toward personal responsibility in preparation for their role in
society. Throughout the course, emphasis should be placed on moral, ethical,
and realistic decision-making in an effort to build responsible citizenship.
The classroom environment should instill a spirit of cooperation and foster a
collaborative sense of community. Students will be expected to acknowledge and
respect the opinions of others as they work effectively as interdependent team
members.
This
Course Profile encourages the development of the critical thinking skills that
are required to analyse choices and make informed decisions. This course
provides an opportunity for students to explore the link between mathematics
and everyday life. Emphasis is placed on making informed decisions about
statistics, household finances, and design principles. The units in this
profile have been clustered into three groups: data collection and analysis,
household considerations (everyday financing), and measurement and design. In
Units 1 and 2, students investigate, analyse and represent information using a
variety of graphical forms and apply principles of probability in familiar
situations. Units 3 and 4 focus on a
This
Course Profile represents the collective effort of Catholic and Public writing
teams. The fully developed units are Units 2 and 6. In addition to these two
complete “model” units, a less-detailed Unit Overview Chart for each of the
remaining units offers a recommended clustering of expectations and provides a
starting point from which teachers can plan the course. It is suggested that
students be encouraged to develop and maintain a glossary of terms as they
proceed through each of the units.
Developing Students’ Employability Skills
This
course recognizes and supports the student who is preparing to enter the
workplace. Employability skills should be fostered by a classroom environment
that emphasizes regular and punctual attendance, teamwork, and appropriate
communication among teachers and peers. Practical problem solving activities
provide the opportunity for students to demonstrate initiative and apply their
decision-making skills.
Creating
a Positive Learning Environment
This
course recognizes that many students will bring years of math anxiety to the
classroom. It is important for teachers to maintain a positive environment that
recognizes student su
Linking
Curriculum Concepts to Practical Applications
This
course provides many opportunities for students to appreciate the relevance of
math in their lives. Concrete applications, such as designing rooms,
home-improvement projects and budgets, allow students to make this connection.
Using
Technology as a Tool for Learning
The use
of technology reinforces student understanding and facilitates problem solving
by providing a visual connection to concepts. Technology can also provide
students a
|
Unit 1 |
Information Processing |
12 hours |
|
* Unit 2 |
Take a Chance |
20 hours |
|
Unit 3 |
Finding a Place of Your Own |
13 hours |
|
Unit 4 |
Making Ends Meet |
16 hours |
|
Unit 5 |
Measure by Measure |
15 hours |
|
* Unit 6 |
By Design |
22 hours |
|
Unit 7 |
Making Your Mark (Summative) |
12 hours |
* These
units are fully developed in this Course Profile.
Time:
12 hours
Unit
Description
The link
between the collection, representation, and interpretation of data is
investigated in this unit. Data collection and survey methods are explored by
having the students gather information about a topic of interest to them. Since
student-generated data is more relevant, this provides a practical context for
this unit. While conducting surveys, students must be instructed to a
Unit 2 where statistics and probability are studied. In addition, students
investigate a variety of graphical forms and develop the ability to effectively
present their data, with and without the use of technology. Through graphical
analysis, students recognize and explain the trends in the data and form valid
conclusions. Again, the visual representation of this data may be used in the
discussion of statistics in Unit 2. A summative activity might involve the
interpretation and representation of given data in both word and graphical
form. Students could be required to present their interpretation with the
appropriate justification for their choices.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SPV.01,
SP1.01, SP1.02 |
Knowledge/Understanding |
Constructing
Graphs |
|
2 |
SPV.01,
SP1.03 |
Knowledge/Understanding |
Interpreting
Graphs |
|
3 |
SPV.02,
SP2.01, SP2.02 |
Knowledge/Understanding |
Data
Collection using Surveys |
|
4 |
SPV.02,
SP2.03, SP2.04 |
Application |
Interpretation
of Surveys |
|
5 |
SPV.01,
SPV.02, SP1.01, SP1.03, SP2.02, SP2.03 |
Knowledge/Understanding |
Summative:
Interpret Given Data in Words and Graphical Form |
Time:
20 hours
Unit
Description
Since
choices are part of everyday life, this unit provides an opportunity for
students to investigate the basics of probability as they relate to common
events, such as coin tossing, choosing your favourite coloured candy from a
bag, playing the lottery, etc. Throughout the unit, the relevance to practical
situations is emphasized. Simple probability experiments and simulations
provide the opportunity to predict and explore outcomes. The link between the
number of trials and statistical validity is emphasized using technology.
Students apply critical thinking skills to interpret the results of probability
experiments in order to make informed decisions, e.g., How many times must the
coin be flipped before the desired result is achieved? The examination of
statistics in the media provides an opportunity to link the skills from Unit 1
to the theory from this unit. Discussions about the representation of data
create an awareness of how mathematics is involved in many aspects of our
lives.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SPV.03,
SP3.01, SP3.02 |
Knowledge/Understanding |
Expressions
of Probability |
|
2 |
SPV.04,
SP4.01, SP4.02 |
Communication |
Discussion
of Statistics in the Media |
|
3 |
SPV.03,
SP3.03, SP3.04 |
Knowledge/Understanding |
Probability
Experiments |
|
4 |
SPV0.3,
SP3.03, SP3.04, SP3.05 |
Knowledge/Understanding |
Probability
Simulations |
|
5 |
SPV.03, SPV.04, SP3.01, SP3.02, SP4.01,
SP4.02 |
Knowledge/Understanding |
Summative: Analysis of a Marketing Report |
Time:
13 hours
Unit
Description
To create
an awareness of the options, students investigate the costs of a
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
EFV.01,
EF1.02, EF1.03 |
Knowledge/Understanding |
A |
|
2 |
EFV.01,
EF1.01, EF1.04 |
Knowledge/Understanding |
Renting
and Maintaining an Apartment |
|
3 |
EFV.02,
EF2.01, EF2.02, EF2.03, EF2.04 |
Knowledge/Understanding |
Buying
and Maintaining a House |
|
4 |
EFV.01,
EFV.02, EF1.01, EF1.04, EF2.02, EF2.03, EF2.04 |
Knowledge/Understanding |
Summative:
Where Will You Live? |
Time:
16 hours
Unit
Description
Key
features of household budgets are identified and appropriate budgets are
designed for given case studies. Students determine necessary adjustments to
these budgets in response to changing incomes, family responsibilities, and
long-term goals. A
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
EFV.03, EF3.01, EF3.02 |
Knowledge/Understanding |
Budget Considerations |
|
2 |
EFV.03,
EF3.03, EF3.04 |
Application |
Developing
Budgets |
|
3 |
EFV.03,
EF3.05 |
Application |
Adapting
Budgets |
|
4 |
EFV.03,
EF3.03, EF3.04 |
Application |
Creating
a Personal Budget |
Time:
15 hours
Unit
Description
Since
estimation and measurement are two of the most widely used mathematical skills
in daily life, it is important for students to become familiar and adept with
these skills. A practical application is provided in Unit 6 where students are
required to design various household improvements. Using appropriate tools and
personal referents, e.g., the width of a finger being approximately 1 cm,
students demonstrate a working knowledge of the metric and imperial systems.
Emphasis is placed on the ability to estimate and calculate common
measurements, such as distance, volume, perimeter, and area of regular and
irregular figures. To provide practical contexts for this unit, students
estimate and measure various objects and rooms around the school. The
Pythagorean theorem is also explored as students solve problems involving
measurement and design. Connections to the use of these skills at home and at
work should be provided throughout the entire unit. A summative activity could
involve the estimation and calculation of how many objects, e.g., basketballs,
or people would be required to completely fill a particular room in the school
(gymnasium).
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
AMV.01,
AM1.01, AM1.02 |
Knowledge/Understanding |
Applying
the Metric and Imperial Systems |
|
2 |
AMV.01,
AMV.02 AM1.03, AM1.04, AM1.05, AM2.08 |
Knowledge/Understanding |
Estimation
of Quantities |
|
3 |
AMV.02,
AM2.02, AM2.03 |
Knowledge/Understanding |
Perimeter
Calculations |
|
4 |
AMV.02,
AM2.02, AM2.03, AM2.04 |
Knowledge/Understanding |
Area
Calculations |
|
5 |
AMV.02,
AM2.01 |
Knowledge/Understanding |
Pythagorean
Theorem |
|
6 |
AMV0.1, AMV.02, AM1.02, AM1.03, AM1.04,
AM2.02, AM2.03 |
Knowledge/Understanding |
How Much Can We Really Put in There? |
Time:
22 hours
Unit
Description
Students
apply their understanding of measurement and geometry to two-dimensional and three-dimensional
constructions and symmetrical designs. Drawing software is used to create
two-dimensional scale drawings and three-dimensional drawings of a room.
Spreadsheet software is used to plan and evaluate project costs in a household
improvement. Students are provided class time to apply their understanding of
scale to the construction of a three-dimensional scale model of an area of
personal interest such as a garden or bridge. The geometric properties of
tiling designs and logos are investigated using drawing software and concrete
materials. Students complete these investigations with the construction of a
personal logo and tiling designs. The summative activity provides an
opportunity for students to demonstrate their understanding of the decision-making
processes involved in planning, designing, and costing a household improvement.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
AMV.02,
AM2.09 |
Knowledge/Understanding |
Design
a household improvement. |
|
2 |
AMV.02,
AM2.05, AM2.06 |
Knowledge/Understanding |
Construct
scale drawings using technology. |
|
3 |
AMV.02,
AM2.07 |
Application |
Design
and build 3-D scale model. |
|
4 |
AMV.03,
AM3.01 |
Knowledge/Understanding |
Analyse
symmetrical designs using technology. |
|
5 |
AMV.03,
AM3.02, AM3.03 |
Knowledge/Understanding |
Construct
a personal logo using technology. |
|
6 |
AMV.03,
AM3.04, AM3.05 |
Thinking/Inquiry/Problem
Solving |
Apply
tiling principles to the construction of tiling designs with technology. |
|
7 |
AMV.02,
AMV.03, AM2.05, AM2.09, AM3.02, AM3.05 |
Knowledge/Understanding |
Making
design and purchase decisions. |
Note: 0.75 hours have been allotted for
introducing the Transform menu on Geometers Sketchpad.
Time: 12
hours
Unit
Description
This
profile encourages the development of the critical thinking skills that are
required to analyse choices and make informed decisions. The summative
activities should address the key expectations that support the development of
these skills. Due to the complexity of the task, teachers may consider pairing
students. These expectations can be clustered into four categories:
Cluster
1 – addresses the expectations that require students to analyse statistical
information in order to make informed choices.
Cluster
2 – is represented by the expectations that engage students in planning and
adjusting personal budgets.
Cluster
3 – is represented by expectations that require students to apply their
knowledge about perimeter, area, and scale in order to plan and cost home
improvement projects.
Cluster
4 – focuses on the decision-making skills that underlie the design process.
In
the development of the summative unit, it is suggested that a scenario
reflecting local conditions provide the unifying theme for the activities. The
following is a suggestion:
A
single female with a young child plans to open a small video business in her
community. She decides to survey the population in her area to gather
information about the type of videos she should order for her store. In
anticipation of her grand opening, she is considering a raffle for door prizes
in order to attract customers. She has saved some money and plans to buy a
house in the area. In addition to calculating her monthly costs, she must
adjust her current household budget to a
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SPV.01,
SPV.02, SPV.03, SP1.01, SP1.02, SP1.03, SP2.02, SP2.03, SP2.04, SP3.01,
SP3.02, SP3.03 |
Knowledge/Understanding |
Construct
and interpret graphs based on survey data. Apply understanding of probability
to experimental results. |
|
2 |
EFV.02,
EFV.03, AMV.02, EF2.01, EF2.04, EF3.03, EF3.04, EF3.05, AM2.09 |
Application |
Determine
the type of housing available for a given budget. Design and adjust a budget
to reflect changes in the family income. |
|
3 |
AMV.02,
AM2.02, AM2.06 |
Knowledge/Understanding |
Determine
the perimeter and area of a room and create a two-dimensional drawing. |
|
4 |
AMV0.3,
AM3.03, AM3.05 |
Knowledge/Understanding |
Design
a business logo and computer screen saver. |
Students will benefit from multiple experiences with
applications that are relevant to their daily lives and will prepare them for
the workplace. Large tasks should be sequenced into logical steps and
connections to prior learning should be made and reinforced as necessary. A
flexible teaching style that recognizes individual strengths, engages students
in their learning, and provides frequent and varied feedback will ensure a
greater likelihood of student su
In planning the delivery of this course, teachers should:
·
become
familiar with exceptional students’ IEPs and make appropriate a
·
identify
and build on student’s prior knowledge;
·
provide
a variety of learning experiences that focus on active learning and draw from
the workplace setting;
·
use
a variety of instructional strategies to address varied learning styles;
·
include
a balance of whole class, small group, and individual instruction;
·
use
mini-lessons to introduce skills as necessary;
·
provide
many and varied opportunities for student su
·
use
positive reinforcement to foster students’ confidence in their mathematical
abilities;
·
provide
students with activities that involve developing critical thinking and
decision-making skills;
·
provide
review, remediation, and extension when appropriate;
·
integrate
technology when appropriate;
·
use
current and local information to promote relevance.
In achieving the expectations of this course, students
will:
·
recognize
the importance of math in the workplace;
·
utilize
a variety of resources to solve problems;
·
develop
practical decision-making and organizational skills;
·
use
estimation to judge the reasonableness of answers;
·
work
individually as well as cooperatively;
·
increase
proficiency with technology as it pertains to the course material;
·
become
informed consumers;
·
investigate
and explore concepts using technology;
·
create
a glossary of terms and add to it on an on-going basis.
·
To
effectively assess student achievement, a balance of diagnostic, formative, and
summative assessment instruments should be used.
·
Seventy
per cent of the grade will be based on assessment and evaluations conducted
throughout the course.
·
Thirty
per cent of the grade will be based on a final evaluation in the form of an
examination, performance, essay, and/or other methods of evaluation.
·
High
quality assessments should motivate students to improve their own learning,
inform teachers about the effectiveness of instruction, and identify areas for
improvement in both teaching and learning.
·
In
order for assessment and evaluation to be valid, it must reflect the
instructional framework of the course. Students must be provided with a variety
of ways to demonstrate their understanding and be given opportunities to
achieve these expectations throughout the course.
·
Parents,
students and teachers work together to set future goals for student
self-improvement.
·
Evaluation
of student achievement is based on the criteria provided by the Achievement
Chart categories.
Specific tools, which may be
considered, are suggested below. These lists, while not comprehensive, may
serve as a guide for assessing and evaluating student achievement. Generic
rubrics that can be adapted to specific tasks are provided at the OAME/OMCA
website: www.oame.on.ca. These materials are available under “CARE Package.”
Knowledge/Understanding
Achievement
in this category reflects the student’s ability to demonstrate an understanding
of mathematical concepts and to perform algorithms.
Assessment/evaluation may include the use of:
·
skill-based
calculations on assignments, tests, exams;
·
student-teacher
conferencing;
·
a
Application
Achievement
in this category reflects the student’s ability to apply concepts and
procedures to familiar and unfamiliar settings.
Assessment/evaluation may include the use of:
·
problems
requiring the selection and application of formulas;
·
appropriate
application of technological tools.
Thinking/Inquiry/Problem
Solving
Achievement
in this category reflects the student’s ability to demonstrate reasoning and to
apply the steps of the inquiry/problem solving process effectively. This
category is especially conducive to the use of rubrics due to the open-ended
nature of many of the problems.
Assessment/evaluation may include the use of:
·
open-ended
questions;
·
exploration
tasks requiring interpretation of the results;
·
observations
of problem solving strategies used in group work;
·
student-teacher
conferencing;
·
tasks
requiring complexity of mathematical reasoning in reports and presentations.
Communication
Achievement
in this category reflects the student’s ability to communicate his/her
reasoning using appropriate mathematical language, symbols, and conventions.
Rubrics are effective and efficient tools for this type of evaluation.
Assessment/evaluation may include the use of:
·
verbal
presentation of solutions and homework;
·
appropriate
use of mathematical language on tests and assignments;
·
journals;
·
visual
aids during presentations;
·
reports
and assignments;
·
student-teacher
conferencing.
To
Assess Learning Skills
While
learning skills are not to be included in the determination of the student’s
grade, teachers and students should be aware of the importance that these
skills have on the student’s performance. In addition, these skills need to be
reported on the report card, and thus need to be tracked throughout the course.
The following is a partial list of suggested indicators of
learning skills:
Organization
·
preparedness
(materials for class)
·
work
is submitted on time
·
notebook
Work
Habits
·
regular
completion of homework
·
use
of class time
·
attendance
and punctuality
Team
Work
·
cooperation
in group settings
·
respect
for the opinions of others
Initiative
·
participates
in class discussion
·
responsibility
for own learning, e.g., tutoring
Works
Independently
·
commitment
to task
·
effort
to solving problems individually
Appropriate
a
Special
Considerations for Students
·
Provide
flexible timelines with respect to the completion of projects and assignments.
·
Allow
students to work in alternate settings where students can receive assistance
with problems.
·
Provide
alternate formats for assignments, e.g., demonstration, oral presentation,
written report.
·
Provide
multiple opportunities for su
·
Allow
a
A
·
Change
the style of presentation.
·
Provide
a
·
Provide
additional time and alternate formats for assessment.
·
Include
more concrete experiences where appropriate.
·
Vary
the pace of learning.
·
Subdivide
tasks.
·
Pair
students.
·
Use
easy to read fonts and layouts in handouts with concise instructions.
·
Provide
models and templates.
·
Provide
alternate environments in which to complete tests.
·
Reinforce
instructions on an individual basis.
A
·
Use
peer tutoring to reinforce instructions and provide models.
·
Provide
extensive student/teacher conferencing.
·
Limit
complex sentence structures in oral and written formats.
·
Provide
visual/auditory clues.
·
Use
a word wall for subject-specific terminology.
·
Partner
students with the same linguistic background.
·
Combine
written instructions with verbal instructions.
·
Highlight
key words or phrases.
·
Provide
opportunities to practise oral presentation skills.
Units
in the Course Profile make reference to the use of specific websites. Teachers
need to consult their board policies regarding use of any copyrighted
materials. Before reproducing materials for student use from printed
publications, teachers need to ensure that their board has a Cancopy licence
and that this licence covers the resources they wish to use. Before screening
videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers
are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that
created the work. Reproduction of any work or substantial part of any work on
the Internet is not allowed without the permission of the owner.
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
http://www.cmhc.ca/banner1/
http://www.rona.ca/
http://www.nycenet.edu/oit/math-kitecture/index.htm
http://mathforum.org/workshops/sum98/participants/sanders/
www.scalemodel.net/
http://www.schools.ash.org.au/stkierans-manly/Classes/Yr6/6B/Symmetry/page1.html
http://www.gopromos.com/idea_center/stock_art_alpha.asp?type=L
http://www2.spsu.edu/math/tile/index.htm
http://155.187.10.12/flags/flags.html
www.style-line.com
http://mathforum.com/geometry/rugs/
http://library.thinkquest.org/16661/
http://www.izzy.net/~jc/EscherTiles/EscherTiles.html
http://www.col-ed.org/cur/math/math48.txt
http://www.uiowa.edu/~tutimp/modules/probstat/spinners/makespin.htm
http://www.shazam.econ.ubc.ca/flip/
http://www.ti.com/calc
Bennett,
Dan. Exploring
Geometry with the Geometer’s Sketchpad. Berkeley: Key Curriculum Press. 1999. ISBN:
1-55953-289-0
Gibbs,
J. Tribes: A New Way of Learning Together. Concord: Irwin Publishing,
1994.
ISBN: 0-7725-2118-2
Lee,
Kevin. TesselMania. 1995.
Readers
Digest. New Complete Do-It-Yourself Manual. Montreal: Reader’s Digest Canada
1991.
ISBN: 0888501781
Seymour,
Dale and Jill Britton. Introduction to Tessellations. CA: Dale Seymour
Publications, 1989. ISBN 94303-0879
Wyatt,
K., A. Lawrence, and G. Foletta. Geometry Activities for Middle School
Students with the Geometer’s Sketchpad. Berkeley: Key Curriculum Press.
1998. ISBN: 1-55953-299-8
Airasian,
P.W. Classroom Assessment. New York: McGraw-Hill, 1994.
Burz,
H.L. and K. Marshall. Performance-Based Curriculum for Mathematics.
California: Sage, 1996.
Bush,
W.S. and A.S. Greer, eds. Mathematics Assessment – A Practical
Handbook for Grades 9-12. Retson, VA: The National Council of Teachers of
Mathematics, 1999.
Coxford,
A.F. and N.L. Webb, eds. Assessment in the Mathematics Classroom.
Reston, VA: The National Council of Teachers of Mathematics, Inc., 1993.
Hibbard,
K.M., et al. A
Teacher’s Guide to Performance-Based Learning and Assessment. Alexandria, VA: Association for
Supervision and Curriculum Department, 1996.
Marzano,
R.J., D. Pickering, and J. McTighe. Assessing Student Outcomes: Performance
Assessment Using the Dimensions of Learning Model. Alexandria, VA:
Association for Supervision and Curriculum Development, 1993.
National
Council of Teachers of Mathematics. Assessment Standards for School
Mathematics. Reston, VA: National Council of Teachers of Mathematics, 1997.
Rogers,
S. and S. Graham. The High Performance Toolbox: Su
Romberg,
T.A., ed. Reform in School Mathematics and Authentic Assessment. New
York: State University of New York Press, 1995.
Romberg,
T.A., ed. Mathematics Assessment and Evaluation: Imperatives for Mathematics
Educators. New York: State University of New York Press, 1992.
Silver,
E.A., et al. Thinking
Through Mathematics: Fostering Inquiry and Communication in Mathematics
Classrooms. New
York: College Entrance Examination Board, 1990.
Wiggins,
G. Assessment: Authenticity, Context, and Validity. Phi Delta Kappan,
1993. 75, 3: 200-14
Wiggins,
G. and J. McTighe. Understanding by Design. Alexandria, VA: Association
for Supervision of Curriculum Development, 1998.
The following list of resources supports many
of the Ontario Secondary School Policies as well as the Ontario Catholic
Secondary School Graduate Expectations:
Ministry
of Education Policy and Reference Documents
·
Choices into Action: Guidance and Career Education Program Policy
·
Cooperative Education: Policies and Procedures for Ontario Secondary
Schools
·
Individual Education Plans: Standards for Development, Program Planning,
and Implementation, 2000
·
Mathematics, Grades 9-10
·
Mathematics, Grades 11-12
·
Ontario Schools Code of Conduct
·
Ontario Secondary Schools, Grades 9 to 12: Program and Diploma
Requirements
·
Program Planning and Assessment, Grades 9-12
·
Violence-Free Schools Policy
The
Ministry of Education has also published several resource documents, brochures,
and policy/program memoranda in support of its OSS policies. They are available
online at the Ministry of Education website,
http://www.edu.gov.on.ca/eng/document/document.html.
Publications Concerning Faith Development
·
Blueprints (Catholic
Curriculum Cooperative - Central Ontario Region)
·
Catholicity Across The Curriculum (Ontario Catholic School Trustees’
Association)
·
Educating the Soul (Institute for Catholic Education)
·
Ontario Catholic Secondary School Graduate Expectations (Institute for Catholic Education)
·
This Moment of Promise (Ontario Conference of Catholic Bishops)
·
Creating Catholic Curriculum (Eastern Ontario Catholic Curriculum
Cooperative)
Career Goals/Cooperative Education Programs
·
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.
Coded
Expectations, Mathematics for Everyday Life, Grade 12,
Workplace Preparation, MEL4E
SPV.01 · construct and interpret graphs;
SPV.02 · formulate questions, and collect
and organize data related to the questions;
SPV.03 · apply principles of probability
to familiar situations;
SPV.04 · interpret statements about
statistics and probability arising from familiar situations and the media.
Constructing
and Interpreting Graphs
SP1.01 – represent given data in a variety
of graphical forms, using spreadsheets or other suitable graphing technology;
SP1.02 – select an effective graphical
form for a given set of data and explain reasons for the choice;
SP1.03 – interpret graphs by identifying
trends and describing the meaning of the trends within the context of the data.
Collecting
and Organizing Data
SP2.01 – identify issues or questions of
interest and collect related data, using an appropriate sampling technique;
SP2.02 – construct tables and graphs to
represent collected data, using spreadsheets or other suitable graphing
technology;
SP2.03 – draw appropriate conclusions
about questions or issues on the basis of the interpretation of graphs;
SP2.04 – explain conclusions clearly.
Applying
Principles of Probability
SP3.01 – express probabilities of simple
events as the number of favourable outcomes divided by the total number of
outcomes;
SP3.02 – express probabilities as
fractions, decimals, and percents, and interpret probabilities expressed in
each of these forms;
SP3.03 – describe the results obtained in
carrying out probability experiments related to familiar situations involving
chance (e.g., rolling dice, spinning spinners, flipping coins);
SP3.04 – compare predicted and
experimental results for familiar situations involving chance, using technology
to extend the number of experimental trials (e.g., using a random number
generator on a spreadsheet or on a graphing calculator);
SP3.05 – simulate familiar situations
involving chance and explain the choice of simulation (e.g., simulate the
gender of children in a family by the repeated flipping of a coin and explain
why coin flipping was used).
Interpreting
Statements About Statistics and Probability
SP4.01 – interpret information about
probabilities to assist in making informed decisions in a variety of situations
(e.g., evaluating risk versus reward in the purchase of lottery tickets);
SP4.02 – interpret and assess statistical
and probabilistic information used in the media and in common conversation
(e.g., vague statements such as “four out of five dentists recommend”;
statements about odds; scales on graphs).
EFV.01 · determine the costs involved in
renting an apartment;
EFV.02 · determine the costs involved in
buying a house;
EFV.03 · design household budgets for
given circumstances.
Determining
the Costs of Renting an Apartment
EF1.01 – determine, through investigation,
the costs of apartment rentals in the surrounding community;
EF1.02 – describe the alternatives
available (e.g., leasing, renting month to month) and the procedures involved
(e.g., paying a deposit) in renting an apartment;
EF1.03 – describe the rights and
responsibilities of an apartment tenant and an apartment landlord;
EF1.04 – calculate the monthly costs
involved in maintaining an apartment.
Determining
the Costs of Buying a House
EF2.01 – determine, through investigation,
patterns in the cost of housing in the surrounding community (e.g., what kind
of house can be purchased for $75 000? $140 000? $250 000? $400 000?);
EF2.02 – describe the procedures and costs
involved in purchasing a house;
EF2.03 – identify the costs involved in
maintaining a house;
EF2.04 – calculate the monthly costs
involved in maintaining a given house.
Designing
Budgets
EF3.01 – identify typical components
(e.g., a
EF3.02 – determine the type of housing
affordable in the surrounding community by a person with a given income and
family responsibilities;
EF3.03 – design an appropriate monthly
budget for a person living in the surrounding community who has a given income,
family responsibilities, and long-term savings goals;
EF3.04 – present a budget in a clear
fashion, using appropriate mathematical forms (e.g., written or oral
explanations, charts, tables, graphs, calculations);
EF3.05 – investigate the effect on an
overall budget of changing one component, using a given spreadsheet template or
budgeting software.
AMV.01 · use measurement and strategies of
estimation in a variety of applications;
AMV.02 · solve problems involving
measurement and design;
AMV.03 · apply transformation geometry in
creating effective designs.
Measuring
and Estimating
AM1.01 – demonstrate a working knowledge
of the metric system;
AM1.02 – measure lengths a
AM1.03 – estimate distances in metric
units and in imperial units by applying personal referents (e.g., the width of
a finger is approximately 1 cm; the length of a piece of standard loose-leaf
paper is about 1 foot);
AM1.04 – estimate capacities in metric units by
applying personal referents (e.g., a can of pop is about 350 mL);
AM1.05 – estimate, with reasonable a
Solving
Problems Involving Measurement and Design
AM2.01 – demonstrate an understanding of
the Pythagorean theorem, by constructing on a floor a rectangular region having
a
AM2.02 – determine the perimeter and area
of regular and irregular figures from given diagrams;
AM2.03 – estimate, with reasonable a
AM2.04 – demonstrate an understanding of
the effect on the area of familiar objects (e.g., a photograph, a television
screen, a road map) of multiplying each dimension by the same factor;
AM2.05 – make a two-dimensional scale
drawing of a room, using design or drawing software effectively;
AM2.06 – create a three-dimensional
drawing of the interior of a room, using design or drawing software
effectively;
AM2.07 – construct, with reasonable a
AM2.08 – estimate and calculate the
surface area and volume of objects and containers in the surrounding
environment that approximate the shape of rectangular prisms and cylinders;
AM2.09 – investigate the making of a
household improvement (e.g., landscaping a property, decorating a room), design
the improvement, and estimate and calculate the cost, using technology (e.g.,
spreadsheets, design or drawing software).
Applying
Transformation Geometry
AM3.01 – describe the use of translations,
reflections, rotations, and dilatations as they relate to symmetry and design
in logos, with the aid of technology (e.g., dynamic geometry software, design
or drawing software);
AM3.02 – analyse the geometric aspects of
interesting and appealing applications (e.g., logos found in advertising,
designs found in fabric or wallpaper);
AM3.03 – create a personal logo, using the
mathematics of symmetry, translations, reflections, rotations, or dilatations,
with the aid of technology (e.g., dynamic geometry software, design or drawing
software);
AM3.04 – determine, through
investigations, using concrete materials and technology, the characteristics of
shapes that will tile the plane;
AM3.05 – create designs involving tiling
patterns (e.g., Escher-type designs, wallpaper or fabric designs), using
technology (e.g., dynamic geometry software, design or drawing software).
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 -a
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.