THE DR. G. W.

WILLIAMS SECONDARY SCHOOL

MATHEMATICS DEPARTMENT
Subject Head: Brad MacIntosh 39 Dunning Avenue
Tel: 905.727.3131 x 441 Aurora, Ontario
Email: bradley.macintosh@yrdsb.edu.on.ca 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
Mathematics 10
of technology, and abstract reasoning. Students will explore quadratic relations and (Nelson)
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 multi-
step problems. A detailed unit breakdown is available on the reverse side of this page.

ASSESSMENT AND EVALUATION of student achievement are

1. Analytic based on the provincial curriculum expectations and the
Geometry
Units Achievement Chart for Mathematics, which identifies four
2. Quadratic
Of Relations
categories. Throughout the semester, we will provide you with
various opportunities (e.g., quizzes, tests, tasks, journals) to
Study 3. Trigonometry of
demonstrate your achievement of the curriculum expectations
Right Triangles
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.
THE
Knowledge
TEACHERS The acquiring of Mathematics-specific content , and the
25%
comprehension of its meaning and significance (i.e.,
of this COURSE knowledge of facts, procedures, use of tools)
Application
The use of knowledge and skills to make connections
(In no particular order)
within and between various contexts (i.e., transferring 25%
knowledge and skills, making connections)
Thinking
 Mr. Brad MacIntosh (ext. 441) The use of critical and creative thinking skills and/or
processes (i.e., understanding the problem, making and 10%
bradley.macintosh@yrdsb.edu.on.ca
carrying out a plan, reasoning, proving, problem solving)
Communication
 Miss Karen Chan (ext. 465) The conveying of meaning through various forms (i.e.,
karen.chan@yrdsb.edu.on.ca clarity and organization of expression, use of 10%
models/representations, use of terms and symbols)
Final Activities 10%
In the form of a summative TASK
Final Exam 20%

[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.

 Model and solve problems involving the intersection of two straight lines.
Analytic
 Solve problems using analytic geometry involving properties of lines and line segments.
geometry
 Verify geometric properties of triangles and quadrilaterals, using analytic geometry.
 Determine the basic properties of quadratic relations.
Quadratic
 Relate transformations of the graph of y  x 2 to the algebraic representation y  a  x  h   k .
2

relations
 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 — works independently, teamwork, organization, work habits/homework, and initiative — 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:
To maximize your performance
 be prepared, and on time, for each and every class; on assessments, it is essential
 actively pursue your own mathematics education (participate); that you keep up with your
 do your homework regularly and get extra help when needed; understanding of mathematics.
 get caught up with your notes and assignments
if one or more classes are missed; To help you do this we offer
 keep an open mind – each semester is a fresh start and extra help every day, during 3rd
a new opportunity and 4th periods, in the Mathletic
Centre (room 219) from a senior
student.
Please make your teacher aware of any
In addition, arrangements
UPCOMING absences. If you are absent for
for extra help can be made
an assessment, see your teacher as soon as
with your teacher.
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.