| Curricular Competency |
Access information for diverse purposes and from a variety of sources to inform writing |
EFP: Literary Studies + Writing 11 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: variety of sources |
Elaboration: includes print, digital, visual, artistic and diverse cultural sources from multiple perspectives |
|
| Curricular Competency |
Demonstrate awareness of how First Peoples languages and texts reflect their cultures, knowledge, histories, and worldviews |
EFP: Literary Studies + Writing 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Big Ideas |
Statistical analysis allows us to notice, wonder about, and answer questions about variation. |
Foundations of Mathematics 11 |
No CCG |
| Keyword: variation |
Elaboration: occurs in observation (e.g., reaction to medications, opinions on topics, income levels, graduation rates)Sample questions to support inquiry with students:How do we gather data in order to answer questions?How do we analyze data and make decisions?Can we think of a story that involves variation? How would we describe the variation?When analyzing data, what are some of the factors that need to be considered before making inferences? |
|
| Big Ideas |
Logical reasoning helps us discover and describe mathematical truths. |
Foundations of Mathematics 11 |
No CCG |
| Keyword: Logical reasoning |
Elaboration: the process of using a strategic, systematic series of steps based on valid mathematical procedures and given statements to form a conclusionSample questions to support inquiry with students:How can logical reasoning help us deal with problems in our everyday lives?How does puzzle and game analysis help us in the world outside the math classroom? |
|
| Big Ideas |
Optimization informs the decision-making process in situations involving extreme values. |
Foundations of Mathematics 11 |
No CCG |
| Keyword: Optimization |
Elaboration: a mathematical analysis used to determine the minimum or maximum output for a given situationSample questions to support inquiry with students:Can we think of a story where a conflict can be resolved through optimization?How can mathematics help us make decisions regarding the best course of action?What factors influence the decision-making process when determining an optimal solution?How do graphs aid in understanding a situation that is being optimized? |
|
| Big Ideas |
Similar shapes and objects have proportional relationships that can be described, measured, and compared. |
Foundations of Mathematics 11 |
No CCG |
| Keyword: Similar |
Elaboration: Sample questions to support inquiry with students:What characteristics make objects similar?How do the properties of 3D objects change in an enlargement or a reduction?How do the properties of 2D objects change in an enlargement or a reduction? |
|
| Content |
financial literacy: compound interest, investments and loans |
Foundations of Mathematics 11 |
No CCG |
| Keyword: financial literacy |
Elaboration: compound interestintroduction to investments/loans with regular payments using technologybuy/lease |
|
| Content |
scale models |
Foundations of Mathematics 11 |
No CCG |
| Keyword: scale models |
Elaboration: enlargements and reductions of 2D shapes and 3D objectscomparing the properties of similar objects (length, area, volume)square-cube law |
|
| Content |
applications of statistics |
Foundations of Mathematics 11 |
No CCG |
| Keyword: applications |
Elaboration: posing a question about an observed variation, collecting and interpreting data, and answering the question |
| Keyword: statistics |
Elaboration: measures of central tendency, standard deviation, confidence intervals, z-scores, distributions |
|
| Content |
graphical analysis:- linear inequalities
- quadratic functions
- systems of equations
- optimization
|
Foundations of Mathematics 11 |
No CCG |
| Keyword: graphical analysis |
Elaboration: using technology only |
| Keyword: linear inequalities |
Elaboration: graphing of the solution regionslope and interceptsintersection points of lines |
| Keyword: quadratic functions |
Elaboration: characteristics of graphs, including end behaviour, maximum/minimum, vertex, symmetry, intercepts |
| Keyword: systems of equations |
Elaboration: including linear with linear, linear with quadratic, and quadratic with quadratic |
| Keyword: optimization |
Elaboration: using feasible region to optimize objective functionmaximizing profit while minimizing costmaximizing area or volume while minimizing perimeter |
|
| Content |
angle relationships |
Foundations of Mathematics 11 |
No CCG |
| Keyword: angle relationships |
Elaboration: properties, proofs, parallel lines, triangles and other polygons, angle constructions |
|
| Content |
forms of mathematical reasoning |
Foundations of Mathematics 11 |
No CCG |
| Keyword: mathematical reasoning |
Elaboration: logic, conjecturing, inductive and deductive thinking, proofs, game/puzzle analysis, counter-examples |
|
| Curricular Competency |
Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts |
Foundations of Mathematics 11 |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: by:collaborating with Elders and knowledge keepers among local First Peoplesexploring the First Peoples Principles of Learning (http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Princi…; e.g., Learning is holistic, reflexive, reflective, experiential, and relational [focused on connectedness, on reciprocal relationships, and a sense of place]; Learning involves patience and time)making explicit connections with learning mathematicsexploring cultural practices and knowledge of local First Peoples and identifying mathematical connections |
| Keyword: knowledge |
Elaboration: local knowledge and cultural practices that are appropriate to share and that are non-appropriated |
| Keyword: practices |
Elaboration: Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)Aboriginal Education Resources (www.aboriginaleducation.ca)Teaching Mathematics in a First Nations Context, FNESC (http://www.fnesc.ca/resources/math-first-peoples/) |
|
| Curricular Competency |
Use mistakes as opportunities to advance learning |
Foundations of Mathematics 11 |
Connecting and reflecting |
| Keyword: mistakes |
Elaboration: range from calculation errors to misconceptions |
| Keyword: opportunities to advance learning |
Elaboration: by:analyzing errors to discover misunderstandingsmaking adjustments in further attemptsidentifying not only mistakes but also parts of a solution that are correct |
|
| Curricular Competency |
Connect mathematical concepts with each other, other areas, and personal interests |
Foundations of Mathematics 11 |
Connecting and reflecting |
| Keyword: Connect mathematical concepts |
Elaboration: to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, popular media and news events, social justice, cross-curricular integration) |
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