| Curricular Competency |
Explain and justify mathematical ideas and decisions in many ways |
Computer Science 11 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: use mathematical arguments to convinceincludes anticipating consequences |
| Keyword: decisions |
Elaboration: Have students explore which of two scenarios they would choose and then defend their choice. |
| Keyword: many ways |
Elaboration: including oral, written, pictures, use of technologycommunicating effectively according to what is being communicated and to whom |
|
| Curricular Competency |
Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures |
Computer Science 11 |
Understanding and solving |
| Keyword: connected |
Elaboration: through daily activities, local and traditional practices, popular media and news events, cross-curricular integrationby posing and solving problems or asking questions about place, stories, and cultural practicesthrough cryptography (e.g., Navajo Code Talkers from WWII) |
|
| Curricular Competency |
Solve problems with persistence and a positive disposition |
Computer Science 11 |
Understanding and solving |
| Keyword: persistence and a positive disposition |
Elaboration: not giving up when facing a challengeproblem solving with vigour and determination |
|
| Curricular Competency |
Apply flexible and strategic approaches to solve problems |
Computer Science 11 |
Understanding and solving |
| Keyword: flexible and strategic approaches |
Elaboration: using different algorithms to solve the same problemdesigning algorithms that solve a class of problems rather than a single problemdeciding which programming patterns to use to solve a problemchoosing an effective strategy to solve a problem (e.g., guess and check, model, solve a simpler problem, use a chart, use diagrams, role-play) |
| Keyword: solve problems |
Elaboration: interpret a situation to identify a problemapply mathematics to solve the problemanalyze and evaluate the solution in terms of the initial contextrepeat this cycle until a solution makes sense |
|
| Curricular Competency |
Visualize to explore and illustrate computer science concepts and relationships |
Computer Science 11 |
Understanding and solving |
| Keyword: Visualize |
Elaboration: visualize data structures pictoriallyuse flow chartsuse code visualization tools or websites (e.g., http://pythontutor.com/) |
|
| Curricular Competency |
Develop, demonstrate, and apply conceptual understanding through experimentation, inquiry, and problem solving |
Computer Science 11 |
Understanding and solving |
| Keyword: inquiry |
Elaboration: includes structured, guided, and open inquirynoticing and wonderingdetermining what is needed to make sense of and solve problems |
|
| Curricular Competency |
Think creatively and with curiosity and wonder when exploring problems |
Computer Science 11 |
Reasoning and modelling |
| Keyword: Think creatively |
Elaboration: by being open to trying different strategiesrefers to creative and innovative mathematical thinking rather than to representing math in a creative way, such as through art or music |
| Keyword: curiosity and wonder |
Elaboration: asking questions to further understanding or to open other avenues of investigation |
|
| Curricular Competency |
Model with mathematics in situational contexts |
Computer Science 11 |
Reasoning and modelling |
| Keyword: Model |
Elaboration: use mathematical concepts and tools to solve problems and make decisions (e.g., in real-life and/or abstract scenarios)take a complex, essentially non-mathematical scenario and figure out what mathematical concepts and tools are needed to make sense of it |
| Keyword: situational contexts |
Elaboration: including real-life scenarios and open-ended challenges that connect mathematics with everyday life |
|
| Curricular Competency |
Explore, analyze, and apply mathematical ideas and computer science concepts using reason, technology, and other tools |
Computer Science 11 |
Reasoning and modelling |
| Keyword: analyze |
Elaboration: examine the structure of and connections between mathematical and computer science ideas (e.g., demonstrating the connection between theoretical and experimental probability through simulation) |
| Keyword: reason |
Elaboration: inductive and deductive reasoningpredictions, generalizations, conclusions drawn from experiences (e.g., with coding) |
| Keyword: technology |
Elaboration: graphing technology, dynamic geometry, calculators, virtual manipulatives, concept-based appscan be used for a wide variety of purposes, including:exploring and demonstrating mathematical relationshipsorganizing and displaying datagenerating and testing inductive conjecturesmathematical modelling |
| Keyword: other tools |
Elaboration: integrated development environments (IDE)third-party librariesvisual code comparison tools to view code differences (e.g., Meld) |
|
| Curricular Competency |
Develop flexible thinking to analyze and create algorithms |
Computer Science 11 |
Reasoning and modelling |
| Keyword: flexible thinking |
Elaboration: understanding that different algorithms can be used to solve the same problem |
|
| Big Ideas |
Personal choices influence our mental, physical, and artistic well-being. |
Dance Conditioning 11 |
No CCG |
|
| Big Ideas |
Dance is an art form that combines flexibility, strength, and endurance. |
Dance Conditioning 11 |
No CCG |
|
| Big Ideas |
Personal fitness can be maintained or enhanced through participation in a variety of activities at different intensity levels. |
Dance Conditioning 11 |
No CCG |
|
| Big Ideas |
Knowing about the human body empowers dancers in their technical and artistic training. |
Dance Conditioning 11 |
No CCG |
|
| Big Ideas |
Dance conditioning for improved physical performance requires commitment, perseverance, and resilience. |
Dance Conditioning 11 |
No CCG |
| Keyword: Dance conditioning |
Elaboration: includes fitness activities such as aerobic movements, stretching, yoga, and strength training, as well as a variety of somatic approaches |
|