| Content |
polynomial factoring |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: factoring |
Elaboration: greatest common factor of a polynomialsimpler cases involving trinomials y = x2 + bx + c and difference of squares |
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| Content |
multiplication of polynomial expressions |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: multiplication |
Elaboration: applying the distributive property between two polynomials, including trinomialsconnecting the product of binomials with an area model |
|
| Content |
systems of linear equations |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: systems |
Elaboration: solving graphicallysolving algebraically by inspection, substitution, eliminationconnecting ordered pair with meaning of an algebraic solutionsolving problems in situational contexts |
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| Content |
arithmetic sequences |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: arithmetic sequences |
Elaboration: applying formal language (common difference, first term, general term) to increasing and decreasing linear patternsconnecting to linear relationsextension: exploring arithmetic series |
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| Content |
linear functions: slope and equations of lines |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: linear functions |
Elaboration: slope: positive, negative, zero, and undefinedtypes of equations of lines (point-slope, slope intercept, and general)equations of parallel and perpendicular linesequations of horizontal and vertical linesconnections between representations: graphs, tables, equations |
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| Content |
functions and relations: connecting data, graphs, and situations |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: functions and relations |
Elaboration: communicating domain and range in both situational and non-situational contextsconnecting graphs and contextunderstanding the meaning of a functionidentifying whether a relation is a functionusing function notation |
|
| Content |
prime factorization |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: prime factorization |
Elaboration: expressing prime factorization of a number using powersidentifying the factors of a numberincludes greatest common factor (GCF) and least common multiple (LCM)strategies include using factor trees and factor pairs |
|
| Content |
operations on powers with integral exponents |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: powers |
Elaboration: positive and negative exponentsexponent lawsevaluation using order of operationsnumerical and variable bases |
|
| Curricular Competency |
Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts |
Foundations of Mathematics and Pre-calculus 10 |
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 and Pre-calculus 10 |
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 and Pre-calculus 10 |
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) |
|
| Curricular Competency |
Reflect on mathematical thinking |
Foundations of Mathematics and Pre-calculus 10 |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: share the mathematical thinking of self and others, including evaluating strategies and solutions, extending, posing new problems and questions |
|
| Curricular Competency |
Take risks when offering ideas in classroom discourse |
Foundations of Mathematics and Pre-calculus 10 |
Communicating and representing |
| Keyword: discourse |
Elaboration: is valuable for deepening understanding of conceptscan help clarify students’ thinking, even if they are not sure about an idea or have misconceptions |
|
| Curricular Competency |
Use mathematical vocabulary and language to contribute to discussions in the classroom |
Foundations of Mathematics and Pre-calculus 10 |
Communicating and representing |
| Keyword: discussions |
Elaboration: partner talks, small-group discussions, teacher-student conferences |
|
| Curricular Competency |
Represent mathematical ideas in concrete, pictorial, and symbolic forms |
Foundations of Mathematics and Pre-calculus 10 |
Communicating and representing |
| Keyword: Represent |
Elaboration: using models, tables, graphs, words, numbers, symbolsconnecting meanings among various representationsusing concrete materials and dynamic interactive technology |
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