The majority of students who enter the transition math course do not like math, have not been successful in math and really could care less about it. Often, they do not even want to try a question for fear of getting it wrong and really don’t want to participate in a regular classroom for fear of looking and/or feeling less than their peers. The S1 Transition Math Course provides a learning environment better suited for students who may have gaps in their learning or a high degree of difficulty keeping up in the regular math course.
Smaller Class Sizes
The transition course provides a smaller classroom size (16 students maximum) with each and every student having had a similar experience in mathematics. Since each student has had a similar experience in math, every student feels equal to his or her peers and an atmosphere of trust is created where students can begin to take chances with their learning.
Successful Students
It has been my experience that the majority of students who take the transition course have been highly successful in becoming more confident math students, who are not afraid to attempt questions, who feel better about themselves as students and learners and who earn a solid grade in S1 Math. The smaller class size is less intimidating and all the students are at the same level, encouraging all students to participate every day. The more that students participate, the more success they experience, which in turn, makes them want to participate more. This positive cycle usually results in a high success rate for the program.
The transition math program is successful because more time is allotted to each unit and only the units required for continuing on to the Consumer Math stream are covered. As well, the pace is set by the ability of the students. We only move as fast as the students are learning. As such, students who enter the S1 transition course will receive and “adapted” designation on their report card. An adapted designation simply means that adaptations were required for the student to be successful in the class. All students who take the S1 transition course are expected to enter S2 Consumer Math.
Math 10F Transition – Course Outline
Mr. Dyck – Room 116
The overall long-term goal of the S1 Core Mathematics course is to help students to become mathematically literate. Mathematical literacy means that students will be able to use mathematics in their work lives, personal lives and consumer lives.
The overall short-term goal of the S1 Core Mathematics course is to prepare students with the fundamental mathematical skills to be successful in the consumer math stream.
Some of the general goals of this course are as follows:
The Consumer Mathematics course is built around nine themes that are part of everything we do in math. These themes include:
· Communication of mathematical ideas
· Connections of mathematical ideas to other concepts in mathematics and to real-world situations and contexts.
· Number Sense to give a sense of the size of numbers and measurements and whether answers are reasonable.
· Organization and Structure to apply mathematical structure to situation or to imply mathematical structure from a situation.
· Patterns will be recognized and developed.
· Problem Solving – analyze problems and solve them by applying mathematical knowledge.
· Reasoning logically and justifying thinking.
· Technology used to solve problems.
· Visualization to assist in processing information, making connections and solving problems.
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Coursework and Assignments |
40% |
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Tests |
25% |
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Exam |
25% |
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Mental Math/Learning Log |
10% |
Unit |
Outcomes |
Time Allotment |
Date Completed |
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Fundamental Skills Review |
Integers - Addition, Subtraction, Multiplication and Division Calculating Percent Calculations using Order of Operations Fractions - Addition, Subtraction, Multiplication and Division Decimals - Addition, Subtraction, Multiplication and Division
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Within program
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Statistics and Probability
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Comparison graphing (using graphs to compare data) Circle graphs, bar graphs Basic coordinate planes Scatter plots, line of best fit Assessing strengths, weaknesses and bias in samples and data collection Critiquing conclusions and statistical information in the media Recognize that probability is based on theoretical calculations and experimental calculations Demonstrate an understanding of the role of probability in society Solve problems involving the probability of independent events |
15 hours (13 classes) |
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Right Angle Calculations |
Pythagorean theorem and calculating an unknown side of a right triangle when given two sides. Ratios Basic right angle trigonometry using sine, cosine and tangent ratios. Similar triangles |
15 hours (13 classes) |
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Measurement and Geometry |
Working with formulas including area, perimeter and volume of circles, rectangles, triangles, cylinders etc. Draw the plan and elevation sketches from a 3-D object. Draw or build a 3-D object given its plan and elevation views. |
10 hours (10 classes) |
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Linear Relations |
Solve and verify simple equations. |
15 hours (13 classes) |
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Problem Solving |
Using logic to solve problems. |
spaced throughout the course |
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** Note: The above timelines and units are estimated and will be adjusted based on student need.
ŕ For this course, you are required to have the following:
ŕ In this course you must ALWAYS USE PENCIL!!! and you must ALWAYS SHOW YOU WORK!!! You will be graded accordingly.
The goal in this class is for you to be successful and to achieve this goal you must ask questions, do your work and be in class on time.