A.Y.

Jackson Secondary School

Course Description & Evaluation
Course name: Foundations of Mathematics Discipline: Mathematics
Course type: Applied Course code: MFM1P
Prerequisite: None Hours of instruction: 110
Mathematics 9: Applying the
Textbook: Credit Value: 1.0
Concepts, McGraw-Hill

Mr. Thickett, Room 211 School Website: https://ayjacksonss.ocdsb.ca/

Contact
david.thickett@ocdsb.ca
Details:
613-836-2527 x. 2100 Curriculum: http://www.edu.gov.on.ca/eng/curriculum/

Pathways through High School Mathematics:

 From the MFM1P course students take the MFM2P course in grade 10.
 Most students will go on in to the College stream in senior grades. Calculus and Vectors
 Really strong students can transfer in to the MCF3M course and from MCV4U
there into the University stream in senior grades. Grade 12
University

Functions Advanced Functions

MCR3U MHF4U
Grade 11 Grade 12
Principles of University University
Principles of
Mathematics Mathematics
Data Management
MPM1D MPM2D
MDM4U
Grade 10
Grade 9 Functions and Grade 12
Academic
Academic Applications University
MCF3M
College Technology
Grade 11
over 80%*

MCT4C
University/College
Grade 12
College
Foundations for
College Mathematics Foundations for
Foundations of Foundations of MBF3C College Mathematics
Mathematics Grade 11 MAP4C
Mathematics
MFM2P Grade 12
MFM1P over 50%*
Grade 10
Grade 9 Applied Mathematics for Work Mathematics for Work
Applied and Everyday Life and Everyday Life
MEL3E MEL4E
Grade 11 Grade 12
* Our Recommended
Grades to continue to
this course.
Evaluation:
The assessment of students’ abilities will take many forms both formal and informal. Course
Evaluations will be based on the overall expectations and take into consideration all four categories of
the achievement chart: Knowledge & Understanding, Thinking & Inquiry, Communication, and
Application. Please see below for the content breakdown.
Students must demonstrate evidence of their learning in all of the strands of the Curriculum to be
successful in the course. If a student is struggling to provide evidence of his or her learning in a
particular strand of the course the teacher, in conjunction with Student Success, will provide
additional opportunities through Credit Intervention. The exam and, if needed, Credit Rescue are the
final opportunities to show that they have sufficient knowledge of all strands of the Curriculum.
Term Work: 70% Summative: 15% Exam: 15%

The Curriculum:
There are two elements to the Ontario Mathematics Curriculum: the Content Expectations and the
Process Expectations. The Content Expectations define the mathematical knowledge required for the
specific course. The Process Expectations define the mathematical skills required for all math courses.

The Course Content Expectations:

All assessments are based on the Curriculum Strands of the course. Throughout the course all of the
assessments will refer to the following Strands.

Strand A: Number Sense and Algebra

The Expectations:

A1. Solve problems involving proportional reasoning.

Simplify numerical and polynomial expressions in one variable, and solve simple first-degree
A2.
equations.

Strand B: Linear Relations

The Expectations:

B1. Apply data-management techniques to investigate relationships between two variables.

B2. Determine the characteristics of linear relations.

B3. Demonstrate an understanding of constant rate of change and its connection to linear relations.
Connect various representations of a linear relation, and solve problems using the
B4. representations.

Strand C: Measurement & Geometry

The Expectations:
C1. Determine, through investigation, the optimal values of various measurements of rectangles.
Solve problems involving the measurements of two-dimensional shapes and the volumes of
C2.
three-dimensional figures.
Determine, through investigation facilitated by dynamic geometry software, geometric
C3. properties and relationships involving two-dimensional shapes, and apply the results to solving
problems.
Mathematical Process Expectations:
The mathematical processes are integrated into student learning in all areas of this course. Students
will use the mathematics of this course in a variety of ways. In particular the Mathematical Process
Expectations will be assessed by investigations, group work, tasks and assignments.

Problem Solving: Develop, select, apply, and compare a variety of problem-solving strategies as
they pose and solve problems and conduct investigations, to help deepen
mathematical understanding.
Reasoning And Develop and apply reasoning skills (e.g., recognition of relationships,
Proving: generalization through inductive reasoning, use of counter-examples) to make
mathematical conjectures, assess conjectures, and justify conclusions, and plan
and construct organized mathematical arguments.
Reflecting: Demonstrate reflection on and monitoring of thinking to help clarify
understanding as investigations are completed or problems are solved (e.g., by
assessing the effectiveness of strategies and processes used, by proposing
alternative approaches, by judging the reasonableness of results, by verifying
solutions).
Selecting Tools & Select and use a variety of concrete, visual, and electronic learning tools and
Computational
appropriate computational strategies to investigate mathematical ideas and to
Strategies :
solve problems.
Connecting: Make connections among mathematical concepts and procedures, and relate
mathematical ideas to situations or phenomena drawn from other contexts
(e.g., other curriculum areas, daily life, current events, art and culture, sports).
Representing: Create a variety of representations of mathematical ideas (e.g., numeric,
geometric, algebraic, graphical, pictorial representations; onscreen dynamic
representations), connect and compare them, and select and apply the
appropriate representations to solve problems.
Communicating: Communicate mathematical thinking orally, visually, and in writing, using
mathematical vocabulary and a variety of appropriate representations, and
observing mathematical conventions.

Learning Skills:
Students will be assessed on the following learning skills: responsibility, organization, independent
work, collaboration, initiative, and self-regulation. The learning skills will be assessed on a regular
basis and will be reported separately on the report card.

 Students are expected to attend ALL classes and be punctual.

 Practice is an important part of this course. Practice exercises will be assigned daily.
 Formative and summative assessments will occur regularly throughout the semester. Students are
expected to be present for all evaluations.
 When an evaluation has been missed, the student must speak with the classroom teacher as soon
as possible so that appropriate arrangements can be made.
 Assessment Rubric:
 All Assessments will be marked using the following rubric.
 This rubric is to be used in conjunction with the course’s evidence record.

Criteria R Level 1 Level 2 Level 3 Level 4

Insufficient Limited Some Considerable Thorough
Knowledge and Understanding
Knowledge of Work not related Limited Some Considerable Thorough
facts, terms, to the overall understanding of understanding of understanding of understanding of
concepts, expectations of the content and content and content and content and
procedures grade 9 concepts concepts concepts concepts
mathematics
curriculum Mathematics Mathematics Mathematics Mathematics
contains many contains some contains very few contains no errors
errors errors or no errors
Communication
Expression and Solution Organization of Organization of Organization of Organization of
organization of unorganized mathematics poor mathematics mathematics easy mathematics clear
ideas satisfactory to follow and easy to follow
Insufficient use of Uses common Few errors in Appropriate use of Clear and precise
correct language in place vocabulary and mathematical language.
mathematical of mathematical only some common vocabulary. Thorough use of
vocabulary, vocabulary. language in place Consistently uses symbols and
symbols, labels, Correct use of of mathematical mathematical mathematical
and conventions symbols, labels, vocabulary. symbol, labels, and vocabulary
and conventions is Usually uses conventions
limited mathematical correctly
symbols, labels,
and conventions
correctly
Application
Selection, use and Incorrect selection Selection and use Selects and uses Selects and uses Selects and uses
sequencing of tools of tools of appropriate some appropriate appropriate tools appropriate tools
and strategies tools is limited, tools and strategies and strategies accurately and
with major errors, with minor errors, accurately and in efficiently
omissions or mis- omissions or mis- logical sequence
sequencing sequencing
Transfer of ideas to Insufficient Limited transfer of Solves problems in Solves problems Solves problems in
situations drawn transfer of ideas to ideas to other familiar contexts; involving new new contexts;
from other other contexts contexts; makes makes simple contexts; makes makes thorough
contexts limited connections connections appropriate connections
connections
Connections Insufficient Limited use of Some use of Appropriate use of Thorough use of
between connections made multiple multiple multiple multiple
representations between different representations representations. representations representations
representations Misinterprets
part(s) of the
information
Thinking
Reasoning with Insufficient Limited evidence of Some evidence of Considerable Thorough evidence
justification evidence of reasoning reasoning evidence of of reasoning
reasoning reasoning