MAP4C

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Date________

About This Course

(MAP4C) Grade 12 Foundations for College Mathematics covers four main
learning strands:
A. Mathematical Modelling;
B. Geometry and Trigonometry;
C. Personal Finance; and
D. Data Management.
Assessment and Evaluation Standards.
Levels Out of 10
Percent
Meaning
Level 4

8 9 10

80% 100%

Level 3

70% - 79%

Level 2

60% - 69%

Level 1

50% - 59%

0 1 2 3 4

Less than
50%

Demonstrates an exceptional level of

understanding and communication. Performance
meets and/or exceeds provincial standards.
Demonstrates a good level of understanding and
communication. Meets provincial standards.
Demonstrates some abilities with the concept.
Overall performance is below provincial standards.
Demonstrates limited abilities. Overall performance
is significantly below provincial standards.
Remedial. No credit. Further study is required.

I (a 2.5 score
Incomplete. Student needs to complete the work
code means
and/or correct the incomplete work; then submit, or
attempted
resubmit, for marking within a reasonable timeline
but
established by the teacher.
incomplete.)
Transparency: Not every assignment, exercise, or task may appear in your assessment.
Teacher professional discretion will apply. Refer to Growing Success: Assessment, Evaluation
and Reporting in Ontario's Schools, First Edition Covering Grades 1 to 12 available at
http://www.edu.gov.on.ca/eng/policyfunding/success.html.
The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007 (revised) contains course
expectations and is available in plain text or pdf form at
http://www.edu.gov.on.ca/eng/curriculum/secondary/math.html.
The direct course curriculum pdf link is:
http://www.edu.gov.on.ca/eng/curriculum/secondary/math1112currb.pdf pages 135-145.
Studies show that missed classes, regardless of the reason, often leads to lower grades.
Attendance and effort in class are important.

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Emotional Strategies
My Philosophy
Based on years of studying, learning, teaching, observation, and reflection; I
am convinced of one thing: I do not know of any question, assignment, quiz,
test, course, credit, certificate, diploma, or degree that is more important
than the person.
- Mr. P. Hanna, OCT, B.Sc., B.Ed.
Teacher, Mathematics, DDSB and DCE.
Everyone faces moments of frustration as they progress through life. Not
knowing a solution may trigger feelings of stress leading to anxiety, anger,
and/or frustration! Yikes! What can we do?
Please remember that such feelings are temporary. Better times lay ahead.
There is always hope.
Specific Emotional Strategies: Take a short break and few deep breaths. Give
yourself some cool-down time. Accept the fact that you may not yet know
some topics. This is normal. Separate the self-evaluation of your skills from
your self-evaluation of yourself. Think SNAP (Stop Now And Plan) before you
emotionally snap. Drink water. Avoid caffeine and sugar. Get a good nights
sleep.
Suicide Prevention 9-1-1
If you or someone you know is suicidal, call 9-1-1 immediately. Talk to
Guidance if you want more information regarding suicide prevention and
emotional support.
Crime Stoppers Wants Your Information, Not Your Identity
Crime affects everyone through higher costs and emotional stress. If you
have any information on fights or crimes (past, present, or future), make the
call to Durham Regional Crime Stoppers at 1-800-222-TIPS (8477) or tell a
school official. Learn more at online
http://www.durhamregionalcrimestoppers.ca/
Self-Assessment Strategy:

B4 _____, After _____

Try this self-assessment strategy! For each skill or concept, give yourself a
Before and After confidence score out of 10, with 10 being very confident
and 0 being no confidence in your own ability to correctly perform the task.
For example, if learning fraction addition, write down your self-confidence
rating before the lesson and again after the lesson. If you feel your
confidence level is a 2 out 10 Before and a 6 or 8 out of 10 After the

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lesson, then you have evidence of your improvement from 2 to 6 or 8

out of 10. This strategy will positively focus your attention on your progress
rather than negatively focusing your attention on your lack of perfection.
Try to balance habitual negative self-talk with evidence-based positive selftalk. It works. Praise progress!

Prior Knowledge
Students should have an understanding of some basic math concepts and
are encouraged to review and/or relearn these topics as required.
Tips: Ask questions; Study independently using the internet; Talk to a relative
or friend that knows the material; Get help as soon as possible in order to
maximize your success; Take a break if you find yourself getting upset or
frustrated. Learning takes time, patience, and persistence. In fact, trying to
learn and recall new concepts while in a state of emotional distress is not a
good strategy. So, stay calm, cool, and collected.
Prior Math Concepts Recommended.
(Students Should Have Prior
Knowledge of These Concepts)
Integer: Addition; Subtraction;
Multiplication; and Division.

Diagnostic Student Self-Assessment

(Scale 0 to 10, where 0 = cannot
remember or little knowledge; and 10
= excellent knowledge and confidence)
B4=
After=

Fraction: Addition; Subtraction;

Multiplication; and Division.

B4=

After=

Powers with Integer Exponents. xm means

(x)(x)(x).(x) repeated m times.
Example: 23 = (2)(2)(2) expanded. And 23 =
8 when fully simplified.

B4=

After=

Order of Operations (Brackets | Exponents |

Division or Multiplication from left to right
whichever comes first | Addition or
Subtraction from left to right whichever
comes first.) BEDMAS. Also, do innermost
brackets first.

B4=

After=

Percentages. Examples: Find 13% of

$50.00; What percent is 12 out of 80?

B4=

After=

Opposite Operations: addition and

subtraction; multiplication and division;
exponent 2 and square root

B4=

After=

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Prior Math Concepts Recommended.

(Students Should Have Prior
Knowledge of These Concepts)
Pythagorean Theorem: For any right
triangle, the square of the hypotenuse =
the sum of the square of the two shorter
sides. Given triangle PQR, where r is the
hypotenuse, then r2 = p2 + q2.

Date________

Diagnostic Student Self-Assessment

(Scale 0 to 10, where 0 = cannot
remember or little knowledge; and 10
= excellent knowledge and confidence)
B4=
After=

Distributive Law: a(b+c-d) = ac + ab ad.

Watch negative signs carefully!

B4=

After=

Reciprocal Numbers: Numbers that multiply

to the product 1. Example: (1/2) and (2/1)
are reciprocal numbers; Other reciprocals: (0.5) and (-2); and 4; (-0.25) and (-4); etc.

B4=

After=

Units of Measurement: International System

(metre, gram, litre) and their prefixes.
[Examples: kilo=1000; centi=1/100;
milli=1/1000]. Note: Canadian metre
spelling versus American meter spelling.
http://physics.nist.gov/cuu/Units/units.html
Imperial System (inch, foot, yard, mile,
pound, ounce)

B4=

After=

Perimeter: The distance around the outside

edge. Linear distance units.
Area: The number of squares to cover a
surface. Square units.

B4=

After=

B4=

After=

Volume: The number of cubes to fill a three

dimensional space. Cubic units.

B4=

After=

Algebra: Solve equations involving single

variables. Example: Solve 3.14 r2 = 100;
Solve 2x+4.8 = 20.

B4=

After=

Personal Finance: Simple Interest.

Compound Interest.

B4=

After=

Linear Models: General standard equation

Y=mX+b; slope=m=(y change)/(x change);
b=the y intercept. Numeric analysis shows
first differences are constant. Constant
amount over equal intervals. Graph shows
a straight line.

B4=

After=

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Prior Math Concepts Recommended.

(Students Should Have Prior
Knowledge of These Concepts)
Quadratic Models: General standard
equation Y=aX2 +bX +c; Numeric analysis
shows second differences are constant.
Graph shows a U-shaped parabola.
Exponential Growth and Exponential Decay
Models: y=a(b)x +c, where a = original
amount, b=base factor or base multiplier,
and c = vertical shift. Constant percent
over equal intervals. Numeric analysis
shows a common ratio [also known as a
quotient or multiplier or factor] over equal
intervals.

Date________

Diagnostic Student Self-Assessment

(Scale 0 to 10, where 0 = cannot
remember or little knowledge; and 10
= excellent knowledge and confidence)
B4=
After=

B4=

After=

References
http://www.apa.org/topics/anger/control.aspx#. (n.d.). Retrieved October 18,
2014, from Strategies to Avoid Anger before it Controls You:
http://www.apa.org/topics/anger/control.aspx#
National Institute of Science and Technology. (n.d.). International System of
Units (SI). http://physics.nist.gov/cuu/Units/units.html
Ontario Ministry of Education. (2007, September 1). The Ontario Curriculum:
Secondary Mathematics. Retrieved September 1, 2014, from The
Ontario Ministry of Education:
http://www.edu.gov.on.ca/eng/curriculum/secondary/math1112currb.pd
f