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Course Outline Math 2015

The document outlines the Math Cycle 1 program which spans grades 7 and 8. It aims to prepare students to use math in everyday life by developing two competencies: solving situational problems and using mathematical reasoning. Over the two years, students will cover topics like number theory, algebra, geometry, statistics, and probabilities. Teachers will use various teaching strategies to help students achieve the learning outcomes by the end of the cycle. Students will be evaluated each term based on demonstrations of the two competencies.

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214 views

Course Outline Math 2015

The document outlines the Math Cycle 1 program which spans grades 7 and 8. It aims to prepare students to use math in everyday life by developing two competencies: solving situational problems and using mathematical reasoning. Over the two years, students will cover topics like number theory, algebra, geometry, statistics, and probabilities. Teachers will use various teaching strategies to help students achieve the learning outcomes by the end of the cycle. Students will be evaluated each term based on demonstrations of the two competencies.

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© © All Rights Reserved
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Math Cycle 1

GENERAL INFORMATION
Mathematics 100 and 200.
Classes will occur during six periods in the student timetable of 9 days.
COURSE DESCRIPTION
The goal of the Cycle 1 mathematics program is to prepare students to live and be
productive in an ever-increasing mathematical world. In order to accomplish this goal,
the program will follow the Quebec Educational Program. Students will be encouraged
to develop competencies in the following two areas during the two-year cycle one
program.
Competency 1: Solving Situational Problems - students will be expected to give
oral or written explanations showing that they understand a situational problem, to
use appropriate mathematical knowledge to solve a situational problem, and to
develop an appropriate solution to a problem.
Competency 2: Using Mathematical Reasoning students will be expected to
formulate conjectures appropriate to a situation, to use the correct concepts and
processes appropriate to a situation, to use reasoning that is appropriate to a
situation, and to justify the steps taken or reasoning taken to reach a particular
solution.
Students are expected to communicate clearly their mathematical knowledge by
interpreting mathematical representations and producing clear work using proper
mathematical language. Mathematics plays a role in everyday life, not only as
consumers but it allows students to expand their world view. Each level in high school
examines the different branches of mathematics: arithmetic and algebra, geometry, and
probability and statistics.
It is with this goal in mind that the content of the Cycle 1 Mathematics curriculum is
divided into themes for the two-year cycle.
Term
1
2

Year 1 (Grade 7)

Number Theory
Decimals
Fractions
Percents
Statistics
Integers
Perimeter & Area
Geometry Properties
Geometry-Constructions

*Concepts from year 1 are built upon in year 2.

Year 2 (Grade 8)

Algebra
Algebraic Equations
Modes of Representation
Rates, Ratios & Proportions
Percents
Polygons and Circles
Solid Geometry
Probabilities & Statistics

Math Cycle 1
STUDENT LEARNING OUTCOMES:
By the end of Cycle 1, students will have achieved competencies in solving situational
problems and using mathematical reasoning. Students' success in their other subject
areas will be enhanced as students become proficient at using reasoning to solve
problems.
TEACHING STRATEGIES:
Teaching strategies will be based on the needs of the students in the class and can
include: whole class lectures, group and individual discovery activities, use of hands on
manipulatives, use of technologies, and use of the smartboard.
SCHEDULE

Students will be given evaluations at the end of the class study of each of the topics.
Students will have reasoning (skill) type tests as well as application tests and
situational problem tests.

COURSE MATERIALS

Course packages are used and will be distributed throughout the year as needed.
Teachers will provide students with notes on mathematical concepts.
Students should have a geometry set and a calculator .
EVALUATION:
Students are evaluated each term on the two competencies mentioned above. The
term marks are determined by taking 30% of the situational problem mark and 70% of
the reasoning mark. 15% of each competency evaluation will be formative evaluation
(class work, quizzes, IXL, projects as determined by the teacher.
Students final grades will be based on 20% of the Term 1 mark, 20% of the Term 2 mark,
and 60% of the Term 3 mark as for all other courses.
Final Exams count for 25% of the Term 3 mark per competency.

Year 1 Teachers
Jodi Coleman ([email protected]
Patrick Dubois ([email protected])
Jessica Ledoux ([email protected])
Tracey Comeau ([email protected])
and Jarrod Sharman
([email protected])
Jennifer Hall ([email protected]) and
Adriana Lyons ([email protected])

Year 2 Teachers
Patrick Dubois ([email protected])
Paul Gella ([email protected])
Kevin Shea ([email protected])
Todd Smith ([email protected])

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