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Frequently Asked Questions: High School Mathematics October 2005 Contents Courses What are the course options, course codes, and prerequisites? .......................................................3 How many students should we anticipate will take courses at the different levels? .......................4 What courses must be offered to students and which are optional for schools to offer? .................5 What courses could be combined within one classroom, if necessary? ..........................................5 Can high school mathematics courses be taught through the whole year? ......................................5 What are the differences between Mathematics 10 and Mathematics 10 Plus? ..............................6 How do the two credits work in Mathematics 10 Plus and Mathematics Foundations 10 Plus? .....................................................................................6 Can Mathematics 10 Plus be taught as separate courses?................................................................6 What credit options are there for students who take Mathematics 10 Plus all year and then fail?...............................................................................................................................6 May schools continue to offer locally developed mathematics courses? ........................................7 What is the recommended sequence of grade 11 and grade 12 courses? ........................................7 What are the IB and AP options in high school mathematics? ........................................................7 Pathways What are the possible course pathways through high school mathematics? ...................................7 When a student is entering grade 10, what should he or she consider when registering for math courses? .............................................................................................................................8 How does a student’s mathematics course choices influence his or her post-secondary options? ..8 How should recommendations regarding student placement be communicated from the junior to the senior high school? ......................................................................................................8 If a student chooses a course against the recommendations of the school and teacher, should resource support be made available to the student? .........................................................................8 What are the course codes for students following an IPP? ..............................................................9 In which courses should a student following an IPP be placed? ...................................................10 What is the profile of a student in each course? ............................................................................10 How can attendance or lack of attendance affect a student’s ability to complete a course? .........11 Frequently Asked Questions: High School Mathematics October 2005 1 Assessment and Evaluation How should students in high school mathematics be evaluated by the classroom teacher? ..........11 Can a student earn an exam exemption in a mathematics course? ................................................12 Which high school mathematics courses have a Nova Scotia Examination (NSE)? .....................12 Can students rewrite NSE without retaking the course? ................................................................12 Do students doing summer school or correspondence write an NSE? ..........................................12 Do students who take correspondence or summer school write NSE in Mathematics? ................12 Who marks NSE in mathematics? .................................................................................................12 May schools provide adaptations for NSE in mathematics? .........................................................12 Teaching and Learning What resources are needed for high school mathematics courses? ...............................................13 What should student learning look like in the classroom? ............................................................13 What are some things teachers should do to support student learning? ........................................14 Why does small-group learning play such an important role in the mathematics courses? ..........15 What can school administrators do to ensure effective implementation of mathematics courses?.....................................................................................................................16 Appendices Appendix A: Active Course Codes for High School Mathematics ...............................................17 Appendix B: Suggested Student Pathways through High School Mathematics ............................19 Frequently Asked Questions: High School Mathematics October 2005 2 Frequently Asked Questions: High School Mathematics Courses What are the course options, course codes, and prerequisites? Mathematics Essentials 10 (graduation, 1 credit) Course Code: 008189 Prerequisite: Successful completion of Mathematics: Grade 8 and recommendation from the Mathematics: Grade 9 teacher Mathematics Foundations 10 (graduation, 1 credit) Course Code: 008009 Prerequisite: Successful completion Mathematics: Grade 9 Mathematics Foundations 10 Plus (graduation, 2 credits) Course Codes: 008009/008158 Prerequisite: Successful completion of Mathematics: Grade 9 Mathematics 10 (academic, 1 credit) Course Code: 008008 Prerequisite: Successful completion of Mathematics: Grade 9 and demonstrated good to excellent performance in relation to the expected learning outcomes prescribed by Mathematics: Grade 9 Mathematics 10 Plus (academic, 2 credits) Course Code: 008008/008157 Prerequisite: Successful completion of Mathematics: Grade 9 and recommendation from the Mathematics: Grade 9 teacher Mathematics Essentials 11 (graduation, 1 credit) Course Code: 008191 Prerequisite: Successful completion of Mathematics Essentials 10 Mathematics Foundations 11 (graduation, 1 credit) Course Code: 008011 Prerequisite: Successful completion of Mathematics Foundations 10 or Mathematics 10 Mathematics 11 (academic, 1 credit) Course Code: 008067 Prerequisite: Successful completion of Mathematics 10 Note: In exceptional cases, those who have demonstrated very good to outstanding performance in relation to the curriculum outcomes prescribed for Mathematics Foundations 10, have demonstrated initiative and willingness to complete required independent study to address some Mathematics 10 outcomes, and are recommended by the school principal and/or teacher, may enroll in Mathematics 11. Advanced Mathematics 11 (advanced, 1 credit) Course Code: 008145 Prerequisite: Successful completion of Mathematics 10 and have demonstrated outstanding performance in relation to the learning outcomes prescribed by Mathematics 10 Mathematics Foundations 12 (graduation, 1 credit) Course Code: 008013 Prerequisite: Successful completion of Mathematics Foundations 10 or Mathematics 10 Recommended Prerequisite: Successful completion of Mathematics Foundation 11 or Frequently Asked Questions: High School Mathematics October 2005 3 Mathematics 11 Mathematics 12 (academic, 1 credit) Course Code: 008073 Prerequisite: Successful completion of Mathematics 10 Recommended Prerequisite: Successful completion of Mathematics 11 Advanced Mathematics 12 (advanced, 1 credit) Course Code: 008015 Prerequisite: Successful completion of Mathematics 10 and have demonstrated outstanding performance in relation to the learning outcomes prescribed by Mathematics 10 Recommended Prerequisite: Successful completion of Advanced Mathematics 11 Pre-Calculus Mathematics 12 (advanced, 1 credit) Course Code: 008156 Prerequisites: Successful completion of Advanced Mathematics 11 and Advanced Mathematics 12 OR Successful completion of Mathematics 11 and Mathematics 12 and have demonstrated very good to outstanding performance in relation to the learning outcomes prescribed by Mathematics 11 and Mathematics 12 Calculus 12 (advanced, 1 credit) Course Code: 008190 Prerequisite: Successful completion of Pre-Calculus Mathematics 12 How many students should we anticipate will take courses at the different levels? It is anticipated that approximately 30–40% of grade 10 students will enrol in graduation-level courses and approximately 60–70% of grade 10 students will enrol in the academic mathematics course. It is anticipated that in grades 11 and 12, 30–40% of students will enrol in graduation level courses, 40–55% of students will enrol in academic-level courses, and 15–20% of students will enrol in advanced-level courses. Frequently Asked Questions: High School Mathematics October 2005 4 What courses must be offered to students and which are optional for schools to offer? The core course in mathematics are Mathematics 10, Mathematics Foundations 10, Mathematics 11 / Advanced Mathematics 11, Mathematics Foundations 11, Mathematics 12 / Advanced Mathematics 12, Mathematics Foundations 12, and Pre-Calculus Mathematics 12. Schools must offer all core courses as options for students. Mathematics Foundations 10 Plus, Mathematics 10 Plus, Mathematics Essentials 10, and Mathematics Essentials 11 are options that schools may choose to offer. Calculus 12 is also optional. Mathematics 10 and Mathematics Foundations 10 can be offered as semestered courses, year-long courses, or as part of the 220-hour year-long Plus courses. What courses could be combined within one classroom, if necessary? Mathematics 10 and Mathematics Foundations 10 address many of the same outcomes and offer similar learning experiences and activities; therefore, these courses could be taught in a combined classroom. Mathematics Foundations 10 and Mathematics Essentials 10 address completely different sets of curriculum outcomes; therefore, it is not recommended that these courses be taught in a combined classroom. In grade 11, Mathematics 11 can be combined with either Advanced Mathematics 11 or with Mathematics Foundations 11 depending on enrollment and other issues. However, Mathematics Essentials 11 should not be combined with Mathematics Foundations 11 as these courses address completely different sets of outcomes. In grade 12, Mathematics 12 can be combined with either Advanced Mathematics 12 or Mathematics Foundations 12 depending on enrollment and other issues. Can high school mathematics courses be taught through the whole year? Schools may provide year-long options for students in high school mathematics through creative timetabling. School may also wish to consider Mathematics 10 Plus and Mathematics Foundations 10 Plus as year-long 220-hour course options for grade 10 students. It is important that scheduling of grade 12 courses reflect prerequisites and provide for students who wish to earn more than three mathematics credits. Frequently Asked Questions: High School Mathematics October 2005 5 What are the differences between Mathematics 10 and Mathematics 10 Plus? Mathematics 10 Plus is an academic, two-credit course providing successful students with a Mathematics 10 credit (008008) and one elective credit, Mathematics 10 Plus (008157). Mathematics 10 Plus follows the Mathematics 10 curriculum but is presented over 220 hours to allow additional time to support and/or extend the learning to meet the needs of all students. How do the two credits work in Mathematics 10 Plus and Mathematics Foundations 10 Plus? Students taking Mathematics 10 Plus should be enrolled in both Mathematics 10 (course code 008008), a mathematics credit, and Mathematics 10 Plus (course code 008157), an elective credit. Students taking Mathematics Foundations 10 Plus should be enrolled in both Mathematics Foundations 10 (course code 008009), a mathematics credit and Mathematics Foundations 10 Plus (course code 008158), an elective credit. Can Mathematics 10 Plus be taught as two separate courses? The 220 hours afforded to this course will allow the teacher to get to know each student’s strengths and needs in mathematics very well. This enables the teacher to address the appropriate Mathematics 10 Plus outcomes for that student. For this reason Mathematics 10 Plus should be viewed as a single course, ideally taught over two semesters by the same teacher. What credit options are there for students who take Mathematics 10 Plus all year and then fail? Teachers may use their professional judgement in situations where a student fails. If the student has achieved the outcomes for Plus elective credit, a teacher may give credit for this course (008157) and not for the Mathematics 10 course. The student will need to be counselled regarding options for earning the two required mathematics credits. Schools may also decide that a student’s performance is sufficient to satisfy the Mathematics Foundations 10 credit (008009) and may assign this credit, making the appropriate changes to the student’s record/transcript. In this case, options, should review with students and parents, for further mathematics credits that would best meet the needs of the student. Frequently Asked Questions: High School Mathematics October 2005 6 May schools continue to offer locally developed mathematics courses? Principals and guidance counsellors are advised to check the approved status and end dates for locally developed courses in the course code list. See also Appendix A for a list of active course codes. What is the recommended sequence of grade 11 and grade 12 courses? While it is possible for these courses to be taught in either order, this should only happen in special circumstances. Whenever possible students should take Mathematics 11 before Mathematics 12 and Advanced Mathematics 11 before Advanced Mathematics 12 and Mathematics Foundations 11 before Mathematics Foundations 12. Schools should make every effort to arrange schedules that will allow this sequence of courses. While the content of grade 11 courses is not prerequisite to grade 12 courses, students naturally benefit from the 110 hours of mathematics learning in grade 11 courses and have a stronger background on which to build as they address requirements of grade 12 courses. What are the IB and AP options in high school mathematics? The IB Diploma Program is currently being offered in two Nova Scotia schools. The program is being expanded to include several more high schools over the next few years. The Department is currently working with boards to expand opportunities for students to prepare for and take Advanced Placement Examinations. Pathways What are the possible course pathways through high school mathematics? See Appendix B. Frequently Asked Questions: High School Mathematics October 2005 7 When a student is entering grade 10, what should he or she consider when registering for math courses? Students and their parents should consider many things when exploring high school mathematics course options, including previous mathematics achievement, interest, attitude, ability to work independently, work habits, and future plans, as well as the appropriate level of challenge of the course. How does a student’s mathematics course choices influence his or her post-secondary options? Post-secondary programs have different mathematics prerequisites and should be carefully investigated during the course selection process. It is important to note that many post-secondary programs do not have a mathematics prerequisite and that graduation-level mathematics credits will satisfy admissions requirements. See the Mathematics: Career Pathways poster. Selecting courses on the premise of “keeping all doors opened” without considering the above, is not in the best interest of students. Doing well in the appropriate course gives students many more options than struggling through an ill chosen course. How should recommendations regarding student placement be communicated from the junior to the senior high school? Protocols should be established within school boards to ensure effective communication between the junior high school and senior high school regarding recommendations made to students and their parents about selection of mathematics courses and appropriate placement of students. If a student chooses a course against the recommendations of the school and teacher, should resource support be made available to the student? Allocation of resource support must be prioritized by program planning teams and the school principal. PPTs and principals must consider many factors when determining a priority list, including whether or not the student is in the appropriate course. However, principals and guidance counsellors should ensure that students and parents understand potential issues related to resource support before decisions are made regarding selection. Frequently Asked Questions: High School Mathematics October 2005 8 What are the course codes for students following an IPP? For students in grade 10 who require individualized outcomes and who have had Individualized Program Plans (IPPs) developed specifically to meet their strengths and needs, there is a specific course code. The use of the course code (008102) for Mathematics 10 IPP indicates that a student has an Individualized Program Plan in which outcomes have been deleted or the general curriculum outcomes are being taught at a significantly different specific curriculum outcome level. It could also indicate that a student is working on additional or extended outcomes. See the Special Education Policy Manual and Supporting Student Success: Resource Programming and Services for information on the individualized program planning process. An outline of the student’s individualized program plan must be attached to the transcript so that the nature of the individualized program plan is clear. For students who require individualized outcomes and who have had Individualized Program Plans (IPPs) developed specifically to meet their strengths and needs, there are specific course codes which apply as follows: Mathematics 11 IPP (008109) Mathematics 12 IPP (008110) Advanced Mathematics 11 IPP (008193) Advanced Mathematics 12 IPP (008108) Pre-Calculus Mathematics 12 IPP (008194) The use of the course codes for Mathematics 11 IPP or for Mathematics 12 IPP indicates that a student has an Individualized Program Plan in which outcomes have been deleted or the general curriculum outcomes are being taught at a significantly different specific curriculum outcome level. See the Special Education Policy Manual and Supporting Student Success: Resource Programming and Services for information on the individualized program planning process. The use of course codes for Advanced Mathematics 11 IPP, Advanced Mathematics 12 IPP, or Pre-Calculus Mathematics 12 IPP indicates that a student has an Individualized Program Plan in which the individualized outcomes developed exceed or extend the course as a result of the student’s exceptionally strong abilities in Mathematics. Frequently Asked Questions: High School Mathematics October 2005 9 In which courses should students following an IPP be placed? Students should be placed in settings where they will receive the appropriate support depending on the nature of the IPP. Things to consider include the strengths and needs of the student, the learning environment that will offer the student the appropriate challenge and support, class sizes, the ability of the teacher to address the individual’s program and learning needs, and student access to learning experiences and resources identified in the IPP. See the Special Education Policy Manual and Supporting Student Success: Resource Programming and Services for information on the individualized program planning process. What is the profile of a student in each mathematics course? Mathematics 10 is designed for those who plan to enter into fields requiring further post-secondary study of mathematics. Examples include, but are not limited to, the sciences, engineering, and business administration at university, college, or private institutions. Mathematics Foundations 10 is designed for students who want to maintain a high standard of mathematics but who do not intend to enter post-secondary programs that require academic mathematics as a prerequisite. Please check with the institution to obtain accurate information on entrance requirements. Most of the specific curriculum outcomes designated for Mathematics Foundations 10 are the same as those designated for Mathematics 10. The significant difference between the two courses lies in the levels of performance expected in regard to some outcomes. Mathematics Foundations 10 is characterized by a greater focus on concrete activities, models, and applications with less emphasis given to formalism, symbolism, computational or symbolic- manipulating ability, and mathematical structure. Mathematics 10 involves greater attention to abstraction and more sophisticated generalizations, while in Mathematics Foundations 10 less time is spent on complex exercises and connections to advanced mathematical ideas. Mathematics Essentials 10 is designed for students who do not intend to pursue post-secondary study, or who plan to enter programs which do not have any mathematics prerequisite. Typically, students who enrol in Mathematics Essentials 10 will have a history of difficulty in achieving the outcomes of the junior high mathematics program. Frequently Asked Questions: High School Mathematics October 2005 10 How can attendance or lack of attendance affect a student’s ability to complete a course? With the learning outcomes framework we have in Nova Scotia, attendance should not be a factor, per se, in the evaluation of a student’s achievement. While students clearly benefit from regular attendance and uninterrupted learning, what matters is the extent to which the student can demonstrate achievement of the prescribed outcomes. A provincial attendance committee is currently investigating options for improving student attendance. Assessment and Evaluation How should students in high school mathematics be evaluated by the classroom teacher? Teachers should develop assessment and evaluation plans in the same way they develop learning plans for their courses. These plans must be matched to the curriculum outcomes of each of the mathematics courses. The assessment plan describes the types of assessments that teachers will employ to gather evidence of student learning. Examples include paper-and-pencil tests (quizzes and exams), projects, assignments, and portfolios. The assessment plan should articulate the relationship between the design of each assessment type and the mathematics curriculum outcomes. The evaluation plan shows how information about student learning, gathered during each assessment, will be evaluated by the teacher, using his or her professional judgement. The evaluation plan, which may be a marking guide, a rubric, or descriptive criteria, will assist teachers in evaluating their students’ learning. It will also assist students in determining their progress and their achievement of the curriculum outcomes. It is not acceptable to use marks that are not linked to course outcomes, such as homework completion, attendance, or having the proper materials in class. Efforts should also be taken to minimize the value of individual assessments that students may have completed with help from others. Frequently Asked Questions: High School Mathematics October 2005 11 Which high school mathematics courses have a Nova Scotia Examination (NSE)? Mathematics 12 and Advanced Mathematics 12 require students to write a Nova Scotia Examination. Can a student earn an exam exemption in a mathematics course? There may be no exemptions in courses with Nova Scotia Examinations. While practising formal examination procedures, in grades 10 and 11, can only help a student when writing an NSE and future exams, exemption policies, as a reward for academic achievement or attendance, are the responsibility of the boards. For evaluation guidelines see above. Can students rewrite NSE without retaking the course? No, a supplementary is not available at the present time. Students must be enrolled in Mathematics 12 or Advanced Mathematics 12 to receive an examination. Do students taking summer school or correspondence write an NSE? All student receiving a credit for Mathematics 12 or Advanced Mathematics 12 should be writing an NSE. Dates of these exams are published well in advance, and arrangements can be made for students taking correspondence courses to write them. In some cases arrangements cannot be made, and an alternative will need to be used. The calculation of summer school marks is determined by school boards. Who marks NSE in mathematics? The department provides examinations in Mathematics 12 and Advanced Mathematics 12. These are administered and marked by the students’ teachers following guidelines prepared by the department. The department collects a random representative sample of student booklets and marks these centrally providing board and provincial statistics. May schools provide adaptions for NSE in mathematics? Students who have documented adaptations in mathematics (in their cumulative record file) may be provided these adaptations when writing the examination. See Adaptations: Strategies and Resources published by the department. Frequently Asked Questions: High School Mathematics October 2005 12 Teaching and Learning What resources are needed for these courses? Foundation for the Atlantic Canada Mathematics Curriculum The curriculum guide for the course Textbooks have been provided for all students, and the corresponding series of teacher resources for all teachers. It is recommended that all teachers have access in the classroom to technology and a large screen for classroom demonstrations. All students need access to manipulatives (alge-tiles, cube-a-links, etc.) and technology (graphing calculators and computers). It is important that students learn how and when to use these resources as problem-solving tools. An item bank of mathematics questions is available at www.itembank.ednet.ns.ca A number of professional and supplementary texts are listed in Authorized Learning Resources (ALR). What should student learning look like in the classroom? Students should have frequent opportunities to interact with one another in pairs and small groups, as well as opportunities to work independently. Students should be applying mathematics to real-life problems rather than practising skills in isolation. In this way, students learn skills and procedures in a context that helps them to see the relevance and necessity of learning them. Students should have access to a range of resources. Students should have frequent opportunities to explain the different ways they reach a solution, to defend the choice of strategy, and justifying their ideas orally and in writing. Keep in mind that some strategies are more efficient then others, and students should be building an efficient strategy toolkit. This interaction and engagement should involve students in communicating mathematical ideas to one another; explaining, challenging, and defending possible strategies and solutions; and helping one another to learn. Students should be communicating mathematical ideas to one another through examples, demonstrations, class presentations, models, drawings, and logical arguments. Frequently Asked Questions: High School Mathematics October 2005 13 What are some things teachers do to support student learning? Teachers create learning environments that are participatory, interactive, and collaborative. Teachers and Students use a variety of resources. Teachers guide students in making appropriate use of manipulatives and technology. Teachers design varied learning experiences and use a variety of grouping arrangements, balancing whole group activities with individual, partner, and small-group activities. Teachers effectively balance direct instruction, demonstrations, and modelling of strategies with student investigations, discussions, and presentations. Teachers provide opportunities for students to construct their own understandings. For example, the teacher might begin by posing a problem for students to solve using previously learned strategies. The teacher would then engage the students in discussion or pattern searching to develop a generalized approach that involves more sophisticated skills or procedures. Sometimes this would be done with investigations, in which students study patterns and make conjectures about new ideas. Then, in small-group and large-group discussion, these ideas would be explored further, described, discussed, and generalized. This discussion would provide opportunity for the teacher to monitor the extent to which students can see patterns and describe them. When students are working in groups or independently, teachers move around the room, monitoring students’ engagement in productive work, challenging students to think deeply, and assessing students’ understandings. Teachers encourage students to raise and discuss questions about mathematics and help students to gain mathematical competence and confidence by finding their own answers to these questions. Teachers promote student use of inquiry and creativity, encouraging students to move to higher levels of learning by pursuing alternative approaches to solving a problem or by proposing new problems that are variations on, or extensions of, a given problem. Teachers use a variety of assessment strategies that focus on problem solving and understanding. Teachers use assessment information to provide students with useful feedback an a regular, ongoing basis to guide students’ efforts toward improvement. Teachers provide opportunities for enrichment, such as opportunities for students to participate in mathematics contest and/or competitions, like Math League. Frequently Asked Questions: High School Mathematics October 2005 14 Why does small-group learning play such an important role in the mathematics courses? Small groups provide a social support mechanism for learning. Students exchange ideas, ask questions, seek and offer explanations to clarify ideas and concepts and to help one another understand the ideas. Co-operative small group learning offers opportunities for success for all students in mathematics. Students in groups are not competing against one another to solve problems. Group interaction is designed to help all members learn the concepts and problem-solving strategies. Mathematics problems can often be solved by several different approaches. Students in groups can discuss the merits of different proposed solutions and perhaps learn several strategies for solving the same problem. The field of mathematics is filled with exciting and challenging ideas that merit discussion. One learns by talking, listening, explaining, and thinking with others, as well as by oneself. Small groups provide a forum for asking questions, discussing ideas, making mistakes, learning to listen to others’ ideas, offering constructive criticism, and summarizing discoveries. Students in groups can often handle challenging situations that are well beyond the capabilities of individual students. Frequently Asked Questions: High School Mathematics October 2005 15 What can school administrators do to ensure effective implementation of mathematics courses? Administrators can make sure that teachers have the curriculum guide and the resources they need and that they are using them. Administrators support teachers in teaching to and assessing the outcomes prescribed for a course (curriculum and assessment alignment) in both pedagogy and content. Administrators should know what to look for in a math classroom. Administrators should have a copy of Administrator’s Guide: How to Support and Improve Mathematics Education in Your School by the National Council of Teachers of Mathematics. Administrators offer support to all teachers, especially new teachers, in developing and implementing their professional growth plans. Administrators can work with teachers to identify needs and opportunities for professional growth and to ensure their access to professional development resources and activities. Administrators can encourage teachers to participate in summer institutes. Administrators can ensure that teachers and guidance counsellors are aware of prerequisites and recommended prerequisites for mathematics courses. Administrators can work with teachers to ensure that the variety of materials and experiences available meet students’ learning needs and that learning environments, instructional approaches, assessment strategies, evaluation practices, and the use of resources are consistent with those described in Foundation for the Atlantic Canada Mathematics Curriculum and curriculum guides. Administrators can ensure that students and teachers have equitable access to the materials and technology the courses require (manipulatives, chart paper and markers, overhead acetate and markers, overhead graphing technology, etc.), and consider space and furniture requirements to facilitate delivery of mathematics curriculum. Administrators can seek ways to optimize opportunities for mathematics teachers to work collaboratively in planning instruction and assessment, to reflect on what is working well and what is not, and to identify ways in which curriculum delivery can be enhanced. Principals, guidance counsellors, and teachers can support students by helping them to consider the courses for which they are prepared mathematically to have success and to make wise and realistic decisions about course selections and appropriate sequences of courses to meet their learning needs and their educational and career plans. Principals can monitor enrolments in graduation, academic, and advanced courses. It is anticipated that approximately 30–40% of grade 10 students will enrol in graduation-level courses and approximately 60–70% of grade 10 students will enrol in the academic mathematics course. It is anticipated that in grades 11 and 12, 30–40% of students will enrol in graduation level courses, 40–55% of students will enrol in academic-level courses, and 15– 20% of students will enrol in advanced-level courses. Appendices Frequently Asked Questions: High School Mathematics October 2005 16 Appendix A Active Course Codes for High School Mathematics Courses Course Abbreviation Course name Grade Credit Credit Status Code Type 8009 MAT FND 10 Mathematics Foundations 10 10 1 GRAD PSP 8143 MAT FND10A Mathematics Foundations 10A 10 0.5 GRAD PSP 8144 MAT FND10B Mathematics Foundations 10B 10 0.5 GRAD PSP 8158 MTH FD10PS Mathematics Foundations 10 Plus 10 1 GRAD PSP 8189 MATH-E 10 Mathematics Essentials 10 10 1 GRAD PSP 8008 MATH 10 Mathematics 10 10 1 ACAD PSP 8141 MATH 10A Mathematics 10A 10 0.5 ACAD PSP 8142 MATH 10B Mathematics 10B 10 0.5 ACAD PSP 8157 MTH 10PLUS Mathematics 10 Plus 10 1 ACAD PSP 8154 MAT P-IB10 Mathematics Pre-IB 10 10 1 ACAD ALC 8102 MAT 10 IPP Mathematics 10 IPP 10 1 ACAD PSP 8011 MAT FND 11 Mathematics Foundations 11 11 1 GRAD PSP 8134 MAT FND11C Mathematics Foundations 11 Co-op 11 1 GRAD ALC 8150 MAT FND11A Mathematics Foundations 11A 11 0.5 GRAD PSP 8151 MAT FND11B Mathematics Foundations 11B 11 0.5 GRAD PSP 8191 MATH-E 11 Mathematics Essentials 11 11 1 GRAD PLT 8067 MATH 11 Mathematics 11 11 1 ACAD PSP 8136 MATH 11C Mathematics 11 Co-op 11 1 ACAD ALC 8148 MATH 11A Mathematics 11A 11 0.5 ACAD PSP 8149 MATH 11B Mathematics 11B 11 0.5 ACAD PSP 8109 MAT 11 IPP Mathematics 11 IPP 11 1 ACAD PSP 8145 ADV MAT 11 Advanced Mathematics 11 11 1 ADV PSP 8166 AD MAT 11C Advanced Mathematics 11 Co-op 11 1 ADV ALC Frequently Asked Questions: High School Mathematics October 2005 17 Course Abbreviation Course name Grade Credit Credit Status Code Type 8147 ADV MAT11B Advanced Mathematics 11B 11 0.5 ADV PSP 8146 ADV MAT11A Advanced Mathematics 11A 11 0.5 ADV PSP 8193 AMA 11 IPP Advanced Mathematics 11 IPP 11 1 ADV PSP 8087 MAT-IB 11 Math (Int'l Baccalaureate)11 11 1 ADV ALC 8013 MAT FND 12 Mathematics Foundations 12 12 1 GRAD PSP 8135 MAT FND12C Mathematics Foundations 12 Co-op 12 1 GRAD ALC 8073 MATH 12 Mathematics 12 12 1 ACAD PSP 8137 MATH 12C Mathematics 12 Co-op 12 1 ACAD ALC 8110 MAT 12 IPP Mathematics 12 IPP 12 1 ACAD PSP 8015 ADV MAT 12 Advanced Mathematics 12 12 1 ADV PSP 8133 ADV MAT12C Advanced Mathematics 12 Co-op 12 1 ADV ALC 8108 AMA 12 IPP Advanced Mathematics 12 IPP 12 1 ADV PSP 8088 MAT-IB 12 Math (Int'l Baccalaureate)12 12 1 ADV ALC 8156 PRE-CAL 12 Pre-Calculus Mathematics 12 12 1 ADV PSP 8194 PCM 12 IPP Pre-Calculus Mathematics 12 IPP 12 1 ADV PSP 8190 CAL 12 Calculus 12 12 1 ADV PSP 08195 CAL AP 12 Calculus Advanced Placement 12 12 1 ADV PSP 8165 CAL IB 12 Calculus (Int'l Bacc)12 12 1 ADV ALC Frequently Asked Questions: High School Mathematics October 2005 18 Appendix B Suggested Student Pathways through High School Mathematics The above pathways should be provided to students and their parents when preparing to register for high school mathematics courses. Exceptions to this guideline should involve careful discussions with the student, his or her parents, guidance counsellors, and tea Frequently Asked Questions: High School Mathematics October 2005 19