111B852C 0119EDCC

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					                                                                                     2011-12 Revised


                                     School Name
                                Course Information Sheet

        Course Title:                    Course Code:                           Prerequisite:
                                                                     Grade 9 Mathematics, Academic or
 Mathematics for Work and
                                                                     Applied, or a Grade 10 Mathematics
 Everyday Life, Grade 11,                   MEL3E
                                                                    LDCC (locally developed compulsory
       Workplace
                                                                                credit) course

COURSE DESCRIPTION
This course enables students to broaden their understanding of mathematics as it is applied in the workplace
and daily life. Students will solve problems associated with earning money, paying taxes, and making
purchases; apply calculations of simple and compound interest in saving, investing, and borrowing; and
calculate the costs of transportation and travel in a variety of situations. Students will consolidate their
mathematical skills as they solve problems and communicate their thinking.

The mathematical processes are to be integrated into student learning in all areas of this course.
CONNECTION TO OUR CATHOLIC FAITH
In this course, students examine and reflect on personal goals and aspirations and understand them in the
context of the world around them and in the traditions of Catholic teachings. As they develop reasoning and
critical thinking skills, they are better able to apply Christian values to pose and solve problems, to make
informed decisions, and to contribute to the well being of their local and world community. They realize
that, as they become informed and conscientious citizens they make choices that affect their own lives as
well as others in the community at large.


           Strands                                           Overall Expectations

                                       Interpret information about different types of remuneration, and
                                        solve problems and make decisions involving different
                                        remuneration methods;
      EARNING AND                      Demonstrate an understanding of payroll deductions and their
      PURCHASING                        impact on purchasing power;
                                       Demonstrate an understanding of the factors and methods involved
                                        in making and justifying informed purchasing decisions.

                                       Describe and compare services available from financial institutions;
                                       Demonstrate an understanding of simple and compound interest,
  SAVING, INVESTING                     and solve problems involving related applications;
        AND                            Interpret information about different ways of borrowing and their
     BORROWING                          associated costs, and make and justify informed borrowing
                                        decisions.

                                       Interpret information about owning and operating a vehicle, and
                                        solve problems involving the associated costs;
                                       Plan and justify a route for a trip by automobile, and solve
TRANSPORTATION AND
                                        problems involving the associated costs;
      TRAVEL
                                       Interpret information about different modes of transportation, and
                                        solve related problems.
Instructional strategies: modeled, shared and guided instruction, cooperative group learning, accountable talk, independent
application and consolidation, experiential learning, inquiry-based learning, robust thinking (critical analysis and reflection).


                                                       Assessment and Evaluation Breakdown

                     CATEGORIES 100%
  Knowledge/Understanding                                        30 %            TERM 70%                                 FINAL EXAM
  Thinking                                                       15 %
  Communication                                                  15 %                                                         30%
  Application                                                    10 %

Assessment and Evaluation Strategies: classroom presentations, conferences, essays, response journals, demonstrations,
interviews, learning logs, quizzes, tests, and exams, observations, performance tasks, portfolios, question and answers,
self-assessment. Assessment and Evaluation Tools: Checklists, exemplars, rating scales, rubrics, metacognition,
self and peer assessment, anecdotal notes.

Focus on Learning Skills
  Responsibility   Organization                   Independent Work                  Collaboration                  Initiative           Self-Regulation
    Fulfils                 Devises and         Independently  Accepts various roles       Looks for and      Sets own individual
   responsibilities         follows a plan                       and an equitable share of
                                                 monitors, assesses, and                       acts on new ideas goals and monitors
   and commitments          and process for      revises plans towork in a group               and opportunities progress towards
   within the               completing                            Responds positively to
                                                 complete tasks and                            for learning.      achieving them.
   learning                 work and tasks.      meet goals.     the ideas, opinions,           Demonstrates      Seeks clarification
   environment.              Establishes         Uses class time
                                                                 values, and traditions of     the capacity for   or assistance when
    Completes and          priorities and       appropriately toothers.                       innovation and a   needed.
   submits class            manages time         complete tasks.   Builds healthy peer-       willingness to      Assesses and
   work, homework,          to complete           Follows instructions
                                                                  to-peer relationships        take risks.        reflects critically on
   and assignments          tasks and            with minimal     through personal and          Demonstrates     own strengths, needs,
   according to             achieve goals.       supervision.     media-assisted               curiosity and      and interests.
   agreed-upon               Identifies,                         interactions.                interest in         Identifies learning
   timelines.               gathers,                               Works with others to       learning.          opportunities,
    Takes                  evaluates, and                        resolve conflicts and         Approaches       choices, and
   responsibility for       uses                                  build consensus to           new tasks with a   strategies to meet
   and manages own          information,                          achieve group goals.         positive attitude. personal needs and
   behaviour.               technology,                            Shares information,         Recognizes       achieve goals.
                            and resources                         resources, and expertise,    and advocates       Perseveres and
                            to complete                           and promotes critical        appropriately for  makes an effort when
                            tasks.                                                             the rights
                                                                  thinking to solve problems and make of self     responding to
                                                                  decisions.                   and                challenges.
                                                                                               others
   N.B. Additional Information Found in Student’s School Agenda/Board Policy:
   Lates, Absences and Missed Assignments follow the YCDSB Assessment & Evaluation Guidelines, in compliance with the Ministry of
   Education Policy on Assessment, Evaluation and Reporting.

Student Fees: In accordance with Board Policy 601, there are no course fees for basic course materials (e.g. textbooks, workbooks, handouts). Some courses may
offer enhancements (e.g. field trips, musical instruments, activities) for which there maybe a fee. Board Policy 601 is available on the board website at
www.ycdsb.ca.


Title of Textbook: Mathematics for Everyday Life 11

Replacement Cost: $60

Name of Teacher: Ms. J. Hickey


________________________________________                                                 ________________________________________
           Student Signature                                                                       Parent/Guardian Signature

				
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