Math 10 Foundations and Pre-Calculus
Course Syllabus
Materials Required Daily:
Math textbook (assigned first week of classes)
Notes Package (available for purchase)
Scientific Calculator
2 X Pencils and an eraser - for notes, tests, practice etc.
Highligher
Red/green pen for marking work
30 cm ruler especially for trigonometry and graphing units
3-ring binder with lined paper/ dividers
Required Occasionally:
graphing paper (keep some in binder)
pencil crayons
scissors
miscellaneous supplies as required
Materials Required Daily:
Math textbook (assigned first week of classes)
Notes Package (available for purchase)
Scientific Calculator
2 X Pencils and an eraser - for notes, tests, practice etc.
Highligher
Red/green pen for marking work
30 cm ruler especially for trigonometry and graphing units
3-ring binder with lined paper/ dividers
Required Occasionally:
graphing paper (keep some in binder)
pencil crayons
scissors
miscellaneous supplies as required
Math 10 Curriculum
Course Content
Students are expected to know the following:
• operations on powers with integral exponents
• relationships among data, graphs, and situations
• functions and domain and range
• linear relations, including slope and equations of lines
• solving systems of linear equations
• multiplication of polynomial expressions
• polynomial factoring
• primary trigonometric ratios
• financial literacy: gross and net pay, types of income, income tax and other deductions
Curricular Competencies
Students are expected to be able to do the following:
Reasoning and analyzing • Use reasoning and logic to analyze and apply mathematical ideas • Estimate reasonably • Demonstrate fluent and flexible thinking of number • Use tools or technology to analyze relationships and test conjectures • Model mathematics in contextualized experiences
Understanding and solving • Develop, demonstrate, and apply conceptual understanding of mathematical ideas • Visualize to explore and illustrate mathematical concepts and relationships • Apply flexible strategies to solve problems in both abstract and contextualized situations • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
Communicating and representing • Communicate mathematical thinking in many ways • Use mathematical vocabulary and language to contribute to mathematical discussions • Represent mathematical ideas in a variety of ways • Explain and justify mathematical ideas
Connecting and reflecting • Reflect on mathematical thinking • Use mathematics to support personal choices • Connect mathematical concepts to each other and to other areas and personal interests • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts
Course Content
Students are expected to know the following:
• operations on powers with integral exponents
• relationships among data, graphs, and situations
• functions and domain and range
• linear relations, including slope and equations of lines
• solving systems of linear equations
• multiplication of polynomial expressions
• polynomial factoring
• primary trigonometric ratios
• financial literacy: gross and net pay, types of income, income tax and other deductions
Curricular Competencies
Students are expected to be able to do the following:
Reasoning and analyzing • Use reasoning and logic to analyze and apply mathematical ideas • Estimate reasonably • Demonstrate fluent and flexible thinking of number • Use tools or technology to analyze relationships and test conjectures • Model mathematics in contextualized experiences
Understanding and solving • Develop, demonstrate, and apply conceptual understanding of mathematical ideas • Visualize to explore and illustrate mathematical concepts and relationships • Apply flexible strategies to solve problems in both abstract and contextualized situations • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
Communicating and representing • Communicate mathematical thinking in many ways • Use mathematical vocabulary and language to contribute to mathematical discussions • Represent mathematical ideas in a variety of ways • Explain and justify mathematical ideas
Connecting and reflecting • Reflect on mathematical thinking • Use mathematics to support personal choices • Connect mathematical concepts to each other and to other areas and personal interests • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts