|
Mathematics
New this year, our course materials will be available through the internet for students to access from home (or any place with an internet capable computer.) When this upgrade to our system is completed, parents or students may check on the course content and reading / homework content as well as allow searching for additional titles that may be of use in going beyond the core curriculum.
Advanced math electives is offered to juniors or seniors who have completed most of their required classes. Students taking these electives should like math and problem solving demonstrating above average abilities in logic; be self-motivated to work on their own when necessary, and have a co-operative attitude. Required assignments involve use of many standard techniques, plus activities to become familiar with more sophisticated methodologies. |
|
| |
|
Course Descriptions
| Math (secondary III) |
|
| The Math 314 course builds upon the material covered in grade eight math. We use the textbooks Mathematics Carrousel 3, Book 1 and Book 2. The students’ journey includes eight itineraries: Relations, Pythagorean Theorem, Algebraic Calculation, Spatial Sense, Area and Volume, Linear Relations, Composite Transformations, and Statistical Analysis. Each chapter guides students to develop specific concepts, acquire knowledge, and perfect fundamental skills. There is an emphasis on activities designed to make students think and reason. Year-long class work counts for 60% of an individual’s final course mark, while the final exam is worth 40%. |
|
| |
|
| Cultural, Social and Technical Math (secondary IV) |
|
| In the Cultural, Social and Technical option, the emphasis is on representing, analyzing and interpreting situations that can be expressed as functions. Students use different registers of semiotic representation in analyzing a given situation. In studying real functions, they learn to characterize the different types of dependency relationships between two quantities. Technology also allows them to explore, examine, describe and explain the relationships between two variables. They explore situations that do not necessarily involve linear relationships, such as exponential, rational, quadratic or step models. They observe patterns and distinguish between linear growth (arithmetic progression) and exponential growth (geometric progression) in situations involving population growth, for example. Faced with situations that require them to consider several functions or options simultaneously, students learn to represent them using systems of linear equations that can be solved in different ways: algebraically using themethod of their choice (comparison, substitution or elimination), graphically or using a table of values. These situations may have no solution, one solution, several solutions or an infinite number of solutions. Studentsidentify the characteristics of these different systems both in terms of their parameters and their graphical representation. Situations involving personal finances (costs related to everyday purchases, earnings, income tax), exchange rates, and the depreciation or appreciation in the value of certain goods allow students to use their number sense and proportional reasoning, develop their algebraic thinking skills, and expand their knowledge of registers of representations and functional models (linear, exponential, step, piecewise). In given situations, students must be able to extrapolate, to make decisions reflecting the chosen model and different factors (e.g. influence of the period in question and the interest rate), and to justify their choices. |
|
| |
|
| Technical and Scientific Math (secondary IV) |
|
| In the Technical and Scientific option, the development of mathematical competencies requires regular use of algebraic concepts. The syntax and rules of algebra are introduced gradually by establishing the rigour essential tothe development of the competency Communicates by using mathematical language. Students discover that algebraic manipulations and the concept of function are effective tools for dealing with situations. An understandingof behaviours or phenomena allows them to make decisions. Instruments and technology are useful for achieving the objectives related to the analysis of situations involving functions, and motivate students to explore technical fields.Gradually, students develop their analytical skills and their ability to synthesize the elements of a situation by identifying related quantities and representing them in a graph or a table of values.They determine the properties of functions represented in different registers and make connections that allow them to switch between these registers. They describe different dependency relationships. They compare different models and extract information suchas the type of change involved or certain critical points. In this way, they identify the families of functions covered in the program, distinguish between them and associate them with the corresponding situations. They explain why a continuous domain can be used to represent certain phenomena whose domain is discrete. In their study of functions, students come to analyze the role of the parameters of an equation and to examine how a change in the value of these parameters will affect a graph, a table of values and the data in the original context. They use their knowledge of functions to analyze statistical or experimental data, to compare or comment on results or predictions, or to make recommendations. |
|
| |
|
| Science Option Math (secondary IV) |
|
| In the Science option, students continue to develop their competencies, use and expand their knowledge, and become familiar with new networks of concepts and processes. Their capacity for abstract thinking enables them to make a variety of connections among the different branches of mathematics, and notably between algebra and geometry. They make more formal use of symbols, rules and conventions in their work and are required to construct proofs. This option emphasizes the modelling process. By learning to devise a mathematical model to represent a situation, students develop the ability to work with various types of dependency relationships, geometric figures and statistical processes. Students analyze a situation, a phenomenon or a behaviour and notice related patterns or trends. They interpolate, extrapolate and generalize elements. These activities may involve simulations or making connections between statistical and algebraic concepts. In this way, students discover how useful mathematics can be in interpreting reality and in making generalizations, predictions and decisions. Students encounter situations that require them to use their knowledge of mathematics and other subject areas. They work with purely mathematical contexts, while continuing to deal with concrete situations, particularly of a scientific nature. |
|
| |
|
| Math (secondary V) |
|
| Math 514 is a general level math course. This course has a final exam that is produced by the MELS, and as so, a student’s final mark in this course cannot be less than he/she received on the final exam. For this course, the students will be using Mathematics Carousel 514 Book 1 and Book 2. The course is broken down into 6 chapters: Systems of Linear Inequalities, Correlation, Distances, Probability, Graph Theory, and Geometric Probability. This course aims to broaden the mathematical understanding of the students while presenting the new material in a fun and interesting manner. The concepts, knowledge and skills that students will acquire all touch on a variety of fields, such as algebra, geometry, statistics, probability, and the theory of graphs. This course will help students solve problems in optimization, correlation, distance, conditional probabilities and geometry. |
|
| |
|
| Math (Advanced Secondary V) |
|
| Math 536 Mathematics 536 is a program designed for secondary V students who wish to study the sciences, commerce, business administration or a technical trade and who have successfully completed mathematics 436. In mathematics 536 students cover many different topics in detail and study complex situations, problems and applications. Students will continue to study new Functions in details: The Absolute value, the Square root, the trigonometric, etc. Furthermore, they must use advanced terminology and notation and must always be rigorous and precise in justifying every step in their solutions. |
|
| |
|
|
|
Written by Administrator
|
|
Friday, 16 February 2007 |
NAME OF TUTOR |
LOCATION |
PHONE NUMBER |
OCCUPATION |
| Mr. Bazinet ($45/h) |
Aylmer |
(819) 684-1431 |
D’Arcy McGee teacher |
| Mrs Groulx ($40/h) |
Aylmer |
(819) 684-1431 |
D’Arcy McGee teacher |
| Mrs Richardson ($40/h) |
Aylmer |
(819) 685-2287 |
D’Arcy McGee teacher |
|
|
Last Updated ( Monday, 04 January 2010 )
|
|
Read more...
|
|
|
Written by Administrator
|
|
Friday, 16 February 2007 |
|
Stay tuned! |
|
Last Updated ( Tuesday, 21 August 2007 )
|
|
Read more...
|
|
|
|
|
