Canadian Trillinium School

House #7, Road #62, Gulshan 2

Dhaka-1212, Bangladesh

Department:
Math
Course Name:
MATH Grade 10
Grade Level:
Grade 10-Numbers_Relations and
Functions
Course Type:
University Preparation
Ministry Course Code:
1069527
Credit Value:
1.0
Prerequisite:
Grade 9
Course Developer:
George Carrington
Development Date:
August, 2016
Course Reviser:
George Carrington
Revision Date:
August, 2016
Policy Document:
New Brunswick Grades 10 MATH
New Brunswick Framework for Provincial
Assessments (2013)
Course Description/Rationale:
Mathematics curriculum is shaped by a vision which fosters the development of
mathematically literate students who can extend and apply their learning and who are
effective participants in society.
It is essential the mathematics curriculum reflects current research in mathematics
instruction. To achieve this goal, The Common Curriculum Framework for Grades 1012
Mathematics: Western and Northern Canadian Protocol has been adopted as the basis for a
revised mathematics curriculum in New Brunswick.

Overall Curriculum Expectations:

Relations and Function
By the end of the course students will:

Graph, with and without technology, a set of data, and determine the restrictions on the domain and range.

Explain why data points should or should not be connected on the graph for a situation (discrete versus
continuous data).

Describe a possible situation for a given graph.

Sketch a possible graph for a given situation.

Determine, and express in a variety of ways, the domain and range of a graph, a set of ordered pairs, and a
table of values.

Roots and Powers

By the end of the course students will:
Determine the prime factors of a whole number.

Explain why the numbers 0 and 1 have no prime factors.

Determine, using a variety of strategies, the greatest common factor or least common multiple of a set of
whole numbers, and explain the process.

Determine, concretely, whether a given whole number is a perfect square, a perfect cube or neither.

Determine, using a variety of strategies, the square root of a perfect square, and explain the process.

Determine, using a variety of strategies, the cube root of a perfect cube, and explain the process.

Solve problems that involve prime factors,

Determine an approximate value of a given irrational number.

Sort a set of numbers into rational and irrational numbers.

Linear Relations
By the end of the course students will:
Model the multiplication of two given binomials, concretely or pictorially, and record the process
symbolically.

Relate the multiplication of two binomial expressions to an area model.

Explain, using examples, the relationship between the multiplication of binomials and the multiplication of
two-digit numbers.

Verify a polynomial product by substituting numbers for the variables.

Multiply two polynomials symbolically, and combine like terms in the product.

Generalize and explain a strategy for multiplication of polynomials.

Identify and explain errors in a solution for a polynomial multiplication.

Factor and Products

By the end of the course students will:
Determine the common factors in the terms of a polynomial, and express the polynomial in factored form.

Model the factoring of a trinomial, concretely or pictorially, and record the process symbolically.

Factor a polynomial that is a difference of squares, and explain why it is a special case of trinomial
factoring where b =0 .

Identify and explain errors in a polynomial factorization.

Factor a polynomial, and verify by multiplying the factors.

Explain, using examples, the relationship between multiplication and factoring of polynomials.

Generalize and explain strategies used to factor a trinomial.

Express a polynomial as a product of its factors.

Outline of Course Content:

Unit
1
2
3
4

Title
Relations and Functions
Roots and Powers
Systems of Linear Functions
Factors and products
Total

Hours
22.5
22.5
22.5
22.5
90 hours

Unit 1: Relations and Functions

Time: 22.5 hours
Description:

In this unit students will learn the difference between a function and a
relation. Properties of functions such as domain, range, asymptotes,
intercepts and equivalence will be studied. Students will be able to make
connections between the use of algebraic and graphical models to represent
various functions. Students will learn to create graphs and write equations in
order to represent functions that have undergone transformations. Graphical
and algebraic models representing inverses will be used to relate a function
to its inverse. Algebraic operations such as expanding and simplifying
polynomials, factoring and solving for the zeros will be reviewed so that
quadratic functions can be studied in depth. Completing the square, finding
the coordinates of the vertex, and writing equations to represent quadratic
functions will be studied. Students will learn how to simplify rational
expressions and state restrictions on the variable. Graphing calculators will
be used to explore rational functions and the creation of either holes or
asymptotes. Students will take use their knowledge from this unit to solve a
variety of real-world problems pertaining to quadratics.
Unit 2: Roots and powers
Time: 22.5 hours
Description:

Students will review the concepts of basic exponent laws, and extend their
understanding further to include rational exponents. Students will also learn
how to solve equations when the unknown variable is in the exponent
position. Students will apply their understanding of exponents to solve
problems relating to real-life applications.
Unit 3: Systems of Linear Functions
Time: 22.5 hours
Description:

Students will begin this unit by looking at slope as rate of change and then
going on to learn how to find the slope, y-intercept, and equation of a line.

Students will graph linear equations by hand and then learn to solve one and
two step linear equations. They will take this further by solving multi-step
equations and converting linear equations from standard form. This unit will
end with the solving of problems involving linear systems by graphing,
substitution, and elimination.
Unit 4: Factors and Products
Time: 22.5 hours
Description:

The exploration of non-linear equations, specifically quadratic equations,

takes place in this unit. After looking at key features of and rates of change
in quadratic relations, students will interpret and represent these relations in
different ways. Lastly, students will solve problems involving quadratic
relations. Throughout the unit students will learn and practice the skill of
multiplying binomials and factoring both a difference of squares and
trinomials.

Teaching/Learning Strategies:
Brainstorming

Co-operative Group Work

Direct Teaching Methods

Exit Cards
Games
Graphing Calculators in activities,
demonstrations and investigations
Group Discussions

Homework

Independent Activities

Internet Use

Laboratory Investigations

Library Research

Science Reflection Journals

Motion detector
Note taking
PowerPoint Presentations
Real Problems
e Board
Student Presentations
Student Teacher Conferencing
Student Handouts
Team Projects
Videos relating to course content

Teaching/Learning Strategies:
Strategies for Assessment and Evaluation of Student Performance:

The primary purpose of assessment and evaluation is to improve student

learning. Assessment is based on evidence of student achievement of the
curriculum expectations. The triangulation of evidence is gathered over
time from three different sources: observations, conversations, and student
products (essays, projects, etc.).
As part of assessment for learning, teachers provide students with
descriptive feedback and coaching that guide their efforts towards
improvement:
Student-teacher conferences
Written comments on essays and seminars
Diagnostic tests
Assessment as learning helps students to be independent, autonomous
learners who can set individual goals, monitor their progress, determine next
steps, and reflect on thinking and learning:
Exit cards
Self and peer assessments
Learning conversations
Assessment of learning, or evaluation, refers to the process of judging the
quality of student work on the basis of established criteria (usually rubrics),
and assigning a value to represent that quality.
Assignments
Quizzes
Seminars
Tests
Course Assessment and Evaluation:
70% of the overall mark will be based on work throughout the course, while
the remaining 30% will be based on
On-going assessments and final evaluations will be marked as follows:
Knowledge & Understanding
25- %
Thinking & Inquiry
30- %
Communication
20- %
Application
25- %

Considerations for Program Planning

Health and Safety

Students will develop knowledge and skills needed for safe participation in
science activities. They will continue to develop:
concern for their own safety and that of others;
the careful following of the instructions and example of the teacher;
the knowledge necessary to use the materials, equipment, and
procedures involved in science safely;
the skills needed to perform tasks efficiently and safely;
the maintenance of a well-organized and uncluttered work space;
the following of established safety procedures;
the identification of possible safety concerns; and
the suggestion and implementation of appropriate safety procedures.
Special challenges can arise when engaging in out-of-school field trips. Field
trips are an essential component of experiential learning and provide ample
opportunity for inquiry-based science. Before engaging in any field trip, it is
essential to:
plan for risk management;
prepare the students for the risks and challenges presented; and
obtain parental permission for the trip.
Instructional Approaches:
The Science curriculum is based on the premise that all students can
be successful science learners. The teacher will respect students
strengths and address their learning needs, using assessment
information to plan instruction. Learning strategies will be explicitly
taught and modelled, and students will be encouraged to talk through
their thinking and learning processes.
Students will be provided with many opportunities to practice and
apply their developing knowledge and skills.
This course involves students in the use of higher-level thinking skills,
encouraging them to look beyond rote learning and use their critical
thinking skills as to how the information taught can apply to everyday
life.
Program Considerations for Students with Special Education Needs:
In any classroom, students demonstrate a wide range of learning styles and
needs.
Planning must recognize this diversity and respect students
particular abilities.
Flexible groupings for instruction, differentiated
instruction, and on-going assessment are important elements of the
program. It is important to remember that ALL students can succeed, and
that fairness is NOT sameness.
If students require accommodations only, these can occur as instructional
accommodations (teaching strategies, styles of presentations, use of

technology), environmental accommodations (preferential seating, special

lighting), and/or assessment accommodations (additional time, oral tests).
Modified expectations are not offered at CTS.
Program Considerations for English Language Learners:
It is important to find opportunities to bring students languages into the
classroom, and to encourage students and parents to continue to use their
own language at home as a foundation for language and literacy
development. Teachers must adapt the instructional program to facilitate
the success of these students. Adaptations include modification of some
subject expectations; use a variety of instructional strategies, a variety of
learning resources, and assessment accommodations.
Antidiscrimination Education:
Antidiscrimination education encourages staff and students to value and
show respect for diversity. Schools must provide a safe environment for
learning, free from harassment, violence and expressions of hate.
Literacy, Mathematical Literacy and Inquiry/Research Skills:
The focus of the Science program is on literacy, but Science courses also
reinforce and enhance mathematical literacy through the use of diagrams,
charts, tables and graphs, and the interpretation of graphic texts. Students
are encouraged to develop their ability to ask questions and explore a
variety of possible answers and to locate and evaluate information from
different sources with increasing sophistication.
The Role of the School Library in the Chemistry Program:
The school library program encourages students to improve research skills
and gain a wider understanding of the curriculum taught in the classroom. It
also provides the resources for students to incorporate technology into their
learning.
The Role of Technology in the Math Program:
All effort will be made to use all technology in its various forms as a learning
tool when the situation is appropriate. Students will develop transferable
skills through their experience with word processing, internet research,
spread sheet software, presentation software, simulation software, and their
respective mathematical applications and equation editors. Students will use
a variety of laboratory equipment in an appropriate context to explore
scientific concepts.
Career Education:
All effort will be made to ensure that students are able to express
themselves in a clear, concise, and precise manner as communication of
mathematical solutions become more applicable in the real world. Students

will be encouraged to think and apply their knowledge without ambiguity to

solve problems and make connections between this Physics course and the
larger world, so that they are better prepared for success in their working
lives. The development of research skills, practice writing laboratory reports,
making oral presentations and working in small groups will help students
prepare for careers and postsecondary education.
Cooperative Education:
Students will be encouraged to apply their skills to readily connect their
classroom learning to real-life activities in the world in which they live.
Resources:
1. Foundation and pre-Calculus Math 10