Course Description
Course Outline
| Unit | Unit Titles and Descriptions | Time |
|---|---|---|
| 1 | Quadratic Relations – Students investigate quadratic relations represented algebraically, graphically, and numerically. They explore factoring, vertex form, and applications of quadratic equations to solve real-life problems involving maximum and minimum values. |
27 hrs |
| 2 | Algebra: Expressions and Equations – Explore linear and quadratic expressions, solve equations, and apply algebraic reasoning to real-life problems. |
27 hrs |
| Mid-Semester Point | ||
| 3 | Analytic Geometry – Students verify properties of geometric figures using analytic geometry. Topics include distance, midpoint, slope, equations of lines, and relationships between lines. Students apply algebraic reasoning to geometric problems. |
27 hrs |
| 4 | Trigonometry – Students investigate the trigonometry of right and acute triangles. They solve problems involving sine law and cosine law, and apply trigonometric relationships to real-life situations. |
27 hrs |
| Final | Final Exam – The final exam assesses students’ understanding of quadratic relations, systems of equations, analytic geometry, and trigonometry through problem-solving and application-based questions. |
2 hrs |
| Total Course Hours | 110 hrs | |
Overall Curriculum Expectations
A. Quadratic Relations of the Form y = ax² + bx + c
A1.
Determine the basic properties of quadratic relations.
A2.
Relate transformations of the graph of y = x² to the algebraic representation y = a(x – h)² + k.
A3.
Solve quadratic equations and interpret the solutions with respect to the corresponding relations.
A4.
Solve problems involving quadratic relations.
B. Analytic Geometry
B1.
Model and solve problems involving the intersection of two straight lines.
B2.
Solve problems using analytic geometry involving properties of lines and line segments.
B3.
Verify geometric properties of triangles and quadrilaterals, using analytic geometry.
C. Trigonometry
C1.
Use their knowledge of ratio and proportion to investigate similar triangles and solve problems related to similarity.
C2.
Solve problems involving right triangles, using the primary trigonometric ratios and the Pythagorean theorem.
C3.
Solve problems involving acute triangles, using the sine law and the cosine law.
Teaching and Learning Strategies
In this course, students will experience the following activities:
Presentations and Multimedia:
Presentations, videos, examples, demonstrations, practice questions, and interactive activities are used to introduce and reinforce mathematical concepts and skills.
Teacher–Student Discussions:
Classroom discussions, conferences, and virtual meetings provide opportunities for students to ask questions, explain mathematical thinking, and receive timely feedback.
Instructor Demonstrations:
Teachers model problem-solving strategies, mathematical procedures, graphing, algebraic techniques, geometry, and trigonometric applications.
Guided Practice:
Students work through examples and practice questions with teacher guidance before completing independent tasks.
Problem Solving:
Students solve problems involving quadratic relations, analytic geometry, and trigonometry and explain their reasoning.
Discussion Forums:
Students share mathematical strategies, compare solutions, discuss problem-solving approaches, and provide and receive constructive feedback.
Individual Activities and Assignments:
Students complete practice exercises, assignments, quizzes, and problem-solving tasks to consolidate and demonstrate their learning. Teachers provide ongoing feedback and appropriate accommodations in accordance with students’ IEPs.
Collaborative Learning:
Students work individually and collaboratively through mathematical investigations, problem-solving activities, and peer discussions.
Practical Application:
Students apply mathematical concepts to real-life situations, including measurement, geometry, financial contexts, and other problem-solving situations.
Technology and Digital Tools:
Students use graphing tools, calculators, online resources, and other digital technologies to explore, represent, and communicate mathematical ideas.
Reflection and Metacognition:
Students reflect on their problem-solving strategies, identify areas for improvement, and use feedback to strengthen their mathematical understanding.
Resources Required
Required Textbooks and Resources:
Nelson Principles of Mathematics 10 or equivalent Ontario-approved text; graphing calculators; teacher-prepared worksheets, problem sets, and investigations.
Digital Resources and Software:
Google Drive for assignment submission and organization; internet access for math simulations and graphing tools; Desmos, GeoGebra, or equivalent graphing software; and Microsoft Office Suite or equivalent.
Teacher Considerations:
Assistive technology, including text-to-speech and speech-to-text, may be used. Alternative formats for demonstrating learning may be provided.
Key Skills Developed
Assessment
Assessment practices support student progress and achievement through a variety of diagnostic, formative, and summative strategies. Checklists, observations, conferences, discussions, assignments, quizzes, problem-solving activities, and tests are used regularly to monitor learning and provide timely feedback.
Students also participate in self-assessment and peer assessment to reflect on their mathematical thinking and identify areas for improvement. Appropriate accommodations are provided in accordance with students’ IEPs.
Final Grade
The final grade will be determined as follows:
| Evaluation Component | Percentage |
|---|---|
| Term Work
Based on assessments completed throughout the course, including assignments, homework, projects, and tests. |
65% |
| Final Assessment
A final examination evaluating achievement of overall course expectations. |
20% |
| Attendance and Participation | 15% |
Term Work Assessment Categories
Term work is assessed continuously through assignments, homework, projects, and tests.
| Category | Weight | Examples |
|---|---|---|
| Knowledge & Understanding (K/U) | 25% | Quizzes, tests, concept checks |
| Thinking / Inquiry (T/I) | 25% | Multi-step problem solving, investigations |
| Communication (C) | 25% | Written solutions, explanations, math journals |
| Application (A) | 25% | Real-life problems, modeling tasks |
Final Examination Breakdown
20% final examination.
The final assessment evaluates achievement of overall course expectations. All final assessments must be completed independently.
Attendance Policy
Regular attendance and active engagement are important for student success in MPM2D – Principles of Mathematics, Grade 10, Academic. Attendance and participation are monitored through the school’s Learning Management System (LMS).
The MPM2D online credit course is designed to meet or exceed the minimum 110 hours of instructional time required for a credit course.
Instructional time and student engagement are monitored through:
LMS Engagement:
Students are expected to log in regularly and actively participate in lessons, examples, practice activities, assignments, and other online learning activities.
Biweekly Check-Ins:
Students complete a brief check-in every two weeks to review their progress, participation, and completion of course requirements.
Course Assessments:
Assignments, practice activities, problem-solving tasks, quizzes, tests, and other assessments are used to monitor student progress and pacing.
Instructional Records:
The school maintains records of instructional time, attendance, course participation, and student engagement through the LMS and other course records.
Students are responsible for maintaining regular participation, completing required learning activities, and meeting course deadlines. Students who demonstrate limited participation or fall behind in course requirements may be contacted and provided with appropriate academic support.
Attendance and Participation (15%)
Excused absences will not negatively affect a student’s mark. Attendance and participation will be evaluated using the Ministry’s established criteria, including participation in class discussions, contribution of ideas, asking relevant questions, respecting the contributions of others, and contributing to a positive classroom learning environment.
Evaluation Model
15% Total Attendance Weight
| Component | Weight | Quantifiable Metric / Criteria |
|---|---|---|
| Physical Attendance | 5% | Marked present, or late within 10 minutes, for each scheduled class period; excused absences are removed from the calculation. |
| Weekly Participation Checklist | 5% | Meets at least 3 of 4 weekly in-class engagement indicators (responding/volunteering, group work, guided practice, on-task behaviour). |
| Homework Assignment Punctuality | 5% | Submits homework on or before the due date, through the required platform, with a complete submission. |
Achievement Chart: Mathematics Grade 10 (MPM2D)
| Level / % | Knowledge & Understanding (K/U) | Thinking (T/I) | Communication (C) | Application (A) |
|---|---|---|---|---|
| Level 4
80–100% |
Thorough understanding of mathematical concepts | Highly effective reasoning and problem-solving | Very clear, precise mathematical communication | Highly effective application in complex contexts |
| Level 3
70–79% |
Solid understanding of concepts | Effective problem-solving | Clear and logical communication | Effective application in familiar contexts |
| Level 2
60–69% |
Some understanding with minor errors | Inconsistent reasoning | Partially clear communication | Limited application |
| Level 1
50–59% |
Limited understanding | Minimal problem-solving skills | Unclear communication | Very limited application |
Considerations for Program Planning
Planning Programs for Students with Special Education Needs
| Area | Consideration / Strategy | Examples / Tools |
|---|---|---|
| Identification of Needs | Review IEPs and assessments | Learning disabilities, ADHD |
| Learning Goals | Develop individualized SMART goals | “Solve quadratic equations with support” |
| Curriculum Adaptation | Differentiate instruction | Guided notes, step-by-step examples |
| Instructional Strategies | Scaffold learning | Visual models, worked examples |
| Assessment & Evaluation | Provide accommodations | Extra time, calculator use |
| Collaboration | Work with support staff | Regular check-ins |
| Monitoring & Adjustment | Track progress | Ongoing formative assessment |
| Motivation & Engagement | Encourage perseverance | Real-life math applications |
| Resources | Provide additional supports | Digital graphing tools |
Program Considerations for English Language Learners
Ontario schools have multilingual student populations. Students may have a first language other than English.
English language learners may be born in Canada and raised in multilingual families and communities, be newcomers from other countries with different linguistic, cultural, and educational backgrounds, or have experience with highly developed educational systems or limited access to formal schooling.
Many students are entering a new linguistic and cultural environment when they begin school in Ontario.
The Role of Technology in the Program
Information and communications technologies (ICT) can extend and enrich teachers’ instructional strategies and support student learning.
ICT tools include multimedia resources, databases and Internet websites, digital cameras, and word-processing programs.
ICT can help students collect, organize, and sort information; write, edit, and present their findings; and connect with other schools and the global community.
Students should be encouraged to use ICT appropriately to support and communicate their learning.
Tips for Success
Welcome to MPM2D – Principles of Mathematics (Grade 10 Academic)!
Stay Updated:
Check Announcements, “What’s New,” and your mailbox daily for important course information and updates.
Manage Your Time:
Check the course calendar, plan ahead, and submit assignments by the due dates. Aim for 1–2 hours of focused study each day.
Follow Instructions:
Review assignment instructions, success criteria, and assessment requirements before submitting your work.
Participate and Communicate:
Participate in discussions and activities, ask questions, and communicate regularly with your teacher for support and feedback.
Practise Regularly:
Complete practice questions regularly and review mathematical concepts, formulas, and problem-solving strategies.
Use Feedback:
Review teacher feedback, correct errors, reflect on your problem-solving strategies, and use suggestions to improve future work.
Technical Difficulties:
Contact the Help Desk.
Course-Related Questions:
Contact your teacher and expect a response within 24 hours. For urgent matters, include “URGENT” in the subject line.
Approach your learning with curiosity, responsibility, and consistent effort to be successful in MPM2D.
