High School Mathematics

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High School Mathematics

• January 2006

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The First Step to SuccessinHigh School
Mathematics

• Selecting the Most Appropriate Courses

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Why do we have a variety of courses?

• So all students can be successful
• To address the differences in the students
  abilities in mathematics
• To address the differences in the students
  interests in mathematics
• To address the differences in the students
  future plans

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How many students should we anticipate will take
courses at the different levels?

• It is anticipated that approximately 3040 of
  grade 10 students will enrol in graduation-level
  courses and approximately 6070 of grade 10
  students will enrol in the academic mathematics
  course.

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What changes between grade 9 and grade 10
mathematics?

• In grade 9, the needs of all students have to be
  met in one course in grade 10, the needs of
  students are met in three courses
• In grade 9, students have mathematics every day
  for the whole school year, ideally 1 hour per
  day in grade 10, all courses, except the plus
  courses, have 110 hours in one semester
• In grade 9, students are promoted by grade in
  grade 10, students are promoted by courses
• In grade 9, students are offered a full slate of
  adaptations in grade 10, the first consideration
  is placement in the appropriate course, and a
  limited menu of adaptations is available in the
  Math 10 course

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What are the implications of these changes
between grades?

• The students need to take the grade 10 course
  that best matches a combination of their previous
  achievements, their mathematical abilities, their
  interests and motivations, and the requirements
  for their post-secondary aspirations
• Students need to be aware that the general
  expectations for the average student in grade 9
  are similar to the expectations for students in
  Math Foundations 10, and the general expectations
  for the above average student in grade 9 are
  similar to the expectations for students in Math
  10

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A Typical Grade 9 Class of 30 Students
1. . . . 10. . . . 15. Middle to Average Student.
The Grade 9 Teacher focuses their lessons to this
student, differentiating for students who work
above or below this point. . . . 20. . . . 30.
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These 30 Students in Grade 10
1. . . . 10. . . . 15. . . 20. . . . 30.
If we assume ? of the students who have their
needs better met by a graduation level course.
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Mathematics 10
1. . . . 10. . . . 15. then the Middle to
Average Student from Grade 9 is now in the
bottom ¼ of the Mathematics 10
class . . . 20.
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Mathematics 10
1. . . . 10. The teacher is now teaching to a
new middle to average student which is a
step up from where the Grade 9 teacher was
focused. . . . 15. . . . 20.
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What are the course options and prerequisites?

• See yellow handout
• Mathematics Essentials 10
• (graduation, 1 credit)
• Prerequisite Successful completion of
  Mathematics Grade 8 and recommendation from the
  Mathematics Grade 9 teacher
• Mathematics Foundations 10
• (graduation, 1 credit)
• Prerequisite Successful completion Mathematics
  Grade 9
• Mathematics 10
• (academic, 1 credit)
• Prerequisite Successful completion of
  Mathematics Grade 9 and demonstrated good to
  excellent performance in relation to the expected
  learning outcomes prescribed for Mathematics
  Grade 9
• Mathematics 10 Plus
• (academic, 2 credits)
• Prerequisite Successful completion of
  Mathematics Grade 9 and recommendation from the
  Mathematics Grade 9 teacher

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When a student is entering grade 10, what should
he or she consider when registering for math
courses?

• Considerations
• previous mathematics achievement (prerequisites)
• interest
• attitude
• ability to work independently
• work habits
• future plans
• the appropriate level of challenge of the course

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High School Mathematics Pathways

• For a flowchart of high school Mathematics
  pathways see blue handout.

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Course Selection

• Post-Secondary Implications

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Post-Secondary Implications

• Post-secondary programs have different
  mathematics prerequisites and should be carefully
  investigated during the course selection process.
  
• It is important to note that many post-secondary
  programs do not have a mathematics prerequisite
  and that graduation-level mathematics credits
  will satisfy admissions requirements.
• Selecting courses on the premise of keeping all
  doors opened without considering the above, is
  not in the best interest of students. Doing well
  in the appropriate course gives students more
  options than struggling through an ill chosen
  course.

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Post-Secondary Implications

• Mathematics 10
• Mathematics 10 is designed for those who plan to
  enter into fields requiring further
  post-secondary study of Calculus.
• Examples include, but are not limited to, the
  sciences, engineering, and business
  administration at university, college, or private
  institutions.

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Post-Secondary Implications

• Mathematics Foundations 10
• Mathematics Foundations 10 is designed for
  students who want to maintain a high standard of
  mathematics but who do not intend to enter
  post-secondary programs that require academic
  mathematics as a prerequisite.
• Examples include, but are not limited to, the
  arts and fine arts at university as well as 102
  out of the 120 programs at NSCC.

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Post-Secondary Implications

• Mathematics Essentials 10
• Mathematics Essentials 10 is designed for
  students who do not intend to pursue
  post-secondary study, or who plan to enter
  programs that do not have any mathematics
  prerequisite.
• Examples include, but are not limited to, the
  arts and fine arts at university as well as 102
  out of the 120 programs at NSCC.

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Post-Secondary Implications

• Additional Resources
• See the Mathematics Career Pathways poster.
• See pink handout

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Summary

• See purple handout for a summary of options for
  your child.

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Frequently Asked QuestionsHigh School
Mathematics

• Donna Karsten
• Mathematics Consultant
• 902-424-5437
• karstend_at_gov.ns.ca