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Mathematics 416
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The course consists of the following areas of study for students who have successfully completed secondary III Mathematics. Problems solving strategies are emphasized at each stage of the learning process.l
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| The above comes from The Lester B. Pearson School Board, Curriculum Selection Booklet, 2001-2. The latter had no part in the composition of page contents. |
Lessons plans and lessons in the new site area Secondary IV - Functions to Trig & Statistics are intended to support for maths 436 or 536. But the leading lesson plans for developing algebra and fraction skills and sense through solving linear equations in one and more unknowns could be useful in mathematics 416. I will be thinking about support for mathematics 416 once the aforementioned areas is complete. There is an overlap between 416, 426 and 436. There are also differences.
Many parts of the site areas
Solving Linear Equations with Stick Diagrams, Logic & Algebra, Fractions, Ratios, Rates, Proportions & Units = Euclidean Geometry, Analytic Geometry, Number Theory.
will help students prepare for and take mathematics 416, 426 and 436. Student in with a weak fraction sense and skills are inviting failure or substandard performance. Curious students may see a context for slopes alone or with polynomials in the first and second Calculus previews at this site.
The common introduction to statistics in the French textbook Mathematiques Collection, Mathophile 416, Louise LaFortune et al, ISBN 2-7601-4648-0. Chapitre 7, Statistiques, gives a clearer exposition, and the end-of-book summary or synthesis, page 355, gives an excellent review of most concepts in mathematics 416. (The mathophile collection may contain textbooks for 426, 436 and other secondary school courses. However, I found this work for 416 by accident.
The law of sines in Geometry or trigonometry is presented in secondary IV mathematics and examples in the course may involve sines of obtuse angles. Each course puts sin(q) = sin(180o - q) for obtuse angles q, that is when 180o > q > 90o is an obtuse angle. Saying how to define an number defines it.
The teacher's guides are not always to my liking. Each guide appears to be longer than the associated text, albeit they do include some reproducible pages useful for hand-outs. That be said, I found the exposition and context for statistics in the Teacher Guide for mathematics 436 to be clearly expressed. The guide focuses on the development of critical thinking skills in the statistical collection or interpretation of data (surveys, opinion polls and censuses). But emphasizing critical thinking skills to students who do not have a repeatable and reproducible command of fractions (what they are and how to do arithmetic with efficiently without a calculator) appears to be mis-spent time. The missing skills should be developed first. The latter should be emphasized first.
Students in the first year of high school may come with a weak to non-existence command of the times table (addition table too) and with a weak to non-existence fraction sense and abilities. The most important service of first year mathematics in high school is to consolidate fraction sense and skills. That is a prerequisite to algebra, geometry, trig and calculus. High school mathematics literally becomes a waste of time if fraction sense and skills are not consolidated and maintained in all years.
The French textbook Mathematiques Collection, Mathophile 416, Tomes 1 and 2, Louise LaFortune et al, ISBN 2-7601-4648-0. Chapitre 7, Statistiques, gives a clearer exposition, and the end-of-book summary or synthesis, page 355, gives an excellent review of most concepts in mathematics 416. I have a copy of the work - unread. However, the Mathematiques Collection, Mathophile 436, Tomes 1 and 2, Louise LaFortune et al, is far superior to the current approved textbooks written by Guy Breton et al. for mathematics 436. Therefore, I recommend students able to read French take the following gamble: Acquire Mathematiques Collection, Mathophile 416, Tomes 1 and 2, Louise LaFortune et al, ISBN 2-7601-4648-0 for self-help or instruction in mathematics 416.
The law of sines in Geometry or trigonometry is presented in secondary IV mathematics and examples in the course may involve sines of obtuse angles. Each course puts sin(q) = sin(180o - q) for obtuse angles q, that is when 180o > q > 90o is an obtuse angle. Saying how to define an number defines it.
Area pages represent an effort to follow and understand the objectives of the 1997-2005, the prior reform, and the text books required and used 1997-2005. In retrospect, the objectives and texts in question are too incoherent, too full of nonsense, for rational comprehension and for service as a base for the current reform. A farce is a farce, is a farce
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