Special Education Department

Course Overview

This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. You will investigate relationships that can be generalized as equations of lines, and explore connections between different representations of linear relations. Additionally, you will study relationships emerging from the measurement of three-dimensional figures and two-dimensional shapes. Mathematical reasoning and clear communication are emphasized as you solve multi-step problems.

This course promotes an inclusive learning environment that removes barriers and empowers all students to participate, learn, and succeed. You will use mathematical processes such as problem solving, reasoning, proving, reflecting, connecting, representing, selecting tools and computational strategies, and communicating to develop your understanding of various mathematical concepts including number sense, algebra, analytic geometry, linear relations, measurement, and geometry.

We use Remind, Desmos, and Google quizzes regularly, so please remember to bring a laptop, Chromebook, tablet, or phone whenever possible.

Units of Study

• Number Sense and Algebra: Operating with exponents; manipulating expressions and solving equations
• Analytic Geometry: Investigating the relationship between equations and graphs; exploring properties of slope; using properties of linear relations to solve problems
• Linear Relations: Investigating relationships through data management; understanding characteristics of linear relations; connecting various representations of linear relations
• Measurement and Geometry: Investigating optimal values of measurements; solving problems involving perimeter, area, surface area, and volume; exploring geometric relationships

To see the detailed learning expectations for this course, visit the Ministry of Education Curriculum Document (page 29).

Learning Skills & Work Habits

Responsibility, Organization, Self-Regulation, Independent Work, Collaboration, and Initiative are key learning skills that will be taught, assessed, and reported on. These skills provide valuable insights into your learning progress.

Assessment and Evaluation

Term Work (70% of Final Grade):

• Knowledge & Understanding: 25% – Your grasp of mathematical content and concepts
• Application: 15% – Applying knowledge and skills to familiar and new contexts
• Thinking: 20% – Using planning, processing, and critical/creative thinking to solve problems
• Communication: 10% – Expressing and organizing mathematical ideas effectively for various audiences

Final Evaluations (30% of Final Grade):

• In-Class Final Evaluation: 15% – Includes the EQAO Assessment of Mathematics (Academic), completed during class near the end of the course
• Evaluation Block Final: 15% – Completed during the formal evaluation period after classes end (max. 1.5 hours)

Your final grade combines your Term Work (70%) and Final Evaluations (30%).

Additional Information

• Meeting Timelines and Academic Honesty
• Final 30% Evaluations
• Determining Report Card Grade

Your teacher can provide you with a paper copy of this outline upon request.

All students who are identified as Gifted by the Halton District School Board's Identification, Placement and Review Committee (IPRC) have access to a range of options according to their needs. Secondary Gifted Cluster (SGC) is one of those placements for gifted students in Halton's secondary schools.

This placement provides gifted students at the secondary level with the opportunity to be in gifted 'cluster' classes, grouped together with their peers. The curriculum in these classes can be differentiated in breadth, depth and pace from the curriculum being offered in the other sections of the same course. Students are free to choose which courses they would like clustered and which they would not.

If you have a child that was identified as Gifted in another board (Catholic, private, in another area), and you would like your child to attend the SGC at Abbey Park, please email me to get the process started. It will involve review of the psycho-educational assessment that identified them originally.

Identified gifted students receive the same resources that any other student with an Individual Education Plan (IEP); they have a dedicated Special Education Resource Teacher monitoring their progress, and advising their teachers of any special needs or supports required.

In order to be identified as Gifted in Halton, a student’s Full Scale IQ score on the Wechsler Intelligence Scale for Children (WISC-V) must be at the 98th percentile or higher.

- Grade 9: Science, Math, English and Geography

- Grade 10: Science, Math, English and History

- Grade 11: Functions (Math), Biology, Chemistry, Physics and English

- Grade 12: Advanced Functions, Calculus and English. AP courses are also available at the grade 12 level, and provide expanded content, but they are not differentiated like a typical gifted cluster class would be.

Transportation is available to identified gifted students living in the Abbey Park feeder area, and outside of walking distance (i.e. 3.2 kms) from Abbey Park. To check if your child is eligible for transportation, visit HaltonBus.ca.

Students at APHS regularly participate in a great number of diverse enrichment opportunities available at our school. Please consult the school website for more information.