mbf3c data management assignment

MBF3C – Foundations for College Mathematics

Welcome to mbf3c.

Use this page to find all resources worked on in class. Find course outlines, unit outlines, handouts, lessons and homework.

Handouts: [Course Outline]

• Skills Work
• Unit 1 – Trigonometry
• Unit 2 – Quadratics
• Unit 3 – Probability & Statistics
• Unit 4 – Exponents & Exponentials
• Unit 5 – Finance
• Unit 6 – Geometry
• Exam Review [ Solutions ]
• Other exam review (w/ Solutions)
• Cheat Sheet Suggestions

• Grade 10 Academic MPM2D
• Functions and Relations MCR3U
• Vectors and Calculus MCV4U
• Grade 12 Adv Func MHF4U
• Unit 1 Linear Systems
• Unit 2-distances-circles-triangles
• Unit 3 Factoring
• Unit 4a quadratics
• unit-1 intro to functions
• Unit 2 Transformations
• Unit 3 rational-expressions
• Unit 4 quadratic-relations
• unit-5-exponential-functions
• Unit 6 Trigonometry
• mcv4u - Chapter 1 - Limits and Continuity
• mcv4u---Chapter 2 - derivatives
• mcv4u---chapter-3 - derivatives and applications
• mcv4u - Chapter 4 - Curve Sketching
• mcv4u - Chap 5-derivatives exponential and trig
• mcv4u - chapter 6 - intro to vectors
• mcv4u - Chapter 7 - applications of vectors
• mcv4u - chapter 8 - equations of lines and planes
• mcv4u - chapter 9 - points lines planes

MBF3C - Data Management Unit - Full Teacher Package

Description

This is my Geometry and Trigonometry Unit package for the MBF3C - Foundations of Mathematics course following the Ontario Secondary Mathematics Curriculum. This package includes:

• Smart Notebook and Powerpoint format lessons for every lesson
• A complete unit plan. This includes a day-by-day plan for which lesson to teach, what homework to assign (from the included workbook), and what assessments to use.
• Appropriate assignments with rubrics , and a test bank with answer keys .
• A complete workbook-based homework package.

I hope you'll enjoy using this course package as much as I do!

If you have questions please don't hesitate to ask. I'm always happy to help.

A full course package for MBF3C is also available from my store. You can find it here.

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MBF3C Foundations of Mathematics – Grade 11 Math – College Preparation

Mbf3c grade 11 college course description.

Prerequisite: Foundations of Mathematics, Grade 10, Applied

3 Act Math Tasks

MBF3C Grade 11 College Real World Math Problems

MBF3C Grade 11 Math Course Notes and Handouts

Mbf3c – unit 1 – trigonometry, mbf3c – unit 2 – probability, mbf3c – unit 3 – one variable statistics, mbf3c – unit 4 – quadratic relations i, mbf3c – unit 5 – quadratic relations ii, mbf3c – unit 7 – exponents, mbf3c – unit 8 – compound interest, mbf3c – unit 9 – personal finance, mbf3c grade 11 college mathematics, strands and overall expectations, mathematical models.

• MM1 – make connections between the numeric, graphical, and algebraic representations of quadratic relations, and use the connections to solve problems;
• MM2 – demonstrate an understanding of exponents, and make connections between the numeric, graphical, and algebraic representations of exponential relations;
• MM3 – describe and represent exponential relations, and solve problems involving exponential relations arising from real-world applications.

Personal Finance

• PF1 – compare simple and compound interest , relate compound interest to exponential growth, and solve problems involving compound interest;
• PF2 – compare services available from financial institutions, and solve problems involving the cost of making purchases on credit;
• PF3 – interpret information about owning and operating a vehicle, and solve problems involving the associated costs.

Geometry and Trigonometry

• GT1 – represent, in a variety of ways, two-dimensional shapes and three-dimensional figures arising from real-world applications, and solve design problems;
• GT2 – solve problems involving trigonometry in acute triangles using the sine law and the cosine law, including problems arising from real-world applications.

Data Management

• DM1 – solve problems involving one-variable data by collecting, organizing, analysing, and evaluating data;
• DM2 – determine and represent probability, and identify and interpret its applications.

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• Proportional Reasoning
• Solving Equations
• Linear Relations
• Measurement
• ASSIGNMENTS & PRACTICE
• EQAO Sample Booklet
• Course Outline
• Sample EQAO questions
• UNIT 4: PLANE GEOMETRY
• UNIT 3 : LINEAR RELATIONS
• PERIMETER & AREA
• OPTIMIZATION
• Order of Operations
• Adding / Subtacting Polynomials
• Distributive Property
• Percent Ratio, Proportion, Rate
• Quadratic Relations
• LINEAR RELATIONS
• VOLUME & SURFACE AREA
• Similar Triangles
• Right triangle trigonometry
• PERSONAL FINANCE
• EXPONENTIAL RELATIONS
• PROBABILITY
• ONE VARIABLE STATISTICS
• TRIGONOMETRY 3C
• Trigonometry 4C
• Algebraic Models
• GRAPHICAL MODELS
• 1 and 2 variable statitistics
• Statisitcal Literacy

Category Archives: MBF3C

Compound interest.

Compound Interest is the process of adding interest to the original amount and then calculating interest on this new amount — it is interest on top of interest — compounded.

CLASS NOTES:

intro to compound interest

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Filed under EXPONENTIAL RELATIONS , EXPONENTIAL RELATIONS

Banking/ Investing & Credit Card Assignment

this project deals with the world of investing money  and spending on credit.

Bank Project

CREDIT CARD AND CREDIT STUDY

Credit Card Study

Filed under PERSONAL FINANCE

On- Line Textbook — Exponents

These are chapters from and on-line textbook that relate to powers and exponential relations. It is a very good resource.

chapters on power laws       chapters on power laws grade 11

Quadratic Expressions

This post will help you with EXPANDING and FACTORING quadratic expressions.  The following link will take you to video clips that will show you how, and give you a chance to try them yourself

click here to start

Filed under QUADRATICS

QUADRATIC INTRO

Quadratic Relations have a “U” shaped graph, SECOND DIFFERENCES that are Constant,  and the equation has a DEGREE of 2

This post is an INTRO into quadratics — how to complete a table of Values,  interpret graphs,  how  “a” and “k”  translate and transform the graph

How to complete a TABLE OF VALUES to graph a quadratic relation — class note

quadratic lesson 1 intro        how to complete table of values quadratic      Quadratic Task 1

Quad a x k Form INTRO

 VIDEO CLIPS FOR BASIC SKILLS OF QUADRATIC RELATIONS

video clips click here

OWNING & OPERATING A VEHICLE

The following is an assignment that you will do independently, on owning and operating a new vehicle.

Owning & Operating a Vehicle Assignment

TEST SCORES

PER 2 — MBF3C CLASS TEST SCORES — MARCH 22, 2012

 PER 3 — MBF3C CLASS — MARCH 22 2012

Filed under TESTS

RIGHT TRIANGLE TRIGONOMETRY

This unit involves the study of triangle measures.  Students will be able to solve any RIGHT and ACUTE TRIANGLE — SIDES OR ANGLES.  They will know which method is best suited to the situation based on the given information and the type of triangle. Special focus and attention to the SINE LAW and the COSINE LAW .

  All TRIGONOMETRY Class Notes from the WIKI — click here

Recent Class Notes:

SOH CAH TOA solving SIDES        SOH CAH TOA solving ANGLES         Trig Test — Learning Goal A1   application of trig ratios hand in

Sine Law skills

QUICK CLIPS   — short video clips on all TRIGONOMETRY for grade 11

Filed under MBF3C , TRIGONOMETRY 3C

Math Makeover

Watch the following video by Dan Meyer and discuss the following:

http://www.youtube.com/watch?v=BlvKWEvKSi8

Filed under MBF3C

EXPONENTIAL RELATIONS flash file

Here is a flash file to help you explore EXPONENTIAL RELATIONS.  CLICK HERE

Filed under EXPONENTIAL RELATIONS , EXPONENTIAL RELATIONS , MBF3C

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MBF3C - Grade 11 Foundations for College Mathematics

Course Description For MBF3C Grade 11 Foundations for College Mathematics Online Course

MBF3C allows students to gain a fundamental understanding of mathematics as a problem-solving tool for use in everyday life. Throughout this course, students will consolidate their mathematical skills as they solve problems based on real-world situations.

Summary Of Units And Timelines For Grade 11 Foundations for College Mathematics MBF3C

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the MBF3C course profile.

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

Fundamental Concepts Covered in Grade 11 Online Course

This course extends students’ understanding of quadratic relations. It encourages them to investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; develop their ability to reason by collecting, analyzing, and evaluating data involving one variable; connect probability and statistics, and solve problems in geometry and trigonometry. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Teaching and Learning Strategies in an Online School

The mathematical processes are to be integrated into student learning in all areas of this course. Throughout this course, students will:

• Problem Solving – develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding
• Reasoning and Proving – develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;
• Reflecting – demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions)
• Selecting Tools and Computational Strategies – select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems
• Connecting – make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports)
• Representing – create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems
• Communicating – communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions

Assessment & Evaluation

As summarized in Growing Success 2010 , the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.

This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.

A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

• Address both what students learn and how well they learn
• Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
• Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
• Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
• Are fair to all students
• Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
• Accommodate the needs of students who are learning the language of instruction
• Ensure that each student is given clear directions for improvement
• Promote students’ ability to assess their own learning and to set specific goals
• Include the use of samples of students’ work that provide evidence of their achievement
• Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

• Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
• Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

Accommodations for students with an IEP in an Online School

All students can succeed. Some students are able, with certain accommodations , to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate . The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

• Adjustment and or extension of time required to complete assignments or summative tasks
• Providing alternative assignments or summative tasks
• Use of scribes and/or other assistive technologies
• Simplifying the language of instruction

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

• Speijer, Jacob. McGraw-Hill Ryerson Functions 11. Toronto: McGraw-Hill Ryerson, 2009.
• Small, Marian. Nelson Functions 11. Toronto: Nelson Education, 2008.

Reference: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.

Frequently Asked Questions

What is MBF3C?

MBF3C is a Grade 11 Foundations for College Mathematics course at a college preparation level.

What are 3C courses?

3C refers to the Grade level of the courses and the pathway. 3 means it is a grade 11 course and C means it is a college preparation course.

Click here for more information on Course Coding System

What is the prerequisite course for MBF3C?

Prerequisite: MFM2P, Grade 10 Foundations of Mathematics or MPM2D, Grade 10 Principles of Mathematics

Click here for more information on Ontario secondary curriculum and their prerequisites

How long does it take to complete the MBF3C online course?

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Will my marks be sent directly to OUAC or OCAS?

Yes, we can send the marks for your online courses directly to OUAC , OCAS , your home, and to your day school.

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TVO Resources

National council of teachers of mathematics.

The National Council of Teachers of Mathematics offers many Classroom Resources for 7-12 lessons and interactives.

• Last Updated: Sep 19, 2023 3:34 PM
• Subjects: Education
• Tags: classroom resources , education , intermediate , lesson plans , math , Ontario education , secondary , student resources , teacher resources , textbooks

MBF3C - Foundations for College Mathematics

Course Tuition

Prerequisite

Course Details

This course enables students to broaden their understanding of mathematics as a problemsolving tool in the real world. Students will extend their understanding of quadratic relations; investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; develop their ability to reason by collecting, analysing, and evaluating data involving one variable; connect probability and statistics; and solve problems in geometry and trigonometry. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

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Course name: foundations for college mathematics course code: (mbf3c).

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Course Overview

Course syllabus,   unit 1 5 lessons, 1.1   applications and representations of geometric shapes 1.1   applications and representations of geometric shapes, 1.2   nets, patterns, and plans 1.2   nets, patterns, and plans, 1.3   designing and constructing models 1.3   designing and constructing models, 1.4   trignonometry and right angles 1.4   trignonometry and right angles, 1.5   sine and cosine laws 1.5   sine and cosine laws,   unit 2 5 lessons, 2.1   collecting data 2.1   collecting data, 2.2   storing, organizing, and analyzing data 2.2   storing, organizing, and analyzing data, 2.3   using statistics to make decisions 2.3   using statistics to make decisions, 2.4   probability in our everyday lives 2.4   probability in our everyday lives, 2.5   statistics and probability 2.5   statistics and probability,   unit 3 5 lessons, 3.1   quadratic relations 3.1   quadratic relations, 3.2   the three forms of a quadratic relation 3.2   the three forms of a quadratic relation, 3.3   working with exponents 3.3   working with exponents, 3.4   exponential relations 3.4   exponential relations, 3.5   applications of exponential relations 3.5   applications of exponential relations,   unit 4 5 lessons, 4.1   simple and compound interest 4.1   simple and compound interest, 4.2   the effects of various parameters on compound interest 4.2   the effects of various parameters on compound interest, 4.3   credit cards 4.3   credit cards, 4.4   financial management 4.4   financial management, 4.5   owning and operating a vehicle 4.5   owning and operating a vehicle, related courses.

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MBF3C: Foundations for College Mathematics

This course enables students to broaden their understanding of mathematics as a problem-solving tool in the real world. Students will extend their understanding of quadratic relations, as well as of measurement and geometry; investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; and develop their ability to reason by collecting, analysing, and evaluating data involving one and two variables. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Grade:  11

Level:  College Prep

Prerequisites: MFM2P

Credit Value:  1

Course Forum

For the Curriculum Expectation Please click Here

Required Software, Equipment, Textbooks

Some of the activities in this course will require the installation of some free software "plugins" on your computer. Normally, the computer will prompt you to install the plugin when you need it, but if you want to install them ahead of time, you can use the links below. Installing these plugins is easy, and you will be given step by step instructions. Click on the links below to take you to the install pages. Please note that some of these installs can take some time if you are using a dial up Internet connection.

Geometer's Sketchpad During this course you will be required to use a program called Geometer's Sketchpad. This is a dynamic geometry program which can be downloaded for free.If you are unfamiliar with Sketchpad, you can view an online tutorial at  Atomic Learning . Here there are over 50 online tutorials on using sketchpad. They require the use of the Quicktime movie viewer which can be downloaded at www.quicktime.com. Also, throughout the course, as you encounter the sketchpad files, solutions will follow. In the beginning units, these solutions will be more explicit in how to use sketchpad, but those instructions will diminish as you go through the course.

Fathom During this course you will also be required to use a program called Fathom. You can download if for free from Microsoft. If you are unfamiliar with Fathom, you can view a walkthrough guide and online tutorials at  Key Press  website.

Other Free Graphing technology If you do not currently have graphing software installed on your computer, please take the time to install some before beginning this course. Some popular options, are:  GeoGebra ,  GraphCalc ,  Winplot , and  QuickGraph . The first two are the main ones that will be used in this course.

Java Runtime Environment This program is needed to run a variety of applets in this course. Download the  Java applets  now.

SmartIdeas This software is a handy tool for preparing flowchart types of diagrams. It is a piece of software that is licensed to school boards in Ontario. If you work from home there are many free and online tools that can be used if you conduct a web search for “mind mapping software”.

Apple QuickTime QuickTime lets you add digital video media capabilities and components to your Mac or PC. Download  Apple QuickTime  .

Shockwave, Flash, and Authorware Macromedia's Shockwave, Flash and Authorware Player plugins let you experience automation and entertainment in your Web browser. Download  Shockwave, Flash and Authorware  software.

Adobe Acrobat Reader Free software that lets you view, print, search, and share Adobe Portable Document Format (PDF) files more securely using a variety of platforms and devices. Download  Adobe Acrobat Reader  .

Real Networks RealPlayer Play online audio and video content. Download  Real Networks RealPlayer

Microsoft Media Player Windows Media Player supports Windows Media (WMA,ASF), MP3, WAV, MIDI, AVI, and other formats. Download  Microsoft MediaPlayer .

Teachers will be flexible in terms of what a student uses to complete work, as long as the work meets the expectations of the assignment and can be submitted electronically in a standard format.

Course Content

Course outline.

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