2. High School Mathematics January 2006

3. The First Step to Success in High School Mathematics Selecting the Most Appropriate Courses

4. 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

5. How many students should we anticipate will take courses at the different levels? It is anticipated that approximately 30–40% of grade 10 students will enrol in graduation- level courses and approximately 60–70% of grade 10 students will enrol in the academic mathematics course.

6. 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

7. 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

8. 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. A Typical Grade 9 Class of 30 Students

9. 1....10.... 15...20....30. If we assume ⅓ of the students who have their needs better met by a graduation level course…. These 30 Students in Grade 10

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. Mathematics 10

11. 1.... 10. 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. Mathematics 10

12. 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

13. 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

14. High School Mathematics Pathways For a flowchart of high school Mathematics pathways see green handout.

15. Course Selection Post-Secondary Implications

16. 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.

17. 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.

18. 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.

19. 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.

20. Post-Secondary Implications Additional Resources – See the Mathematics: Career Pathways poster. – See pink handout

21. Summary See blue handout for a summary of options for your child.

22. Frequently Asked Questions: High School Mathematics Donna Karsten Mathematics Consultant 902-424-5437 karstend@gov.ns.ca