Guide to Planning Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E)

Transcription

1 Guide to Planning Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E) Targeted Implementation and Planning Supports for Mathematics

2 This is intended to provide an overview of the curriculum revisions. Teachers are required to refer to the curriculum documents for program planning Mathematics for Everyday Life 2006 Mathematics for Work and Everyday Life Strand Sub-Strand Strand Sub-Strand Earning, Paying Taxes, and Purchasing Earning and Purchasing Earning Money Earning Describing Forms of Taxation Describing Purchasing Power Purchasing Items Purchasing Saving, Investing, and Borrowing Saving, Investing, and Borrowing Calculating Simple and Compound Interest Understanding Saving and Investing Saving and Investing Understanding Borrowing Borrowing Comparing Financial Services Transportation and Travel Transportation and Travel Understanding the Costs of Owning and Operating a Vehicle Owning and Operating a Vehicle Understanding the Costs of Travelling by Automobile Travelling by Automobile Comparing Travel Costs Comparing Modes of Transportation Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E) 1

3 Introduction Beginning in September 2006, teachers are required to implement mathematics programs in accordance with the curriculum document for their grade level. In the Grade 11 Workplace course, Mathematics for Work and Everyday Life (MEL3E), there are three strands: Earning and Purchasing Saving, Investing, and Borrowing Transportation and Travel The sub-groupings within each strand reflect particular aspects of knowledge and skills that are addressed within it. As a result of the revisions made as part of the Curriculum Review process, the curriculum for all Grades 1 through 11 has changed in three ways. Some expectations have been: reworded or revised for clarity removed added Expectations that have been reworded for clarity generally call for teachers to continue using instructional strategies and resources chosen for implementation of the 2000 curriculum. Rewording and inclusion of examples and sample problems allow teachers to verify that their programs reflect the intended scope and emphasis in connection with the content in these expectations. To ensure that their understanding is unchanged by the rewording, teachers should read these expectations found in the second column of the clarification chart in this guide. Expectations that have been revised for clarity generally identify the depth and breadth of treatment intended for the grade level. Teachers are expected to choose instructional activities and to assess and evaluate students within these parameters. Some resources that are currently used for the Grade 11 Workplace Preparation course include inappropriate content for the revised program, and must be carefully reviewed before using. Further clarification of the intent of an expectation has been achieved through inclusion of examples and/or a sample problem. These illustrate the kind of skill level, depth of learning, and complexity that the expectation entails. When an expectation has been removed from the Grade 11 Workplace Preparation course, it may have: - moved to an earlier grade level - moved to a later grade level - been deleted from the curriculum altogether - been incorporated into the mathematical process expectations When an expectation has been added to the Grade 11 Workplace Preparation course, it may be that: - content has been moved from an earlier grade level - content has been moved from a later grade level - new content has been added to the overall Grade 1 11 program, with some of that content placed in the Grade 11 Workplace Preparation Course. For example, throughout the grades, increased emphasis is placed on the concepts of multiple representations and inverse operations. In the revisions chart provided in this guide, these categories are used to identify changes to the mathematics curriculum: Remove Add Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E) 2

4 Curriculum Revisions that may Require Adjustments to Program NOTE: Teacher notes are in orange. Italics indicate revision. Strand: Earning, Paying Taxes, and Purchasing (renamed Earning and Purchasing) Overall Expectations interpret, information about different types of remuneration, and solve problems and make decisions involving different remuneration methods; demonstrate an understanding of payroll deductions and their impact on purchasing power. demonstrate an understanding of the factors and methods involved in making and justifying informed purchasing decisions. Earning Money (renamed Earning) - gather, interpret, and compare information about - gather, interpret, and describe information about the components of total earnings in different different remuneration methods and remuneration occupations. schedules; - solve problems, using technology, and make decisions involving different remuneration methods and schedules; - describe the effects of different remuneration methods and schedules on decisions related to personal spending habits; (renamed Describing Purchasing Power) - describe the relationship between gross pay, net pay, and payroll deductions (i.e., net pay is gross pay less government payroll deductions and other payroll deductions), and estimate net pay in various situations. - gather, interpret, and describe information about government payroll deductions and other payroll deductions; - estimate and compare, using current secondary data, the percent of total earnings deducted through government payroll deductions for various benchmarks. Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E) 3

5 Describing Forms of Taxation (deleted) Purchasing Items (renamed Purchasing) - identify and describe various incentives in making purchasing decisions; - estimate the change from an amount offered to pay a charge; - make the correct change from an amount offered to pay a charge, using currency manipulatives; - compare the unit prices of related items to help determine the best buy. - describe and compare a variety of strategies for estimating sales tax, and use a chosen strategy to estimate the after-tax cost of common items; - estimate the sale price, before taxes, when making a purchase; - calculate discounts, sale prices, and after-tax costs, using technology; - identify forms of taxation built into the cost of an item or service (moved from Describing Forms of Taxation); - make and justify a decision regarding the purchase of an item, using various criteria under various circumstances. Strand: Saving, Investing, and Borrowing Note: almost all of the expectations in this strand have been reworded, amalgamated, or slightly revised. There have been very few large-scale changes. Overall Expectations describe and compare services available from financial institutions; demonstrate an understanding of simple and compound interest, and solve problems involving related applications; interpret information about different ways of borrowing and their associated costs and make and justify informed borrowing decisions. Calculating Simple and Compound Interest (renamed Comparing Financial Services) - calculate interest earned and total amount in applications involving simple interest; - describe the differences between simple interest and compound interest; - calculate compound interest by using the simple-interest formula and a given spreadsheet template; Note: the above expectations have been moved to the Saving and Investing sub-group - read and interpret transaction codes and entries from various financial statements and explain ways of using the information to manage personal finances (moved from Understanding Saving and Investing). Saving and Investing - gather, interpret, and compare information about the various savings alternatives commonly available from financial institutions, the related costs (moved from Understanding Saving and Investing); - gather, interpret, and compare information about the costs and incentives associated with various credit cards and debit cards (moved from Understanding Borrowing). Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E) 4

6 Understanding Saving and Investing (renamed Saving and Investing) Note: several of the revised expectations for this sub-group have been amalgamated and moved from the Calculating Simple and Compound Interest sub-group Understanding Borrowing (renamed Borrowing) - describe the features of various credit cards and debit cards (moved to Comparing Financial Services) - generate an amortization table for a personal loan whose features are described, using a given spreadsheet template - solve problems using technology, that involve applications of compound interest, to saving and investing; - describe the relationship between simple interest and compound interest in various ways. - gather, interpret, and compare information about the effects of carrying an outstanding balance on a credit card at current interest rates; - gather, interpret, and compare information describing the features and conditions of various personal loans; - calculate, using technology, the total interest paid over the life of a personal loan, given the principal, the length of the loan, and the periodic payments, and use the calculations to justify the choice of a personal loan; - compare, using a variety of tools, the effects of various payment periods on the length of time taken to repay a loan and on the total interest paid; - make and justify a decision to borrow, using various criteria under various circumstances. - determine, through investigation using technology, the effect on simple interest of changes in the principal, interest rate, or time, and solve problems involving applications of simple interest; - determine, through investigation using technology, the compound interest for a given investment, using repeated calculations of simple interest for no more than 6 compounding periods; - determine, through investigation, using technology, the effect on the future value of a compound interest investment of changing the total length of time, the interest rate, or the compounding period. - determine, using a variety of tools, the effect of the length of time taken to repay a loan on the principal and interest components of a personal loan repayment. Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E) 5

7 Strand: Transportation and Travel Overall Expectations Understanding the Costs of Owning and Operating a Vehicle (renamed Owning and Operating a Vehicle) Understanding the Costs of Travelling by Automobile (renamed Travelling by Automobile) Comparing Travel Costs (renamed Comparing Modes of Transportation) interpret information about owning and operating a vehicle, and solve problems involving the associated costs; interpret information about different modes of transportation, and solve related problems. - gather and interpret information concerning the procedures and costs involved in obtaining an Ontario driver s licence, and the privileges and restrictions associated with having a driver s licence; - gather and describe information concerning the procedures involved in buying or leasing a new vehicle or buying a used vehicle; - gather and interpret information concerning the procedures and costs involved in insuring a vehicle and the factors affecting insurance rates, and compare the insurance costs for different categories of drivers and for different vehicles; - describe ways of failing to operate a vehicle responsibly and financial and non-financial consequences; - solve problems, using technology that involve the fixed costs and variable costs of owning and operating a vehicle; - gather and interpret information about the costs of purchasing or leasing a new vehicle or purchasing a used vehicle, and describe the conditions that favour each alternative. - plan and justify, orally or in writing, a route for a trip by automobile on the basis of a variety of factors; - report, orally or in writing, on the estimated costs involved in a trip by automobile, using information from available sources. - gather, interpret, and describe information regarding routes, schedules, and fares for travel by airplane, train, or bus; - solve problems involving the comparison of information concerning transportation by airplane, train, bus, and automobile in terms of various factors. plan and justify a route for a trip by automobile, and solve problems involving the associated costs. - gather, interpret, and describe information about the impact of daily travel, using available means. Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E) 6

8 Curriculum Revisions that Require Change to Program Strand: Earning, Paying Taxes, and Purchasing (renamed Earning and Purchasing) Remove Add Earning Money (renamed Earning) Describing Purchasing Power describe and compare the purchasing power and living standards associated with relevant occupations of interest. Describing Forms of Taxation (deleted) Purchasing Item (renamed Purchasing) - identify the information and documents required for filing a personal income tax return, and explain why they are required; - identify agencies in the community that will complete or help to complete a personal income tax return. - select compatible amounts to offer for a given charge to reduce the number of coins received in the change; - estimate and calculate the price in Canadian funds of items bought in or ordered from another country; - identify, calculate, and compare the interest costs involved in making purchases under various plans, using technology. - describe and compare, for different types of transactions, the extra costs that may be associated with making purchases. Strand: Saving, Investing, and Borrowing Calculating Simple and Compound Interest (renamed Comparing Financial Services) Understanding Saving and Investing (renamed Saving and Investing) Understanding Borrowing (renamed Borrowing) Remove - solve problems involving the amount (A) resulting from compound-interest calculations, using the A = P 1+ i n ; formula ( ) - construct graphs to represent the growth in the value of an investment over time, using spreadsheets or graphing technology. - identify the characteristics of different types of investments; - demonstrate an understanding of risk tolerance and how it changes during different life stages; - monitor the value of investments over a period of time, using technology. Add - gather and interpret information about credit ratings, and describe the factors used to determine credit ratings and the consequences of a good or bad rating. Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E) 7

9 Strand: Transportation and Travel Understanding the Costs of Owning and Operating a Vehicle (renamed Owning and Operating a Vehicle) Understanding the Costs of Travelling by Automobile (renamed Travelling by Automobile) Comparing Travel Costs (renamed Comparing Modes of Transportation) Remove - compare the costs of owning or leasing and maintaining a vehicle with the costs of using public transportation. - explain the cost estimate for a trip by automobile in a clear, detailed presentation. Add - identify and describe costs and benefits of owning and operating a vehicle for business. - determine distances represented on maps, using given scales; - solve problems involving the cost of travelling by automobile for personal or business purposes. - interpret airline, train, or bus schedules. - gather, interpret, and compare information about the costs and conditions involved in renting a car, truck, or trailer, and use the information to justify a choice of rental vehicle. Mathematics for Work and Everyday Life, Grade 11, Workplace Preparation (MEL3E) 8