Resources for BC Math 10

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How to Use this Resource

00.01.00 Where do I start?
Read through the elements in this module, do the activity under ‘How can I maximize my efforts?’ and download the Tracking and Information Booklet.
Do the activities in the suggested numerical order or just do the final summative task in every area to confirm you know the material:

  • the first two numbers refer to the module,
  • the second two numbers refer to the topic with learning engagements leading towards a summative task,
  • the last two numbers refer to the learning engagements/activities that have an order for the skills to be developed.
The first module, this one, is 00.01.xx. There is only one topic and task, so the middle two numbers are 01. The first bit of information which is the introduction to the topic will be considered to have 00 as the last two numbers. Unless otherwise stated, the complexity of the tasks and the complexity of the learning engagements increase as the number increases.
As the information in the modules build on informative in previous modules, it is suggested that you do the modules in the following order:
  • How to Use this Resource (00)
  • Numerical Reasoning (01)
  • Abstract Reasoning (02)
  • Thinking with Models (03)
  • Spatial Reasoning (04)
  • Reasoning with Data (05)

 

00.01.01 How long will it take?
(approximately 1 minute reading)
The suggested times included in the Tracking and Information Booklet and listed on the website are general guidelines. You may take longer or shorter, depending on your current ability, how efficiently the linked application is working, your interest in the task, and your willingness to become more adept at some of the more mechanical procedures.

 

00.01.02 What level of understanding will I gain?
(approximately 1 minute reading)
In general, the goal in each module is for you to reach the top levels of Bloom’s Taxonomy. The links will help you remember, understand and apply and the final task will help you create, evaluate or analyze.

 

00.01.03 How can I best make use of the videos?
(approximately 1 minute reading and a 5 minute video)
A video is different from a live lecture in many ways, so take advantage of the opportunity to:
– stop and rewind,
– take notes,
– listen more than once,
– replay the sections you found confusing or new,
– stop and try the example yourself before the explanation,
– stop and try the example yourself after the explanation,
– use the settings clog to slow down the speaker,
– use the settings clog to add the automatic text generator,
– if you are using it as a review of something you know, use the settings to speed up the speaker or scroll through to get to the ‘good parts’,
Or, in other words, treat it like a favourite movie or YouTube video.

 

00.01.04 What is the difference between Hints and Keys?
(approximately 1 minute reading)
For some activities, hints will be included in the resource or in the Tracking and Information Booklet. Keys or Rubrics to assess your tasks will be found in each module. It is suggested that you look at the hints to help you complete the tasks rather than look at the key or rubric before you are finished. Sometimes a rubric will be posted as a Hint. In this case, there will still be another, more clear rubric posted to help you evaluate how well you did.

 

00.01.05 Do I need to document my learning?
(approximately 1 minute reading)
Yes. The evidence you gather may be required by your school to prove you have learned the material and are ready to take British Columbia’s Pre-Calculus 11. In British Columbia, you are allowed to ‘challenge’ a high school course by showing evidence of prior learning [website].
Take screenshots of quizzes you have completed. Save copies of work you do on tasks. Post these into the Tracking and Information Booklet. Save your work and your booklet in a folder on your computer. Alternatively, you may choose to print out much of your work or save it as a pdf.

 

00.01.06 What is the Tracking and Information Booklet?
(approximately 2 minutes)
This booklet will help you plan your time, track your progress, provide some general formulas and notes, and help you decide what to include as evidence of your learning. Download and possibly print the tracking and information booklet. The choice to use a booklet instead of a login system is for your privacy. Fill out the booklet as though it is how you will get paid for a job. Be honest. When items take more or less time than expected, note why. If you choose not to do everything in a module, note why. Download the booklet and print it or fill in your copy digitally. If you choose to print the booklet, you will need to add blank pages to add your comments or print one sided so you have comment space. Place your pages in a binder so you can add printouts that document and provide evidence of your work.
Information and Tracking Booklet pdf
Information and Tracking Booklet Google Doc

 

00.01.07 How is my privacy protected?
None of the activities or links in this resource required a login when the resource was created.
  • Do not log in to anything.
  • If you want to ensure you are not being tracked by a website, copy the link and access the resource through an incognito window.
  • If the activity or link requests a login or any information, do not provide it with any information. Some sites might look like you need to sign in, but you can actually do the activity without signing in and having your work traced.
  • Do not click on any popups
  • If asked to supply a name, as in Kahoot!, do not use any form of your own name.

 

00.01.08 How can I maximize my efforts?
(approximately 2 minutes reading plus a 20 minute activity)
Word Grow with leaves growing out of itPhoto by LUM3N on Unsplash
No one is watching, so try the activities. Be willing to learn from your mistakes. Take the time to figure out why you made the mistake, what it was, and possibly make a list of your mistakes so you regularly check for them until you no longer make that type of mistake. Licensed London, England taxi drivers, who must learn the complex and irregular layout of London’s streets as well as the locations of thousands of places of interest, take between 3 and 4 years to complete a set of examinations to earn their license. They make a lot of mistakes over those years. A study of their brains showed that the hippocampus, the area specializing in acquiring and using spatial information, grew significantly during those 3 to 4 years. Your efforts will pay off.
Even short amounts of daily practice can initiate changes in your brain. Developing a growth mindset, an attitude that you can and will get better at mathematics, will enable you to achieve accuracy after mistakes more quickly than students with a fixed mindset (a negative mindset where you think this is all too difficult and are not wanting to put in the time to read and learn because it is challenging). The neural mechanisms associated with awareness of errors in growth mindset individuals allows them to rebound from mistakes more efficiently and rapidly than those that have a fixed and negative mindset about mathematics.
Do this activity and post it in your Tracking and Information Booklet or above your regular work area (or in the cover of your computer) to remind you how mistakes cause your brain to grow and make you more capable of learning.

traced lines on crumpled paper labelled 'My Brain'
‘MyBrain’ by CTrades is licensed under CC BY-SA 2.0

1. Crumple up a piece of paper
2. Unfold the paper and trace all the lines using different colored pens, markers, crayons and/or colored pencils.
3. Label the paper ‘My Brain’

 
 
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