THE ONTARIO CURRICULUM, GRADES 11 AND 12 | <strong>Mathematics</strong> Grade 11, Workplace Preparation3. PurchasingBy the end of this course, students will:3.1 identify and describe various incentives inmaking purchasing decisions (e.g., 20% off;1off; buy 3 get 1 free; loyalty rewards;3coupons; 0% financing)3.2 estimate the sale price before taxes whenmaking a purchase (e.g., estimate 25% off1of $38.99 as 25% or off of $40, giving4a discount of about $10 and a sale price ofapproximately $30; alternatively, estimate3the same sale price as about of $40)43.3 describe and compare a variety of strategies forestimating sales tax (e.g., estimate the salestax on most purchases in Ontario by estimating10% of the purchase price and addingabout a third of this estimate, rather than estimatingthe PST and GST separately), and usea chosen strategy to estimate the after-tax costof common itemsSample problem: You purchase three itemsfor $8.99 each and one item for $4.99.Estimate the after-tax total.3.4 calculate discounts, sale prices, and after-taxcosts, using technology3.5 identify forms of taxation built into the cost ofan item or service (e.g., gasoline tax, tire tax)3.6 estimate the change from an amount offeredto pay a chargeSample problem: Estimate the change fromthe $20 offered to pay a charge of $13.87.3.7 make the correct change from an amountoffered to pay a charge, using currencymanipulativesSample problem: Use currency manipulativesto explain why someone might offer $15.02,rather than $15.00, to pay a charge of $13.87.3.8 compare the unit prices of related items tohelp determine the best buySample problem: Investigate whether or notpurchasing larger quantities always results ina lower unit price.3.9 describe and compare, for different types oftransactions, the extra costs that may be associatedwith making purchases (e.g., interestcosts, exchange rates, shipping and handlingcosts, customs duty, insurance)Sample problem: What are the various costsincluded in the final total for purchasing adigital audio player online from an Americansource? Using an online calculator, calculatethe final cost, and describe how it compareswith the cost of the purchase from a majorretailer in Ontario.3.10 make and justify a decision regarding thepurchase of an item, using various criteria(e.g., extra costs, such as shipping costsand transaction fees; quality and quantityof the item; shelf life of the item; method ofpurchase, such as online versus local) undervarious circumstances (e.g., not having accessto a vehicle; living in a remote community;having limited storage space)Sample problem: I have to take 100 mL of aliquid vitamin supplement every morning.I can buy a 100 mL size for $6.50 or a 500 mLsize for $25.00. If the supplement keeps inthe refrigerator for only 72 h, investigatewhich size is the better buy. Explain yourreasoning.80
B. SAVING, INVESTING, ANDBORROWINGOVERALL EXPECTATIONSBy the end of this course, students will:1. describe and compare services available from financial institutions;2. demonstrate an understanding of simple and compound interest, and solve problems involvingrelated applications;3. interpret information about different ways of borrowing and their associated costs, and make andjustify informed borrowing decisions.SPECIFIC EXPECTATIONS<strong>Mathematics</strong> for Work and Everyday Life1. Comparing Financial ServicesBy the end of this course, students will:1.1 gather, interpret, and compare informationabout the various savings alternatives commonlyavailable from financial institutions(e.g., savings and chequing accounts, terminvestments), the related costs (e.g., costof cheques, monthly statement fees, earlywithdrawal penalties), and possible waysof reducing the costs (e.g., maintaining aminimum balance in a savings account;paying a monthly flat fee for a packageof services)1.2 gather, interpret, and compare informationabout the costs (e.g., user fees, annual fees,service charges, interest charges on overduebalances) and incentives (e.g., loyalty rewards;philanthropic incentives, such as support forOlympic athletes or a Red Cross disaster relieffund) associated with various credit cards anddebit cards1.3 read and interpret transaction codes andentries from various financial statements(e.g., bank statement, credit card statement,passbook, automated banking machineprintout, online banking statement, accountactivity report), and explain ways of usingthe information to manage personal financesSample problem: Examine a credit cardstatement and a bank statement for oneindividual, and comment on the individual’sfinancial situation.2. Saving and InvestingBy the end of this course, students will:2.1 determine, through investigation using technology(e.g., calculator, spreadsheet), theeffect on simple interest of changes in theprincipal, interest rate, or time, and solveproblems involving applications of simpleinterest2.2 determine, through investigation usingtechnology, the compound interest for a giveninvestment, using repeated calculations ofsimple interest for no more than 6 compoundingperiodsSample problem: Someone deposits $5000 at4% interest per annum, compounded semiannually.How much interest accumulates in3 years?2.3 describe the relationship between simpleinterest and compound interest in variousways (i.e., orally, in writing, using tablesand graphs)MEL3ESAVING, INVESTING, AND BORROWING81
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CONTENTSINTRODUCTION 3Secondary Sch
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INTRODUCTIONThis document replaces
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and art. It is important that these
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THE PROGRAM INMATHEMATICSOVERVIEW O
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Courses in Mathematics, Grades 11 a
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Half-Credit CoursesThe courses outl
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The Grade 11 university preparation
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Grade 11FOUNDATIONS FORCOLLEGEMATHE
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THE MATHEMATICALPROCESSESPresented
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REASONING AND PROVINGReasoning help
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Mental computation involves calcula
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ASSESSMENTAND EVALUATIONOF STUDENTA
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THE ACHIEVEMENT CHART FOR MATHEMATI
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course and reflects the correspondi
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2.2 sketch the graphs of f(x) = sin
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D. APPLICATIONS OF GEOMETRYOVERALL
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Foundations for CollegeMathematics,
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A. MATHEMATICAL MODELSOVERALL EXPEC
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Years after 1955 Population of Gees
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payable monthly. Use a given amorti
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2.2 determine, through investigatio
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etween the two variables (i.e., by
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MATHEMATICAL PROCESS EXPECTATIONSTh
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THE ONTARIO CURRICULUM, GRADES 11 A
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Grade 12, Workplace Preparationmont
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THE ONTARIO CURRICULUM, GRADES 11 A
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The Ministry of Education wishes to