Course Code: MAT6G Course Type: Middle School Format: Online School Course Language of Instruction: English Tuition Fee (CAD): \$399

## Course Description For MAT6G Grade 6 Math Online Course

Grade 6 Math is designed to help students acquire a positive attitude towards mathematics, as they learn a variety of skills that will help them become capable and confident math learners.

### Summary Of Units And Timelines For Grade 6 Math MAT6G

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 MAT6G course profile.

Unit OrderUnit NameSuggested Time
Unit 0Introduction2 Hours
Unit 1Number Sense26 Hours
Unit 2Algebra26 Hours
Unit 3Data and Graphing26 Hours
Unit 4Geometry and Financial Literacy26 Hours
Unit 5Final Evaluation4 Hours

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.

This course explores a vast range of Mathematical concepts to build a strong foundation in number sense, algebra, data and patterning, spatial sense and geometry, and financial literacy. Strategies for social emotional learning skills for mathematical processes are taught and demonstrated throughout the course. In addition to working with numbers up to 1 million, students are introduced to integers, such as -2, -1, 0, 1, 2. Students will expand on their operational skills, including dividing a whole number by a fraction or a mixed number, such as 2½. Students will solve algebraic expressions involving whole numbers and decimal tenths, and algebraic equations involving multiple terms, such as 2x + 3x = 5. They will use hands-on interactions to learn code and solve problems that involve optimization. Students will also learn to distinguish between discrete data, such as the number of students, and continuous data, such as the amount of precipitation in centimeters. In addition, students will learn different ways to describe probability. Developing spatial sense will also be taught, with an emphasis on four-sided shapes and the relation between 3D shapes and units of measurements to the power of 3. Students will learn the characteristics and properties of different kinds of four-sided shapes and find their areas. They will also build three-dimensional structures and learn to calculate surface area. Finally, students will learn the advantages and disadvantages of using different methods of payment for goods and services. Students will investigate different types of financial goals, identify and describe factors that could affect their financial goals, and outline steps to achieve them.

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

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.

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.

Reference: The Ontario Curriculum Grades 1-8 Math

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