Combining+Courses


 * I have been in contact with different people within the province who I know are dealing with the same situations as this is something we have been talking about for the last two years. **

- ** A likely combination across those I talked with looks to be 20-1 & 20-2 ** - ** Here’s a breakdown regarding the situations mentioned in the emails from a trusted colleague: **
 * Here are a couple things to consider: **

//__** Here are the similarities: **__// Chapter 2 of McGraw-Hill (Math 20-1) and Chapter 3 of Nelson (Math 20-2) are almost identical, although the section in Math 20-2 does not go to the same depth as does the 20-1 Chapter 5 of McGraw-Hill (Math 20-1) and Chapter 4 of Nelson (Math 20-2) are very similar. Again, the 20-1 goes into greater depth, but the concepts are very similar, specifically regarding dealing with the principal square roots. Chapters 3 & 4 of McGraw-Hill (Math 20-1) and Chapter 6 & 7 of Nelson (Math 20-2) are very similar. In Math 20-2 they aren't as responsible for dealing with the //x//- and //y//-intercepts, nor do they need to complete the square; there would be some lessons that could be essentially completely aligned, however.

__//** Here are the differences: **//__ Chapter 1 of the both texts are completely different and would involve working entirely separately. Chapter 2 of the Math 20-2 text is a pre-cursor to Chapter 3. It would actually assist some of the weaker students in 20-1 before they went on to their Chapter 2 (even if it was learned by osmosis) Chapter 5 & 8 of Math 20-2 do not align with anything in Math 20-1 Chapters 8 & 9 of Math 20-1 do not specifically align with anything in Math 20-2, although the last two sections of Chapter 9 are extensions of stuff that is learned earlier in both grades. Those 20-2 students who are planning on transferring to 20-1 would benefit from at least seeing it for the first time.

If I were to merge these classes, this is how I would align them (by color):
 * Math 20-1 || Math 20-2 ||
 * Sequence and Series || Properties of Angles and Triangles ||
 * Trigonometry || Acute Triangle Trigonometry ||
 * Radical Expressions and Equations || Radicals ||
 * Quadratic Functions || Quadratic Functions ||
 * Quadratic Equations || Quadratic Equations ||
 * Rational Expressions and Equations || Inductive and Deductive Reasoning ||
 * Absolute Value and Reciprocal Functions || Statistical Reasoning ||
 * Systems of Equations || Proportional Reasoning ||
 * Linear and Quadratic Inequalities ||   ||

**Math 10-3 and Math 20-3** The alignment that I can do for the 20-1 and 20-2 doesn't fit as well for the Math 10-3 and Math 20-3 section. There is some overlap though, where the stuff from 10-3 leads into 20-3. Possibility for this could be: The reason why I would align this way is that there is nothing that really aligns with the finance units but it is conceivable that you could do projects or have guest speakers that would apply to both at the same time. The green section in the 10-3 seems to lead into the green section in 20-3; rather than do them at the same time, I would stagger them a bit so that the 20-3's who struggled in 10-3 could sort of pick up on some of the concepts again. The two purple sections do not really align much at all, but there is at least some parallel. The trig sections do mesh quite well. I could see doing these sections simultaneously as well.
 * Math 10-3 || Math 20-3 ||
 * Unit Pricing and Currency Exchange || Financial Services ||
 * Earning an Income || Personal Budgets ||
 * Length, Area, and Volume || Slope and Rate of Change ||
 * Angles and Parallel Lines || Surface Area, Volume, and Capacity ||
 * Similarity of Figures || Graphical Representations ||
 * Trigonometry of Right Triangles || Scale Representations ||
 * Mass, Temperature, and Volume || Trigonometry of Right Triangles ||

**Math 30 Pure and Math 20-3 on modules**: If these are each done largely independently, with a teacher only acting as supervisor, this will probably work okay. To be honest, this is what most outreach schools end up with because those are the two types of students that are predominant [but not in a classroom setting and not at the same time]. I would think that your teacher time would be spent mostly with the 30 Pure students, as it is not the easiest class to do independently. The 20-3 actually seems like it might be a reasonable class to do independently, although students will definitely struggle with some of the concepts. It is certainly more difficult conceptually than is Math 24.

** If I were to rank these in terms of their feasibility: ** // ** Math 20-1 and Math 20-2 ** // // ** Math 10-3 and Math 20-3 ** // // ** Pure Math 30 and Math 20-3 ** //