mpm2d factoring assignment

MPM2D: PRINCIPLES OF MATHEMATICS GRADE 10 , ACADEMIC SAMPLE EXERCISES ☰ Menu: Click to navigate this page

Linear systems.

• Graphical method
• Substitution method
• Elimination method
• Consistency vs inconsistency

Analytic geometry

• Midpoint of a line segment
• Length of a line segment
• Median of a triangle
• Right bisectors
• Equation of a circle

Properties of quadratic relations

• Graphing quadratics
• Transformations of the parent quadratic
• Sketching quadratics by hand
• Equation of a parabola

Applications of quadratic relations

• Expanding binomials
• Factoring quadratics
• Factors and x-intercepts
• Real and non-real roots
• Completing the square
• Solving quadratic equations
• Some word problems involving quadratics

Exercises on trigonometry

• ASSIGNMENT on trigonometry
• QUIZ on similar triangles
• Sample TEST on trigonometry
• Class exercise (#22) on applications of similar triangles
• Class exercise (#23) on applications of right triangles
• Class exercise (#24) on applications of oblique triangles

Sample Final Exam

• Sample final exam

Exercises on linear systems

• ASSIGNMENT on linear systems using elimination
• QUIZ on linear systems
• Sample TEST on linear systems
• Class exercise (#1) on graphical solution of linear systems
• Class exercise (#2) on substitution method
• Class exercise (#3) on elimination method
• Class exercise (#4) on some application of linear systems

Exercises on analytic geometry

• ASSIGNMENT on analytic geometry
• Another ASSIGNMENT on analytic geometry
• Sample TEST on analytic geometry
• Class exercise (#5) on length of a line segment
• Class exercise (#6) on midpoint of a line segment
• Class exercise (#7) on bisectors and medians
• Class exercise (#8) on some geometric properties
• Class exercise (#9) on equation of a circle

Exercises on properties of quadratic relations

• ASSIGNMENT on quadratic relations
• QUIZ on quadratic relations
• Sample TEST on quadratic relations
• Class exercise (#10) on graphing quadratics
• Class exercise (#11) on key features of a parabola
• Class exercise (#12) on transformations of the parent quadratic
• Class exercise (#13) on sketching parabolas by hand
• Class exercise (#14) on equation of a parabola

Exercises on applications of quadratic relations

• ASSIGNMENT on factoring quadratics
• Another ASSIGNMENT on quadratic equations and applications
• Sample TEST on quadratic equations and applications
• Class exercise (#15) on expanding binomials
• Class exercise (#16) on factoring quadratics
• Class exercise (#17) on connecting factors and x-intercepts
• Class exercise (#18) on real and non-real roots
• Class exercise (#19) on completing the square
• Class exercise (#20) on sketching quadratics
• Class exercise (#21) on solving quadratic equations

Maybe you've experienced this as a teacher (irrespective of your teaching subject). You designed a home work or an assignment. You printed copies and distributed to your students. You gave them a day to submit the work. The day arrived. Then a particular student -- or some students -- didn't do the work. You asked why? In response, the student mentioned that (inadvertently) the work was misplaced (or lost). The student then asked for another copy of the exercise. You, the teacher, obliged and gave another copy of the exercise to the student. The incidence then repeats itself. This is one of the excuses some students give for not doing the exercises assigned to them. From our personal perspective, not many classroom experiences frustrate as much as the above. In a bid to obviate this, we came up with this website -- our initial objective was to make all exercises available to our students outside the classroom (and school) environment. Our approach may have been a drastic one, but it was also made possible by our interest in web development. We then have to print our exercises ONCE and only ONCE. If the student misplaces (or loses) the copy of the exercise, it is then the student's responsibility to print new copies from our website. It will follow that most of the exercises below reflect our teaching taste, and so may not appeal to a wide audience. In fact, they are patterned after the Ontario curriculum, and so their possible usefulness may be limited to this Canadian province. Also, we haven't provided solutions to them -- but we're working on this, including changing the format. In the meantime if you find any of these exercises useful, we'll be more than excited.

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MPM2D 2019-2020 Sem1

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Quadmester 3 2020-2021

MCV4U - Calculus & Vectors

Quadmester 2 2020-2021

MHF4U - Advanced Functions

Quadmester 1 2020-2021

MCR3U - Functions

Winter 2019-2020

MDM4U - Data Management

Fall 2019-2020)

MFM2P - Grade 10 Mathematics, Applied Stream

MPM2D - Grade 10 Mathematics, Academic Stream

MCR3U - Grade 11 Mathematics, Functions, University Stream

Winter Term 2018-2019:

ICS2O - Introduction to Computer Studies

ICS3C - Introduction to Computer Programming

ICS3U - Introduction to Computer Science

ICS4C - Computer Programming

ICS4U - Computer Science

Fall Term 2018-2019:

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MPM2D Class Notes

• MPM2D1-01 (regular academic) (class code: jivlori)
• MPM2D3-01 (pre-AP) (class code: jivlori)
• This is a slidedeck to show you how to sign up

Here you will find the daily class notes, homework, and monthly log. If you are looking for an assignment, lab, or other handout, please go to the Course Handouts and Assignments page. All pages will open in a new window.

Course notes will only be available online every month or so, and are not intended to replace good note-taking skills. Remember I usually say a lot more than I write down. They may include completed handouts. They are listed by unit. If you miss class, your best bet is always to borrow a classmate's notes before the next class.

If you get a 404 error, please don't tell me the website doesn't work. Send me an email and let me know that the file is missing.

Biology: Sustainable Ecosystems

• Assignment: Food Web
• Monthly log
• Section 02 | 03 | 04
• Flipped lesson on cycles: Crash Course Ecology Water and Carbon cycles & Nitrogen and Phosporus cycles and webquiz
• Simpsons 1: Bart, what plague have you unleashed?
• Simpsons 2: But how do we get rid of the gorillas?
• Crash Course: Water and Carbon cycles
• Crash Course: Nitrogen and Phosporus cycles
• Crash Course: Ecosystems
• Crash Course: Restoration ecology

Rational Functions

• MPM2D1-01 | MPM2D3-01
• EDPuzzle: 1st 36 elements and their symbols
• Classwork: Classifying matter card sort
• Assignment: Identification of Mixtures and Physical Properties f
• Lab: Chromatography
• EdPuzzle: Counting Atoms
• History of Atomic Model
• Reading assignment: The ballooning shortage of helium
• Assignment: Road salt readings
• Lab: Properties of Metals & Non-metals
• Reading assignment: Metallic Hydrogen : due Wednesday, February 21 by 10:05 am.
• Element Trading Card/Model sign-up ; click here to check the list of names
• Element information form
• Interesting site: The Photographic Periodic Table of the Elements
• Practice the 1st 36 elements and symbols
• 3D interactive periodic table -- click on an element and then click "explore atom"!
• Prof Brian Cox and empty space
• Just How Small is the Atom?

Quadratic Relations

• Desmos Activity: Match my parabola
• Desmos Activity: Will it hit the hoop?
• Assignment: Parabolic design sample . Note: the parabolas are all in vertex form, so I wouldn't do very well on the assignment...

Intro and Review

• Course introduction; click here for the quiz
• MPM2D1-04 MPM2D3-01
• Monthly log -->

• Mr. Kennedy - Gloucester High School

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• Pages & Files

  UNIT  2 – ANALYTIC GEOMETRY   

UNIT  3 – FACTORING ALGEBRAIC EXPRESSIONS

  UNIT  4 – GRAPHS OF QUADRATIC RELATIONS

UNIT  5 – APPLYING QUADRATIC MODELS

UNIT  6 – QUADRATIC EQUATIONS

UNIT  7 – SIMILAR TRIANGLES AND TRIGONOMETRY

UNIT  8 – ACUTE TRIANGLE TRIGONOMETRY

MPM2D Unit Outlines and Video Lessons

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Course Info

Course outline, curriculum expectations, mpm2d: principles of mathematics, grade 10, academic.

• Curriculum Document:

Course Overview

This course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

Unit 1: Analytic Geometry Unit 2: Quadratics Unit 3: Trigonometry

This course has the following units of study:

• Systems of Linear Equations (14 Hours)
• Analytic Geometry (14 Hours)
• Graphs of Quadratic Relations (14 Hours)
• Factoring Algebraic Expressions (14 Hours)
• Applying Quadratic Models Models(14 Hours)
• Quadratic Equations (14 Hours)
• Similar Triangles and Trigonometry (14 Hours)
• Acute Triangle Trigonometry (14 Hours)
• Final Exam Review (3 Hours)

MPM2D has a final exam worth 30% of the final grade calculation.

Quadratic Relations of the Form y = ax2 + bx + c • determine the basic properties of quadratic relations; • relate transformations of the graph of y = x2 to the algebraic representation y=a(x-h)2 +k • solve quadratic equations and interpret the solutions with respect to the corresponding relations; • solve problems involving quadratic relations.

Analytic Geometry • model and solve problems involving the intersection of two straight lines; • solve problems using analytic geometry involving properties of lines and line segments; • verify geometric properties of triangles and quadrilaterals, using analytic geometry.

Trigonometry • use their knowledge of ratio and proportion to investigate similar triangles and solve problems related to similarity; • solve problems involving right triangles, using the primary trigonometric ratios and the Pythagorean theorem; • solve problems involving acute triangles, using the sine law and the cosine law.

Course Evaluation

Unit Test Quiz Assignment Pressentation Discussion Questions Reports Audio Podcast Projects

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MPM2D Principles of Mathematics, Grade 10

Course outline.

Course Title:  MPM2D Principles of Mathematics, Grade 10, Academic Course Name: Principles of Mathematics Course Code:  MPM2D Grade:  10 Course Type:  Academic Credit Value:  1.0 Prerequisite:  MTH1W De-streamed Course Curriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 9 and 10, 2005 (Revised) Course Developer:  Toronto eLearning School Department:  Mathematics Department Head:  Sofika Haxhi, M.Sc., B.Ed., OCT Developed Date:  2019 Most Recent Revised Date:  2022

Course Description :

MPM2D course enables students to broaden their understanding of relationships and extend their problem-solving and algebraic skills through investigation, the effective use of technology, and abstract reasoning. Students will explore quadratic relations and their applications; solve and apply linear systems; verify properties of geometric figures using analytic geometry; and investigate the trigonometry of right and acute triangles. Students will reason mathematically and communicate their thinking as they solve multi-step problems.

As in a conventional classroom, instructors employ a range of strategies for teaching a course:

• Clear writing that connects mathematics to relevant situational problems
• Examples of full solutions in various contexts and opportunities to practice
• Direct instruction and coaching on student work by the teacher

In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:

• Electronic simulation activities
• Video presentations
• Discussion boards and email
• Assessments with real-time feedback
• Interactive activities that engage both the student and teacher in the subject
• Peer review and assessment
• Internet Instructional Videos

All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online at a time convenient for the student, and the course ends in a final exam which the student writes under the supervision of a proctor approved by Toronto eLearning School at a predetermined time and place. The final mark and report card are then forwarded to the student’s home school.

Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned learning activities, both online and offline, in order to earn a course credit. Students must keep a learning log throughout their course which outlines the activities they have completed and their total learning hours. This log must be submitted before the final exam can be written.

The chart below indicates some general examples of online and offline activities.

Students are expected to access and participate actively in course work and course forums on a regular and frequent basis. This interaction with other students is a major component of this course and there are minimum requirements for student communication and contribution.

Seven mathematical processes will form the heart of the teaching and learning strategies used.

• Communicating:  To improve student success there will be several opportunities for students to share their understanding both in oral as well as written form.
• Problem solving:  Scaffolding of knowledge, detecting patterns, making and justifying conjectures, guiding students as they apply their chosen strategy, directing students to use multiple strategies to solve the same problem, when appropriate, recognizing, encouraging, and applauding perseverance, discussing the relative merits of different strategies for specific types of problems.
• Reasoning and proving:  Asking questions that get students to hypothesize, providing students with one or more numerical examples that parallel these with the generalization and describing their thinking in more detail.
• Reflecting:  Modeling the reflective process, asking students how they know.
• Selecting Tools and Computational Strategies:  Modeling the use of tools and having students use technology to help solve problems.
• Connecting:  Activating prior knowledge when introducing a new concept in order to make a smooth connection between previous learning and new concepts, and introducing skills in context to make connections between particular manipulations and problems that require them.
• Representing:  Modeling various ways to demonstrate understanding, posing questions that require students to use different representations as they are working at each level of conceptual development – concrete, visual or symbolic, allowing individual students the time they need to solidify their understanding at each conceptual stage.

Toronto eLearning School’s approach to assessment and evaluation is based on the Ontario Ministry of Education’s Growing Success 2010 document. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.

The primary purpose of assessment is to improve student learning. Assessment for this purpose is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. TES teachers use evidence from a variety of sources in their assessment. These include formal and informal observations, discussions, conversations, questioning, assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.

Assessment occurs concurrently and seamlessly with instruction. Our courses contain multiple opportunities for students to obtain information about their progress and achievement, and to receive feedback that will help them improve their learning. Students can monitor their own success through the tracking of learning goals and success criteria throughout all courses. Summative “assessment of learning” activities occur at or near the end of periods of learning. Evidence of student achievement for evaluation is also collected over time from different sources, such as discussions, conversations and observation of the development of the student’s learning. Using multiple sources of evidence increases the reliability and validity of this evaluation. The evaluations are expressed as a percentage based upon the levels of achievement.

MPM2D Unit 2 Assignment 1: Review of Functions, Domain and Range.

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by TES teachers. Assessment and evaluations:

• are fair, transparent, and equitable for all students;
• support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Metis, or Inuit;
• are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
• are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement
• develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. 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:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
• 30% of the grade will be based on a final exam administered at the end of the course.

The general balance of weighting of the categories of the achievement chart throughout the course is

Two official report cards are issued – midterm and final. Each report card will focus on two distinct but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The report card also indicates whether an OSSD credit has been earned.

The purpose of the achievement chart is to:

• provide a common framework that encompasses all curriculum expectations for all courses;
• guide the development of high-quality assessment tasks and tools;
• help teachers plan instruction for learning;
• assist teachers in providing meaningful feedback to students;
• provide various categories/criteria with which to assess and evaluate students’ learning.

The achievement chart provides a reference point for all assessment practice and a framework within which achievement will be assessed and evaluated.

• The chart is organized into four broad criteria; Knowledge / Understanding, Thinking / Investigation, Communication, and Application.
• The achievement chart describes the levels of achievement of the curriculum expectations within each subset of criteria.
• The “descriptor” indicates the characteristic of performance, with respect to a particular criterion, on which assessment or evaluation is focused.
• A specific “qualifier” is used to define each of the four levels of achievement. It is used along with a descriptor to produce a description of performance at a particular level.
• The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:
• Access to MMPM2D online course of study
• Access to a scanner or digital camera
• Access to a spreadsheet and word-processing software
• Access to an online graphing calculator
• Access to Youtube

Reference Texts Note: This course is entirely online and does not require or rely on any textbook. Should students wish to seek additional information we would recommend these texts:

• Mathematics 10 , McGraw-Hill Ryerson, 2008.
• Mathematics 10 , Nelson Education Ltd., 2009.

Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas

• Education for students with special education needs
• Environmental education
• Equity and inclusive education
• Financial literacy education
• Ontario First Nations, Metis, and Inuit education
• Role of information and communications technology
• English language learners
• Career education
• Cooperative education and other workplace experiences
• Health and safety

1. Education for Students with Special Education Needs:

Toronto eLearning School is committed to ensuring that all students are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence they need to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs.

The provision of special education programs and services for students at Toronto eLearning School rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement.

Teachers will take into account the needs of exceptional students as set out in the students’ Individual Education Plan. The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may use a personal amplification system, tela-typewriter (via Bell relay service), an oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.

2. Environmental Education:

Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future. Good curriculum design allows environmental issues and topics to be woven in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

3. Equity and Inclusive Education:

Toronto eLearning School is taking important steps to reduce discrimination and embrace diversity in our online school in order to improve overall student achievement and reduce achievement gaps due to discrimination. The Ontario Equity and Inclusive Education Strategy was launched in April 2009 and states that all members of the Toronto eLearning School community are to be treated with respect and dignity. This strategy is helping TES educators better identify and remove discriminatory biases and systemic barriers to student achievement. These barriers related to racism, sexism, homophobia and other forms of discrimination may prevent some students from reaching their full potential. The strategy supports the Ministry’s key education priorities of high student achievement, reduced gaps in student achievement and increased accountability and public confidence in Ontario’s schools. Students, regardless of their background or personal circumstances, must be given every opportunity to reach their full potential. Research shows that when students feel welcomed and accepted in their school, they are more likely to succeed academically. Toronto eLearning School desires to create a culture of high expectations where factors such as race, age, gender, sexual orientation and socio-economic status do not prevent students from achieving ambitious outcomes.

4. Financial Literacy Education:

Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need to develop an understanding of world economic forces as well as ways in which they themselves can respond to those influences and make informed choices. Toronto eLearning School considers it essential that financial literacy be considered an important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. The Ministry of Education and Toronto eLearning School are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part of the ongoing curriculum review process.

5. Ontario First Nations, Metis, and Inuit Education:

First Nation, Metis, and Inuit students in Ontario will need to have the knowledge, skills, and confidence they need to successfully complete their elementary and secondary education in order to pursue postsecondary education or training and/or to enter the workforce. They will need to have the traditional and contemporary knowledge, skills, and attitudes required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in Ontario will need to have knowledge and appreciation of contemporary and traditional First Nation, Metis, and Inuit traditions, cultures, and perspectives. Toronto eLearning School and the Ministry of Education are committed to First Nation, Metis, and Inuit student success. TES teachers are committed to (1) developing strategies that will increase the capacity of the education system to respond to the learning and cultural needs of First Nation, Metis, and Inuit students; (2) providing quality programs, services, and resources to help create learning opportunities for First Nation, Metis, and Inuit students that support improved academic achievement and identity building; (3) providing a curriculum that facilitates learning about contemporary and traditional First Nation, Metis, and Inuit cultures, histories, and perspectives among all students where possible; and (4) developing and implementing strategies that facilitate increased participation by First Nation, Metis, and Inuit parents, students, communities, and organizations in working to support the academic success of the student.

6. The Role of Information and Communications Technology in the Curriculum.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all TES students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment.

7. English Language Learners:

This Toronto eLearning School online course can provide a wide range of options to address the needs of ESL/ELD students. This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The TES teacher considers it to be their responsibility to help students develop their ability to use the English language properly. Appropriate modifications to teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. This online course can provide a wide range of options to address the needs of ESL/ELD students. Well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies. Toronto eLearning School has created course content to enrich the student’s learning experience. In addition, since many occupations in Canada require employees with capabilities in the English language, many students will learn English language skills which can contribute to their success in the larger world.

8. Career Education:

As the online student progresses through their online course, their teacher is available to help the student prepare for employment in a huge number of diverse areas. With the help of their teacher, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning their career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices.

9. Cooperative Education and Other Workplace Experiences:

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. TES teachers will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.

10. Health and Safety:

The Mathematics program provides the reading and analytical skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.

Toronto eLearning School

Toronto eLearning School is Canada’s premier online school for Ontario High School Credits toward the Ontario Secondary School Diploma. The school BSID is 883367 assigned by the Ontario Ministry of Education. Read the Ministry of Education Inspection Report 2022-2023 .

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105 Moatfield Dr Unit 1105, Toronto, ON  M3B 0A2  Canada TeL: +1 647 313 0131 [email protected] [email protected]

Regional Director – South East Asia Tel: +60123989970, +16137773805