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Education, Citizenship and Youth
Grade 12 Consumer Mathematics (40S) Outcomes by Unit
Half Course V
Unit A: Problem Analysis
Unit B: Analysis of Games and Numbers
Unit C: Personal Finance
Unit D: Design and Measurement
Unit E: Government Finances
Unit F: Statistics
Unit G: Investigative Project
Half Course VI
Unit A: Problem Analysis
Unit B: Analysis of Games and Numbers
Unit C: Career/Life Project
Unit D: Investments
Unit E: Income Tax
Unit F: Variation and Formulas
Unit G: Completing a Portfolio
| Develop and use mathematical strategies to solve problems in different situations |
| Explain and solve problems using a variety of non-algebraic approaches (A-1) |
| Describe the approach and the mathematics used in solutions to problems or activities (A-2) |
| Develop, use, and justify mathematical strategies by analyzing a variety of puzzles and games; develop an awareness of how numbers are used in society |
| Demonstrate the use of an appropriate strategy in solving puzzles and playing games involving patterns (B-1) |
| Explain how numbers are used throughout society to designate, categorize, or order things and events (B-2) |
| Demonstrate an awareness of and show the ability to solve problems involving insurance, mortgages, and loans |
| Solve problems involving different types of insurance (C-1) |
| Solve problems involving mortgages (C-2) |
| >Describe the costs involved in purchasing a home (C-3) |
| Interpret the Gross Debt Service Ratio to determine the economic feasibility of a home purchase (C-4) |
| Analyze objects, shapes, and processes to solve cost and design problems |
| Draw simple objects as oblique projections (D-1) |
| Sketch simple object s in "exploded" format (D-2) |
| Draw the constituent parts of a simple object to scale (D-3) |
| Describe the differences among oblique projections, "exploded" diagrams, and constituent parts diagram for objects (D-4) |
| Solve problems involving estimation and costing for objects, shapes, or processes when a design is given (D-5) |
| Plan the construction of an object within a specified budget (D-6) |
| Demonstrate an understanding of federal, provincial, and municipal revenues and expenditures |
| Interpret, based on charts or tables, the largest expenditures for each of the three levels of government (E-1) |
| Interpret, based on charts or tables, major sources of revenue for federal, provincial, and municipal levels of government (E-2) |
| Solve and explain the solution of problems involving federal taxes such as GST, excise taxes, and customs duties (E-3) |
| Solve and explain the solution of problems involving foreign currency exchange (E-4) |
| Solve and explain the solution of problems involving selected provincial taxes such as PST, fuel, and tobacco (E-5) |
| Explain the determination of education taxes, municipal mill rates, and municipal taxes (E-6) |
| Analyze data in graphical and tabular form to derive information and meaning |
| Make and justify inferences from graphical and tabular data (F-1) |
| Determine the percentile rank of an item in a set of sample data (F-2) |
| Distinguish between percent and percentile rank (F-3) |
| Use standard deviation to describe the variability within a set of data (F-4) |
| Wxplain the variability of data using standard deviation and the normal curve (F-5) |
| Describe the relationship between the correlation coefficient and two data sets (F-6) |
| Complete an investigative project related to consumer mathematical skills, strategies, and activities |
| Conduct an investigation requiring the use of data and mathematical problem solving and decision making (G-1) |
| Develop a structured report of an investigative study related to consumer mathematics (G-2) |
| Develop and use mathematical strategies to solve problems in different situations |
| Explain and solve problems using a variety of non-algebraic approaches (A-1) |
| Describe the approach and the mathematics used in solutions to problems or activities (A-2) |
| Develop, use, and justify mathematical strategies by analyzing a variety of puzzles and games; develop an awareness of how numbers are used in society |
| Demonstrate the use of an appropriate strategy in solving puzzles and playing games involving patterns (B-1) |
| Explain how numbers are used throughout society to designate, categorize, or order things and events (B-2) |
| To analyze career choices and the factors that determine different lifestyles |
| Describe factors important in selecting careers (factors such as: job description, educational background, salary/wage levels, employment opportunities, opportunities for advancement (C-1) |
| Analyze the lifestyle one specific career could entail (in terms of monthly budget, lifestyle appropriate to the career, and any negative factors in the job) (C-2) |
| Demonstrate an awareness of and recognize the differences concerning different types of financial investments |
| Explain how financial values and goals affect investment choices (D-1) |
| Describe different investment options e.g., GICs, bonds, mutual funds, stocks, and real estate (D-2) |
| Compare and contrast different investment options in terms of risk, rates of return, costs, liquidity, and lengths of term (D-3) |
| Identify reasons for investing money in registered saving plans (RSPs) (D-4) |
| Describe the purchasing and selling of stocks (D-5) |
| Adjust financial plans including budgets, to achieve personal goals (D-6) |
| Interpret Net Worth Statements (D-7) |
| Demonstrate an ability to complete an income tax form |
| Explain the purpose of different sections of the T1 General Income Tax Form (E-1) |
Using software and printed forms, complete income
tax forms for:
|
| Use algebraic and graphical models to generalize patterns, make predictions, and solve problems |
| Plot and analyze examples of direct variation, partial variation, and inverse variation (F-1) |
| Given data, graphs, or a situation, interpret the variation represented (F-2) |
| Use formulas given in the question to solve problems (F-3) |
| Select and use given formulas to solve problems (F-4) |
| Demonstrate an ability to organize a portfolio and discuss its contents in terms of consumer mathematics skills, strategies, and activities |
| Develop a portfolio of consumer mathematics skills, strategies, and activities (G-1) |
| Discuss the contents of the portfolio and their relation to consumer mathematics (G-2) |
| Justify the inclusion of portfolio items (G-3) |
