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About

A real-world example of mathematic equations.

A real-world example of mathematic equations.

  • Have you ever wondered what is math and what math really means? Math is an informal word for mathematics. It is a subject that everyone needs to know in their daily lives.

  • Math helps us to survive through calculations and problem solving. Math in reality is important like budget management, measurement, algebra, and more. This is why math matters in most situations.

  • If you were to drive on a freeway and you came across a speed limit sign that is in miles (despite you only knowing kilometers,) you will need to convert between units. Unit conversion may not seem easy, so you will need to be careful with your speed calculations.

  • Sometimes, you might not even know what certain units mean. Therefore, driving is not safe for you.

  • There are many other mathematical situations like dealing with your budget by choosing what to buy in a market.

  • If you plan to work at a construction site, or drafting a floor plan on an aided computer design (CAD) or on paper, you will need to measure the area of the floor plan and the layout of the interior and the exterior of the design.

  • At a construction site, you will be using a physical measuring tape to measure the area of the building you will be constructing.​

  • To achieve all of these, you will need to learn the fundamentals of mathematics. Math is a required subject to learn in most schools, as trying to skip this subject or course are voids.

  • In this case, you will know how to solve basic math problems like addition and subtraction to advanced math problem solving levels involving algebra and calculus.

  • This subject is going to be very useful as a daily utility if you wish to program or script.​

  • Mathematics matters in our everyday lives, even at birth or near death! You might not be knowing that you did at least some form of mathematics, but a day or two later, you would not know about this.

  • If you played some toys like the wooden blocks when you were young, you were doing or using a skill in mathematics. You were calculating your blocky creation's dimensions, area, and parameter.​ You would have also measured the creation so you could experiment different block placements.

  • When you are a day before death, you could possibly calculate your overall age. If your brain is healthy enough to remember most mathematical concepts, you might be the first to achieve the closest possible world record of using mathematics upon death. Approximately 1 millisecond is possible to achieve.​

  • An example of doing this is if you are on a hurry to get to work, you will need to calculate the estimated time arrival it takes to get to your work destination. For instances, an office, a restaurant, a shop/store/market, or an industry.

  • You may stumble upon a serious car accident. A second before then, it is possible to use mathematics in such a way it will help you in your lifetime.

  • It means that sleeping, playing video games, taking a promenade in a downtown park where everything seems to be tranquil enough, and more, are possibilities where mathematics can be used.

  • Therefore, mathematics is an important subject that helps us to survive.

Teacher Interview

Teacher's Desk (Interview Location)

Teacher's Desk (Interview Location)

  • Interviewing a teacher in mathematics helps us understand what students will learn about in this subject. The interview is a process where the teacher must answer questions carefully.

  • This makes sense because providing more details on whether you are ready for the course is essential if you want to succeed in mathematics.

  • The teacher will be asked for their course information, what students should expect, how students can be prepared, and how students will be evaluated.

  • The teacher must answer the interview questions clearly and fluently so more details can be understandable.

  • An interview usually takes approximately 1 to 5 minutes depending on the amount of questions that are needed to be asked and the duration it takes to answer them.

  • Having at least 5 questions to ask in the interview is the most efficient way of gathering details and miscellaneous information about the course. This is to get a better understanding about mathematics.

  • A good interview is moderately short or long and the questions that are asked are related to the topic for the interviewer. The interview below is a sample scenario of an interview, and how it should look like.​

  • The first thing to do before starting an interview is to invite the teacher. The student who is inviting a teacher to their interview is by sending an email to let the teacher know that the student wants to interview with the teacher in advanced to gather course information. In this case, mathematics (or math.)​

  • Then, the teacher will accept the invite a day later. The invite must have a time, a date, and the location for where the interview will take place in.

  • If you do not provide these information on the invitation email, the teacher might not know what he or she could do. They may reject the invite, or they could ask a follow up email or a reply to ask about where is the interview and when will the interview will happen.​

  • Once the invitation is successful, the interview will be scheduled on that date. The student has the choice of changing the time and place between these time periods. If the teacher is busy and they fail to respond to the time or place change, you can send an email in advance before the time comes.​

  • During the invitation, the student will ask several questions about mathematics and the teacher's teaching style.

  • The first question the student asks is "What is the frequency of having an assessment?" The teacher responds with "The amount of assessments that will be taken throughout the course depends for each unit I will be teaching."

  • If the student is satisfied with the teacher's response they will have been given, they can ask another question. If the student is not satisfied with the teacher's response, they need to try again or ask something more specific. If the student needs more information or details about the course, they can ask a follow up question.​

  • After the interview, the information and details that the student has gathered will be compiled. Click on the button below if you want to view the interview Q&A (Questions and Answers.)

Course Content

Mathematics Project

Mathematics Project

Grade 9

  • All students in grade 9 will be following the course content. Students are expected to know various knowledges in mathematics using the curricular competencies in problem solving, reflection, and communication skills to help students develop multiple approaches to mathematics.

  • The core curriculum consists of number operations, algebra, arithmetic sequences, linear functions, trigonometry, data analysis, and financial literacy. In these areas of mathematics, they will be expected to apply critical thinking whilst problem solving questions.​

  • Students will also acquire higher expectations in this course. This is because the students in the senior levels of mathematics will have more assessments that weight at a higher price than anything else. Assessments involve quizzes, tests, and a final exam.

  • This year, assessments can weight up to 25%, which is an ample. This is why students should prepare for the exam in advance.​

  • Here is an instance of one mathematics course from a teacher.

  • They will break the assessments into a mark breakdown. Quizzes & tests can worth up to 10% while the final exam can be worth up to 25%. Projects and assignments are 30%. (This means that projects are 15% and assignments are also 15%.) Marks and the final evaluation can vary between teachers.

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