## Semester 1

Sections Topics Subject hours
Section 0 Preliminary review 10 hours
Section 1 Rates of change 14 hours
Section 3 Derivatives 15 hours
Section 4 Curved sketch and optimization 15 hours

## Semester 2

Sections Topics Subject hours
Section 3 Trigonometric and Exponential Functions 18 hours
Section 4 Geometric and Cartesian vectors 18 hours
Section 5 Straight Lines and Plane 18 hours
Final Final exam 2 hours

This course is based on students’ experiences with previous functions and concepts that develop change rates. Students will solve geometric and algebraic representations of vectors and drawings of lines and planes in three-dimensional space; expand their understanding of change rates to include derivatives of polynomial, sinusoidal, exponential, rational, and radical functions, and apply these concepts and skills to modeling real-world relationships. Students will also be able to refine their use of the mathematical processes necessary to succeed in major mathematics. This course is designed for those who choose a career in science, engineering, economics, and some business fields, as well as students who are required to do calculations at the university level.

Mathematical processes should be integrated into student learning in all areas of this course.
During this course, students:

• Problem Solving – Develop, select, apply, compare, and adapt different problem-solving strategies as they create and solve problems and conduct research to help deepen their mathematical understanding.
• Thinking and Proof – developing and applying judgment skills to make mathematical assumptions, evaluate hypotheses and base conclusions, plan and construct organized mathematical arguments (e.g., use inductive reasoning, deductive reasoning, and inverse examples; constructing evidence);
• Reflection – Demonstrating that they reflect and follow up to help clarify their understanding when completing an investigation or solving a problem (for example, by evaluating the effectiveness of strategies and processes used, proposing alternative approaches, evaluating the validity of results, and testing solutions)
• Choice of Tools and Computing Strategies – To select and use a variety of specific, visual, and e-learning tools and appropriate computational strategies to explore mathematical ideas and solve problems.
Connect – make connections between mathematical concepts and procedures and relate mathematical ideas to situations or events taken from other contexts (e.g., other fields of study, daily life, current events, art and culture, sports).
• Representation – create different representations of mathematical ideas (eg, numerical, geometric, algebraic, graphic, pictorial representations; dynamic representations on the screen), combine and compare them, select and apply appropriate representations to solve problems
• Communication – to communicate orally, visually and in writing with mathematical thinking and to follow mathematical conventions, using precise mathematical vocabulary and various appropriate presentations.

As summarized in Growing Success 2010, the main purpose of assessment and assessment is to improve student learning. The information gathered through assessment helps teachers identify strengths and weaknesses in achieving students’ curriculum expectations in each course.

This information also serves as a guide in adapting teachers ‘curricula and training approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of the assessment, teachers provide students with descriptive feedback that guides improvement efforts. Assessment refers to the process of assessing the quality of a student’s work against established criteria and setting a value that will represent that quality. All curriculum expectations should be considered in the instruction, but the assessment is aimed at achieving students’ overall expectations.

Students’ achievement of general expectations is assessed according to their specific expectations. Teachers will use their professional judgment to determine which specific expectations will be used to assess the achievement of general expectations and which will be covered by instruction and assessment, but not necessarily assessed. Teachers need to use assessment and evaluation strategies to ensure that assessment and evaluation is reliable and trustworthy and to lead to improved student learning:

• Ask students what they have learned and how well they have learned
• Based on both knowledge and skill categories and descriptions of success levels given in the achievement table
• It is diverse in nature, controlled over time, and designed to provide opportunities for students to demonstrate all levels of learning.
• The learning activities used are appropriate for the learning objectives and needs and experiences of the students
• Fair for all students
• Place students with special educational needs in accordance with the strategies outlined in the Individual Education Plan
• Meet the needs of students learning the language of instruction
• Make sure each student is given clear directions for development
• Encourage students’ ability to evaluate their own learning and set specific goals
• Include the use of case studies that prove students are successful
• It is clearly communicated to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement table shows four categories of knowledge and skills. These include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is evaluated and / or evaluated in a balanced way relative to the four categories, and that the achievement of certain expectations is evaluated within the relevant categories. The final grade for this course is recorded, and if the student’s grade is 50% or higher, credit is given and recorded for that course. The final cost of this course will be determined as follows:

• Seventy percent of the grade will be based on assessments made throughout the course. This part of the grade should reflect the student’s most consistent level of achievement throughout the course, although special attention should be paid to newer evidence of achievement.
• 30 percent of the grade will be based on the final grade and will be managed towards the end of the course.

The university is at the level of preparation based on the international mathematics program. Graduates of this course will receive official grades for success at the university and for additional credit.

To start a math class, you need to take an exam at CELT College. After taking the exam, the college will decide if the subject is right for you. Make an appointment at the office for the exam.

Upon completion of this mathematics subject, you will receive an official international grade and certificate. You are considered to have passed this subject and the University can release you from this subject and give you credits.

It takes 3-5 months to complete math in English. It depends more on the student’s ability to start the lesson. After the exam, our education specialist will give you accurate information.