KAI Global School

Foundations of College Mathematics (MBF3C)

Course Code



Online - Ontario - Canada

+500 students approved this course


Where are you from?

Check Teacher Facilitated
Unlimited Live Tutoring
Accelerate your course
cad $599

Fast track

Fast track $200

Add on

Unlimited Live tutoring $250

* do not choose if you are a full-time student. Full-time students receive tutoring for free.

10h Live Lessons $400
20h Live Lessons $760
Add to basket
Please, send e-mail

About the course

This course empowers students to expand their comprehension of mathematics as a problem-solving tool in real-world scenarios. Students will enhance their understanding of quadratic relations, explore situations incorporating exponential growth, tackle problems related to compound interest, address financial challenges associated with vehicle ownership, and refine their ability to reason by collecting, analyzing, and evaluating data involving one variable. Moreover, the course establishes connections between probability and statistics, enabling students to solve problems in geometry and trigonometry. Throughout the course, students will consolidate their mathematical skills, engaging in problem-solving activities and effectively communicating their thought processes.

Understand how it works

Foundations of College Mathematics (MBF3C)

KAI Global School offers what we call “Collaboration Credits”.
These credits involve an approved third party to meet the practical requirements of the Curriculum Expectations of a course.

KAI Global School tracks the expectations, verifies the third party and communicates with the third party to verify hours and curriculum expectations are met. KAI provides any theory or missing expectations via way of lessons, discussions and projects. KAI will administer a Rich Summative Task and/or Exam worth 30% of the final grade.

Unit One: Trigonometry(11 Hours)

Show Examples

The course commences with a unit on trigonometry, introducing students to its practical applications in real life. They will develop a fundamental understanding of the basic trigonometric ratios. The unit will further explore the Sine Law as a valuable tool for non-right-angled triangles. The exploration concludes with the study of the Cosine Law and its practical applications, providing a comprehensive foundation in trigonometry for the entire course.

Unit Two: Probability(11 Hours)

Show Examples

The unit commences with an exploration of diverse methods for surveying a population. Subsequently, the focus shifts to examining the design of questionnaires for effective data collection. Utilizing bar graphs or histograms and circle graphs, students will represent the gathered data. Additionally, software tools will be introduced to aid in the visualization of data.

Following the data collection and representation, students will analyze their findings and assess the reliability of the data. Concurrently, the unit initiates an exploration of probability and relative frequency, providing a well-rounded understanding of the various aspects of data analysis and probability within the context of the course.

Unit Three: Statistics(11 Hours)

Show Examples

In this unit, students will acquire skills in problem-solving related to one-variable data. The learning process involves collecting, organizing, analyzing, and evaluating data. By the conclusion of the unit, students will be proficient in determining and representing probability. Furthermore, they will be able to identify and interpret the practical applications of probability in various contexts.

Unit Four: Quadratic Relations I (11 Hours)

Show Examples

In this unit, students will focus on establishing connections between the numeric, graphical, and algebraic representations of quadratic relations. The goal is to utilize these connections as problem-solving tools. Students will delve into understanding the key characteristics of quadratic models and explore the transformative role these models can undergo. The unit aims to enhance students' ability to navigate and apply quadratic functions across different representations to address various problems.

Unit Five: Quadratic Relations ll(11 Hours)

Show Examples

This unit commences with a discussion of real-world applications involving the approximation of parabolas. In the subsequent section, students will be presented with a quadratic equation, either in standard form (y = ax^2 + bx + c) or in vertex form (y = a(x-h)^2 + k). From the given equation, they will construct a table of values and use it to manually graph the parabola. Additionally, they will employ online graphing software for a more dynamic visualization.

Once students acquire proficiency in setting up tables and graphing functions by hand and with software, the focus will shift to interpreting the effects of different parameters in the equations. Furthermore, students will explore real-life examples of Quadratic Relationships, interpreting charts and graphs to gain a deeper understanding of their applications in practical situations.

Unit Six: Geometry in Design(12 Hours)

Show Examples

In this unit, we explore various methods for visualizing solid shapes, employing isometric, perspective, and orthographic techniques to represent three-dimensional objects. The investigation extends to exploring the nets of shapes, unraveling their two-dimensional representations. Additionally, the unit delves into the practical applications of geometry in fields such as design, art, and architecture, providing a holistic understanding of how geometric principles are employed in real-world contexts.

Unit Seven: Exponents (12 Hours)

Show Examples

In this unit, students will commence by reviewing exponent laws, subsequently delving into the concept of negative exponents and exploring their meanings. Real-life examples and applications of these mathematical tools will be examined to provide practical context. Prior to engaging with the graphs of exponential relations, students will distinguish them from linear (straight line) and quadratic relations (parabolas). The latter part of the unit will be dedicated to working through applications of exponential functions, encompassing scenarios of exponential growth and decay.

Unit Eight: Compound Interest (12 Hours)

Show Examples

In this unit, students will focus on several key aspects related to interest. They will learn how to compare simple and compound interest, drawing connections between compound interest and the concept of exponential growth. Additionally, the unit will equip students with the skills to effectively solve problems involving compound interest. The emphasis is on understanding the nuances of interest calculations and their practical applications in various scenarios.

Unit Nine: Personal Finance (12 Hours)

Show Examples

In the initial part of this unit, the focus will be on exploring compound interest examples and problems, with an emphasis on utilizing a graphing calculator for solving them. Following this, the subsequent segment of the unit will take the form of an assignment. Students will investigate various financial institutions, comparing their services, costs, and charges to gain a comprehensive understanding of their offerings.

In the final portion of the unit, students will delve into the financial aspects of major purchases such as new vehicles, used vehicles, or leasing a vehicle. This exploration will involve assessing the financial advantages associated with each option, providing students with practical insights into decision-making when it comes to significant financial transactions.

Rich Summative Task 30%: (5 Hours)

Show Examples

The Rich Summative Task, accounting for 30% of the final grade, involves creating a comprehensive portfolio. This portfolio should include the following elements:

  1. Cheat Sheet or Information Document: Provide a cheat sheet or document containing sufficient information that would be helpful to any student taking this course. This resource should serve as a quick reference guide or summary of key concepts.
  2. Sample Problems with Solutions: Include one sample problem with a provided solution for each of the units covered in this course. These problems should be designed to showcase the depth and breadth of the students' understanding across various topics.
  3. Real-life Application Sample: Include a sample of a real-life application of the course material. This could be a scenario or problem from everyday life where the concepts learned in the course are applied.

The portfolio should not only demonstrate the students' proficiency in individual units but also highlight their ability to synthesize information, solve problems, and apply mathematical concepts to real-world situations.

Final Exam:(2 Hours)

Show Examples

The final assessment task is a proctored three-hour exam, contributing to 30% of the student's final mark.

Resources required by the student:

Show Examples

  • Laptop and/or personal computer, preferably with Google Chrome or Mozilla Firefox as a web browser.
  • Stable internet connection.
  • Access to video recording and handwritten work scanning, achievable through a mobile phone, tablet, iPad, or webcams.
  • A non-programmable, non-graphing, scientific calculator.
Resources provided by KAI global school

Show Examples

  • Access to Google Suites or Microsoft Education for word processing software and presentation software, with accounts distributed to students.
  • Supplemental readings to complement the course materials.
  • Tutorial videos and instructions through Screencast for additional guidance.
  • Solution videos to aid in understanding and problem-solving.
  • Accounts for various online tools and platforms such as Gizmos, Labster, Mathletics, GeoGebra, and Padlet, with distribution facilitated by the school.

Note: The course is entirely online and does not necessitate the use of any textbooks.

Overrall expectations

By the end of the course you will:

Mathematical Models

By the end of this course, students will:

  • Make connections between the numeric, graphical, and algebraic representations of quadratic relations, and use the connections to solve problems;
  • Demonstrate an understanding of exponents, and make connections between the numeric, graphical, and algebraic representations of exponential relations;
  • Describe and represent exponential relations, and solve problems involving exponential relation arising from real-world applications.
Personal Finance

By the end of this course, students will:

  • Compare simple and compound interest, relate compound interest to exponential growth, and solve problems involving compound interest;
  • Compare services available from financial institutions, and solve problems involving the cost of making purchases on credit;
  • Interpret information about owning and operating a vehicle, and solve problems involving the associated costs.
Geometry and Trigonometry

By the end of this course, students will:

  • Represent, in a variety of ways, two-dimensional shapes and three-dimensional figures arising from real- world applications, and solve design problems;
  • Solve problems involving trigonometry in acute triangles using the sine law and the cosine law, including problems arising from real- world applications.
Data Management

By the end of this course, students will:

  • Solve problems involving one-variable data by collecting, organizing, analysing, and evaluating data;
  • Determine and represent probability, and identify and interpret its applications

Enroll now and be part of KAI Global School

Unlock your potential and join KAI Global School for an enriching educational journey ahead!

Investiment for your future

Learn more about

Foundations of College Mathematics (MBF3C)

Strategies for Assessment

Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.

Assessment for learning is:

  • Ongoing
  • Is tied to learning outcomes
  • Provides information that structures the teachers’ planning and instruction
  • Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Teaching and Learning Strategies

Grade 12 HHS4U, Families in Canada examines issues and challenges facing individuals and families in Canada’s diverse society. In this course, students will draw on sociological, anthropological and psychological theories and research to examine factors affecting families and assess policies and practices intended to support Canadian families.Social sciences and humanities courses focus on the use of disciplined, structured inquiry to understand human beings, human behaviour, and human nature. These courses promote the use of reason as part of the structured inquiry process, while also recognizing the limitations of reason as a way of learning, knowing, and understanding.

  • Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Encourage students to identify and question assumptions and values that underlie individual behaviour and family and social/cultural life.
  • Challenge texts, reading “underneath, behind, and beyond” texts and questioning how they influence us and others and whose interests they serve, enables students to develop their critical literacy skills.
  • Engage actively in solving problems confronted by individuals, families, diverse groups, institutions, and societies.
  • Opportunities to enhance their self-understanding and understanding of others through an examination of their personal belief systems and also of the foundations and implications of different viewpoints and lived experiences of others.
  • Students develop an understanding and appreciation of the contexts through which their own and others’ world views are formed through a proximity of their own perceptions, attitudes, values, and beliefs with those of others.
  • Encouraged to be mindful of their responsibilities with respect to the environment and of the importance of making morally and ethically responsible decisions.
  • Explore how theories and concepts can influence social action, and how such action can affect the well-being of individuals, families, and communities throughout the world.
  • Opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
  • By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of: animations, videos, discussion forums, live chat and other interactive objects.

Final Grade

Percentage of Final Mark Categories of Mark Breakdown
70% Assessments of Learning Tasks Throughout the Term
30% Final Written Examination And/Or RST

A student’s final grade is reflective of their most recent and most consistent level of achievement.

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

CHALLENGE AND CHANGE IN SOCIETY Knowledge Inquiry/Thinking Communication Application
100% 20% 30% 20% 30%

Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. 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 Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.
Upon completion of a course, KAI global school will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Considerations for Online Courses

Cheating and Plagiarism

KAI global school commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.

In the event of incidences of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.

Improper Citation
Grades 11 and 12

  • First Instance: A warning and an opportunity to redo the piece.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.

Unaccredited Paraphrasing
Grade 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 75%.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim
Grades 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 50%.
  • Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism
Grade 11 and 12

  • First Instance: A grade of zero. No opportunity to resubmit.
  • Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.

Teachers will use differentiated instructional approaches such as:

  • adjusting the method or pace of instruction
  • using a variety of resources
  • allowing a wide choice of topics
  • adjusting the learning environment
  • scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Special Educational Needs Student Planning.

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

  • All students have the ability to succeed
  • Each student has his or her own unique patterns of learning
  • Successful instructional practices are founded on evidence-based research, tempered by experience
  • Universal design and differentiated instruction are effective and interconnected  means of meeting the learning or productivity needs of any group of students
  • Online teachers are the key educators for a student’s literacy and numeracy development
  • Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
  • Fairness is not sameness

The teacher will use the following strategies:

Students with Special Educational Needs
  • Extra time on tests and extended deadlines for major assessments
  • Complete tasks or present information in ways that cater to individual learning styles
  • Variety of teaching and learning strategies
  • Scaffolding
  • Break down (chunk) assignments
  • A computer for assessments and exams
  • Formula sheets, memory aids
  • oral and written instructions
  • Cue cards during instruction and Assessments
  • Graphic organizers
  • Specific strategies to enhance recall
  • Non-verbal cues and reminders to remain focused
  • Oral testing
  • Allow for sufficient response time
  • Experiential learning experiences so that students can make connections between curriculum and real-world examples
  • Conferencing
  • Prompting students through lessons and assessments
  • Refocusing strategies
  • Periodic breaks

ESL Student Program Planning

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with English as Second Language
  • Body language and non-verbal communication
  • Model expectations
  • Subject-specific dictionary
  • Cooperative learning
  • Concrete examples and materials
  • Avoid idioms
  • Bilingual Dictionaries
  • Buddy system
  • Peer tutors
  • Allow sufficient response time
  • Graphic organizers
  • Scaffolding
  • Story maps
  • Conferencing
  • Pre-writing strategies
  • Literature circle
  • Journal
  • Previewing course readings / texts
  • Materials that reflect cultural diversity
  • Free voluntary reading
  • Guided Reading
  • Guided Writing
  • Think Aloud
  • Whole-Class Response
  • Editing checklist

Supporting First Nations, Métis and Inuit Students

KAI global school will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario.
KAI global school will:

  • increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
  • continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
  • increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
  • provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
  • provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
  • provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
  • develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
  • implement targeted learning strategies for effective oral communication and mastery of reading and writing
  • implement strategies for developing critical and creative thinking
  • provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
  • provide a supportive and safe environment for all First Nation, Métis, and Inuit students

Role of Information and Communication Technology

ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:

Information and Communication Technology
  • Websites
  • Online libraries
  • Archives
  • Public records
  • YouTube
  • Curriculum Digital Resources
  • Widgets
  • Online Graphing Calculator
  • Cell phones
  • iPads
  • DVDs
  • Digital Camera
  • Edsby
  • Gsuite
  • Office 365
  • Gizmos
  • Labster
  • Gradeslam
  • Mathspace
  • Mathletics
  • Screencastify

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.

During this course the teacher will:

  • ensure  that all students develop the knowledge and skills they need to make informed education and career/life choices;
  • Provide learning environment and online school-wide opportunities for this learning; and;
  • Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
  • Use the four-step inquiry process linked to the four areas of learning
    • Knowing yourself – Who am I ?
    • Exploring opportunities – What are my opportunities?
    • Making decisions and setting goals – Who do I want to become?
    • Achieving goals and making transitions – What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.

See what our students says

Lorem ipsum dolor sit amet, consectetur adipiscing elit.


Peampat P.

I love the freedom of self-studying. I can work on my own time. I also have a flexible schedule and super supportive teachers.

Yosr. K

Besides the fact that Kanata Academy International helped me to enlarge my field of knowledge and be eager to learn, what I love most about it is how understanding and kind the teachers are. Their motivational words and their encouragement helped me more than anything to develop self-confidence, discover my strengths and work on my weaknesses.

Natalie. S

I love everything about KAI;  especially the assignments in the courses. My teachers always ask me to do interesting projects and presentations… I felt a sense of achievement every time I completed my work. I also felt so energized and motivated when receiving encouraging feedback from my teachers. The kind of assessments I did at KAI really encourages me a lot.

Zaineb. M

Kanata Academy International has given me the chance to explore my academic abilities and excel in all the courses. The teachers are very supportive and kind, and they were by our side until the end. I am grateful for this wonderful learning experience!

Filter by


Course Type