Functions, Grade 11, University/College Preparation (MCF3M)

Description of Course:

This course introduces some financial applications of mathematics and extends students’ experiences with functions. Students will solve problems in personal finance involving applications of sequences and series; investigate properties and applications of trigonometric functions; develop facility in operating with polynomials, rational expressions, and exponential expressions; develop an understanding of inverses and transformations of functions; and develop facility in using function notation and in communicating mathematical reasoning.

Pre-Requisite or Co-Requisite:MPM-2D

Policy Document Reference: Page 20-26, in the Ministry Document, The Ontario Curriculum, Grades 11 and 12

Textbook(s):Mathematic 11 (MHR)

Unit Titles (With approximate time allotted per unit)

Chapter 1 (Factoring and Rational Expressions) 15 days

Chapter 2 (Quadratic Functions and Equations) 15 days

Chapter 3 (Transformations) 15 days

Chapter 4 (Applied Trigonometry) 10 days

Chapter 5 (Trigonometric Functions) 15 days

Chapter 6 (Sequences and Series) 10 days

Chapter 7 (Compound Interest and Annuities) 5 days

Review 3 days

Assessment and Evaluation 

According to Ministry policy, the primary purpose of assessment and evaluation is to improve student learning. It will be based upon the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum policy documents.

Assessment is the process of gathering information from a variety of sources such as assignments, demonstrations, projects, learning skills, etc.

Evaluation is the process of judging the value of the student’s work on the basis of established criteria and assigning a value to represent that quality. The course evaluation is based on the DSBN Subject Council Consistency in Assessment and Evaluation Agreement, 2003-2004.

Learning Skills 

These skills are supportive of student learning, marks serve another purpose. A student’s ability to work with others, to attend class regularly, to be punctual, and to keep up with the work and maintain an accurate and complete notebook is very important and has an impact on how well a student performs. The report card allows these skills to be recorded for the public record. Therefore, teachers will continue to record information on these skills and assign a value to them for the report card.

Types of Assessment, Evaluation and Activities

Written reports

Projects

Oral presentations/communication skills

Homework

Quizzes

Assignments

Unit Tests

          Term Work Assessment   70%

          Summative Assessment  30%

Assessment Instrument

Quizzes and/or Assignments 10%

Performance Tasks 10%

Technology-based Activities 5%

Unit Tests 35%

Rich Assessment Tasks and/or 10%

Projects

  Assessment Instrument

Final Examination 30%

Specific Course Expectations:

Students should have with them each day: ►3 ring binder containing lined, blank and graph paper, with dividers

TI 83+ graphing calculator or scientific calculator

►Pencil, pen, ruler, eraser

►Myer Student Agenda

Students should attempt to fully complete each day’s assigned work and seek extra help with difficult topics.