Sir Robert Borden High School
Summer School
Course Description & Evaluation
Course name:
Advanced Functions
Discipline:
Mathematics
Course type:
University
Course code:
MHF4U
Prerequisite:
MCR3U or MCT4C
Hours of instruction:
Approx. 55
Textbook:
Advanced Functions 12, Nelson
Credit Value:
1.0
Contact
Details:
Miss Bragg
kathleen.bragg@ocdsb.ca
School Website: http://www.adulths.ocdsb.ca/
Curriculum: http://www.edu.gov.on.ca/eng/curriculum/
July 2nd July 24th, 2015
Course
Dates
Punctuality/
Attendance
All students must sign in if arriving after
12:30.
Students with 3+ absences are at risk of not
receiving the credit.
Dates: Monday to Friday
Times: 12:20 – 3:45
(15 minute break at approximately
2:05)
Materials you need:
 Scientific calculator (Casio-fx is great for this course!)
 Pens (A bunch of different colours).
 Multiple pencils, pens, and erasers.
 Graph paper (a grid you’re comfortable with).
 A transparent ruler. (The opaque ones are harder to use).
 A STURDY binder that you can keep ORGANIZED!
***IMPORTANT*** Course Website ***IMPORTANT***
https://msbraggteaching.wordpress.com/
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Communicate with me and classmates at any time
(I usually respond right away).
See your updated mark.
Ask questions about your homework.
Access to full solutions to textbook questions.
Details, tips, and hints about upcoming assessments.
Overview of daily activities and topics covered.
Download blank copies of the notes.
Maybe find completed class notes.
Evaluation:
The assessment of students’ abilities will take many forms - both formal and informal.
Evaluation will be based on the following:
 Multiple unit tests (see course calendar)
 Mastery Quizzes (see course calendar). A series of seven 10-20 minute quizzes based on the
most recent lessons/homework. We will be marking these together as a class. Students must
put away any pencils or erasers during marking, and only have their quiz and ONE
working coloured pen on their desk. Students are to make their own corrections on their
papers. Assessment will be based on original performance as well as thoroughness of
personal feedback. Your best four MQs will count towards your grade.
 10% Summative Task.
 Observations (examples below):
1. Collaborating with others to achieve group goals and responsibilities.
2. Ability to solve problems independently.
 Conversations (examples below):
1. Class and small group discussions about course content
2. Use of mathematical vocabulary and concept explanation
3. Eliciting, clarifying, and responding to questions and ideas.
“What counts? What is it worth?”
Everything you do, say, or create counts. In this class, what counts is learning. You will generate potential
evidence of learning every moment of every class. If you are producing enough quality products, if you are
interacting with others in a way that shows you are learning, if you can talk about your learning in an
informed way, then you will do well. Remember that everything – all evidence of learning – is of value
because, potentially, everything is considered part of the evaluation.
Term Work:
70%
Summative:
10%
Exam:
20%
Learning Skills:
Students will be assessed on the following learning skills: responsibility, organization, independent
work, collaboration, initiative, and self-regulation. The learning skills will be assessed on a regular
basis and will be reported separately on the report card.
 Students are expected to attend ALL classes and be punctual.
 Practice is an important part of this course. Practice exercises will be assigned daily.
 Formative and summative assessments will occur regularly throughout the semester. Students
are expected to be present for all evaluations.
 When an evaluation has been missed, the student must speak with the classroom teacher as soon
as possible so that appropriate arrangements can be made.
The Curriculum:
There are two elements to the Ontario Mathematics Curriculum: the Content Expectations and the
Process Expectations. The Content Expectations define the mathematical knowledge required for the
specific course. The Process Expectations define the mathematical skills required for all math
courses.
The Course Content Expectations:
All assessments are based on the Curriculum Strands of the course. Throughout the course all of the
assessments will refer to the following Strands.
Strand A: Exponential And Logarithmic Functions
The Expectations:
Demonstrate an understanding of the relationship between exponential expressions and
A1. logarithmic expressions, evaluate logarithms, and apply the laws of logarithms to simplify
numeric expressions.
Identify and describe some key features of the graphs of logarithmic functions, make
A2. connections among the numeric, graphical, and algebraic representations of logarithmic
functions, and solve related problems graphically.
Solve exponential and simple logarithmic equations in one variable algebraically, including
A3.
those in problems arising from real-world applications.
Strand B: Trigonometric Functions
The Expectations:
B1. Demonstrate an understanding of the meaning and application of radian measure.
Make connections between trigonometric ratios and the graphical and algebraic
B2. representations of the corresponding trigonometric functions and between trigonometric
functions and their reciprocals, and use these connections to solve problems.
B3. Solve problems involving trigonometric equations and prove trigonometric identities.
Strand C: Polynomial And Rational Functions
The Expectations:
Identify and describe some key features of polynomial functions, and make connections
between the numeric, graphical, and algebraic representations of polynomial functions.
Identify and describe some key features of the graphs of rational functions, and represent
C2.
rational functions graphically.
Solve problems involving polynomial and simple rational equations graphically and
C3.
algebraically.
C4. Demonstrate an understanding of solving polynomial and simple rational inequalities.
C1.
Strand D: Characteristics Of Functions
The Expectations:
Demonstrate an understanding of average and instantaneous rate of change, and determine,
D1. numerically and graphically, and interpret the average rate of change of a function over a
given interval and the instantaneous rate of change of a function at a given point.
Determine functions that result from the addition, subtraction, multiplication, and division of
D2. two functions and from the composition of two functions, describe some properties of the
resulting functions, and solve related problems.
Compare the characteristics of functions, and solve problems by modelling and reasoning with
D3. functions, including problems with solutions that are not accessible by standard algebraic
techniques.
Mathematical Process Expectations:
The mathematical processes are integrated into student learning in all areas of this course. Students
will use the mathematics of this course in a variety of ways. These are Problem Solving, Reasoning
and Proving, Reflecting, Selecting Tools and Computational Strategies, Connecting, Representing,
and Communicating.
Assessment Rubric:
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All Assessments will be marked using the following rubric.
This rubric is to be used in conjunction with the course’s evidence record.
Criteria
Knowledge of
facts, terms,
concepts,
procedures
R
Insufficient
Work not related
to the overall
expectations of the
grade 12
mathematics
curriculum
Level 1
Level 2
Limited
Some
Knowledge and Understanding
Level 3
Considerable
Level 4
Thorough
Limited
understanding of
content and
concepts
Some
understanding of
content and
concepts
Considerable
understanding of
content and
concepts
Thorough
understanding of
content and
concepts
Mathematics
contains many
errors
Mathematics
contains some
errors
Mathematics
contains very few
or no errors
Mathematics
contains no errors
Communication
Expression and
organization of
ideas
Solution
unorganized
Organization of
mathematics poor
Organization of
mathematics
satisfactory
Organization of
mathematics easy
to follow
Organization of
mathematics clear
and easy to follow
Insufficient use of
correct
mathematical
vocabulary,
symbols, labels,
and conventions
Uses common
language in place
of mathematical
vocabulary.
Correct use of
symbols, labels,
and conventions is
limited
Few errors in
vocabulary and
only some common
language in place
of mathematical
vocabulary.
Usually uses
mathematical
symbols, labels,
and conventions
correctly
Appropriate use of
mathematical
vocabulary.
Consistently uses
mathematical
symbol, labels, and
conventions
correctly
Clear and precise
language.
Thorough use of
symbols and
mathematical
vocabulary
Application
Selection, use and
sequencing of tools
and strategies
Incorrect selection
of tools
Selection and use
of appropriate
tools is limited,
with major errors,
omissions or missequencing
Selects and uses
some appropriate
tools and strategies
with minor errors,
omissions or missequencing
Selects and uses
appropriate tools
and strategies
accurately and in
logical sequence
Selects and uses
appropriate tools
accurately and
efficiently
Transfer of ideas to
situations drawn
from other
contexts
Insufficient
transfer of ideas to
other contexts
Limited transfer of
ideas to other
contexts; makes
limited connections
Solves problems in
familiar contexts;
makes simple
connections
Solves problems
involving new
contexts; makes
appropriate
connections
Solves problems in
new contexts;
makes thorough
connections
Connections
between
representations
Insufficient
connections made
between different
representations
Limited use of
multiple
representations
Some use of
multiple
representations.
Misinterprets
part(s) of the
information
Appropriate use of
multiple
representations
Thorough use of
multiple
representations
Considerable
evidence of
reasoning
Thorough evidence
of reasoning
Thinking
Reasoning with
justification
Insufficient
evidence of
reasoning
Limited evidence of
reasoning
Some evidence of
reasoning