THE DR. G. W. WILLIAMS SECONDARY SCHOOL
MATHEMATICS DEPARTMENT
Subject Head: Brad MacIntosh
Tel: 905.727.3131 x 441
Email: bradley.macintosh@yrdsb.edu.on.ca
39 Dunning Avenue
Aurora, Ontario
L4G 1A2
Tel: 905.727.3131
Fax: 905.727.8067
Credit Value: 1.0
Prerequisite: MFM2D1
TEXTBOOK
THIS COURSE introduces the mathematical concept of the function by extending
students’ experiences with linear and quadratic relations. Students will investigate
properties of discrete and continuous functions, including trigonometric and exponential
functions; represent functions numerically, algebraically, and graphically; solve problems
involving applications of functions; investigate inverse functions; and develop facility in
determining equivalent algebraic expressions. Students will reason mathematically and
communicate their thinking as they solve multi-step problems. A detailed unit
breakdown is available on the reverse side of this page.
Units
Of
Study
1. Functions
2. Algebraic
Expressions
3. Quadratics
4. Exponential
Functions
5/6. Trigonometry
7. Discrete Functions
8. Financial Applications
THE
TEACHERS
of this COURSE
(In no particular order)
Functions 11
(Nelson)
ASSESSMENT AND EVALUATION of student achievement are
based on the provincial curriculum expectations and the
Achievement Chart for Mathematics, which identifies four
categories. Throughout the semester, we will provide you with
various opportunities (e.g., quizzes, tests, tasks, assignments) to
demonstrate your achievement of the curriculum expectations
across all categories and receive feedback from your teacher. Your
final mark will appear on the report card as a percent. It is policy
that 70% of your final mark will be based on assessments that
occur throughout the term and 30% will be based on the final
summative assessments that occur at the end of the course. The
components of your final mark are shown in the chart below.
Knowledge
The acquiring of Mathematics-specific content , and the
comprehension of its meaning and significance (i.e.,
knowledge of facts, procedures, use of tools)
25%
Application
The use of knowledge and skills to make connections
within and between various contexts (i.e., transferring
knowledge and skills, making connections)
25%
Thinking

Miss Rita Singh (ext. 461)
Email : rita.singh@yrdsb.ca
The use of critical and creative thinking skills and/or
processes (i.e., understanding the problem, making and
carrying out a plan, reasoning, proving, problem solving)
10%
Communication
The conveying of meaning through various forms (i.e.,
clarity and organization of expression, use of
models/representations, use of terms and symbols)
10%
Final Summative
5%
Final Exam
25%
[more on reverse side ]
My Student’s Name:________________________________________
Date:___________________
I have read the Mathematics Department’s Course Outline.
The email address given below will enable the mathematics teacher
to provide me with occasional progress reports.
Parent/Guardian’s
Signature:
_____________________________________________________________________
Email Address:
_________________________________________________________________
Additional Email Address:
________________________________________________________
By the completion of this course every student is required to demonstrate each of the following curriculum expectations as outlined by the
Ministry of Education in The Ontario Curriculum.
 Demonstrate an understanding of functions, their representations, and their inverses, and make connections between the
algebraic and graphical representations of functions using transformations.
FUNCTIONS  Determine the zeros and optimal values of quadratic functions, and solve real-world problems involving quadratic functions.
 Demonstrate an understanding of equivalence as it relates to simplifying polynomial, radical, and rational expressions.
 Evaluate powers with rational exponents, simplify expressions containing exponents, and describe properties of exponential
functions represented in a variety of ways.
Exponential
 Make connections between the numeric, graphical, and algebraic representations of exponential functions.
functions
 Identify, represent, and solve problems involving exponential functions, including problems arising from real-world applications.
 Determine the values of the trig ratios for angles less than 360, prove simple trigonometric identities, and solve problems using
the primary trigonometric ratios, the sine law, and the cosine law.
Trigonometric
 Demonstrate an understanding of periodic relationships and the sinusoidal functions, and make connections between the numeric,
functions
graphical, and algebraic representations of sinusoidal functions.
 Identify, represent, and solve problems involving sinusoidal functions, including real-world problems.
 Demonstrate an understanding of recursive sequences, including representing in a variety of ways, and connect to Pascal’s triangle.
Discrete
 Demonstrate an understanding of arithmetic and geometric sequences and series, and solve related problems.
functions
 Connect sequences, series, and financial applications, and solve problems involving compound interest and ordinary annuities.
Your learning skills — responsibility, organization, independent work, collaboration, initiative, and self-regulation — will be evaluated, separate
from your achievement of the expectations in the course. This evaluation will not be used when determining your final mark. Indicators for
each of the learning skills are as follows (abridged list from Growing Success, 2010):
 Responsibility  Completes and submits class work, homework, and assignments according to agreed-upon timelines.
Takes responsibility for and manages own behaviour
 Organization  Devises and follows a plan and process for completing work and tasks.
Establishes priorities and manages time to complete tasks and achievement goals.
 Independent Work  Uses class time appropriately to complete tasks.
Follows instructions with minimal supervision.
 Collabaration  Responds positively to the ideas, opinions, values, and traditions of others.
Shares information, resources, and expertise and promotes critical thinking to solve problems and
make decisions.
 Initiative  Demonstrates the capacity for innovation and a willingness to take risks.
Demonstrates curiosity and interest in learning.
 Self-Regulation  Sets own individual goals and monitors progress towards achieving them.
Seeks clarification or assistance when needed.
The Mathematics Department EXPECTS
that you, as a willing responsible student, will:





be prepared, and on time, for each and every class;
actively pursue your own mathematics education (participate);
do your homework regularly and get extra help when needed;
get caught up with your notes and assignments
if one or more classes are missed;
keep an open mind – each semester is a fresh start and
a new opportunity
Please make your teacher aware of any
UPCOMING absences. If you are absent for
an assessment, see your teacher as soon as
possible upon your return to school and be
prepared to do the assessment that day.
For a prolonged absence, discuss possible
options with your teacher. If you “skip” an
assessment it is possible you will receive a
mark of ZERO.
To maximize your performance
on assessments, it is essential
that you keep up with your
understanding of mathematics.
To help you do this we offer
extra help every day, during
LUNCH, in the Mathletic Centre
(room 219) from a senior
student.
In addition, arrangements
for extra help can be made
with your teacher.