REDEEMER CHRISTIAN HIGH SCHOOL
Course Syllabus
MCR3U: Functions 11
Semester 1 2011-2012
Mr. A. Hamilton
ahamilton@rchs.on.ca
Course Website: Found on rchs.on.ca  Academics  Class Information  Grade 11 Courses
INTRODUCTION
Welcome to the Functions 11 course! 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.
Throughout this course, we are going to work through the content from a Christian perspective.
Apart from constantly discussing Christian stewardship, we will continuously investigate how
number patterns exhibit them in creation as a constant reminder of God’s creative genius. You will
investigate functions as a mathematical model that helps us to see the world in a different way.
Functions are the basis for building equations – through solving these equations; you will discover
the power functions in mathematical modelling. Ultimately, equations help us to enjoy the wonder
of mutual coherence and equilibrium of number and space. Mastery of these skills is necessary in
enhancing our service to God.
OUTLINE OF COURSE CONTENT
Unit Title and Description
Hours
1. Introductions to Functions
16.25
(12 days)
12.5
(10 days)
13.75
(11 days)
11.25
(9 days)
15
(12 days)
12.5
(10 days)
10
(8 days)
10
(8 days)
8.75
2. Equivalent Algebraic Expressions
3. Quadratic Functions
4. Exponential Functions
5. Trigonometric Ratios
6. Sinusoidal Functions
7. Sequences and Series
8. Financial Applications
Summative Evaluation
COURSE STRANDS AND OVERALL EXPECTATIONS
By the end of the course you will be able to:
A) CHARACTERISTICS OF FUNCTIONS
1. demonstrate an understanding of functions, their representations, and their inverses, and
make connections between the algebraic and graphical representations of functions using
transformations;
2. determine the zeros and the maximum or minimum of a quadratic function, and solve
problems involving quadratic functions, including problems arising from real-world
applications;
3. demonstrate an understanding of equivalence as it relates to simplifying polynomial,
radical, and rational expressions.
B) EXPONENTIAL FUNCTIONS
1. evaluate powers with rational exponents, simplify expressions containing exponents, and
describe properties of exponential functions represented in a variety of ways;
2. make connections between the numeric, graphical, and algebraic representations of
exponential functions;
3. identify and represent exponential functions, and solve problems involving exponential
functions, including problems arising from real-world applications.
C) DISCRETE FUNCTIONS
1. demonstrate an understanding of recursive sequences, represent recursive sequences in a
variety of ways, and make connections to Pascal's triangle;
2. demonstrate an understanding of the relationships involved in arithmetic and geometric
sequences and series, and solve related problems;
3. make connections between sequences, series, and financial applications, and solve
problems involving compound interest and ordinary annuities.
D) TRIGONOMETRIC FUNCTIONS
1. determine the values of the trigonometric ratios for angles less than 360⁰; prove simple
trigonometric identities; and solve problems using the primary trigonometric ratios, the
sine law, and the cosine law;
2. demonstrate an understanding of periodic relationships and sinusoidal functions, and
make connections between the numeric, graphical, and algebraic representations of
sinusoidal functions;
3. identify and represent sinusoidal functions, and solve problems involving sinusoidal
functions, including problems arising from real-world applications.
STUDENT TEXT: Small et al. Functions 11. Nelson. 2008.
Replacement cost: $95
Course Materials
 Textbook and 3-ring binder. It is suggested that each student has 9 sections: 1 for each unit and 1
for assignments/quizzes/tests.
 Agenda, paper (loose-leaf lined and graph), pencils, eraser, ruler, scientific calculator, pencil
sharpener (optional)
STUDENT EXPECTATIONS
At RCHS, we are striving to be a Christian community of learning. We recognise and affirm that God has
created us, and that He loves each one of us so much that He sent His Son, Jesus Christ, as a sacrifice in
our place. Therefore, we are called, as adopted members of God’s family, to be channels of Christ’s love
to the world. Inappropriate behaviour must be corrected before you or others in the class are adversely
affected.
Guidelines
1) Be in your assigned seat and working on the assignment/minds on activity when the bell rings.
2) Bring ALL books/materials to class AND take them all with you when you leave.
3) Treat each person in the room with dignity and respect (me and each other).
4) Follow directions the first time they’re given.
5) Follow all procedures and policies as outlined in the RCHS student handbook.
6) This classroom is a “No Whining Zone”. That means that there will be no whining for any
reason.
Some Classroom Procedures Notes (others to be discussed in class):

Go to the bathroom before class. Do not expect to be allowed to go during class.

The bell does not dismiss you – the teacher does. Stay in your seat until you are told you may
go.

Repeated failure to complete homework will result in study hall.

To allow for proper review for tests and the exam, notebooks are expected be neat and
organised (in a binder). Classroom notes must have your name, a title/hmk page number,
and date.
ASSESSMENT AND EVALUATION
How will I be assessed?
The primary purpose of assessment is to improve learning. Assessment will be ongoing and varied. Some
assessments will be used to determine initial understanding (diagnostic). This is beneficial feedback and will not
count towards your mark. During units, ongoing assessments (homework checks, homework quizzes, group work,
and conversations) will be used to help improve your learning (formative). Levels, marks and anecdotal
comments will be used to communicate your achievement on assessments.
How will I be evaluated?
Your achievement in each of the four categories will be evaluated
throughout the course. Items that will be used for evaluation are:
 Assignments
 Tests
 Performance tasks
 Exam
What are categories?
The Ontario Curriculum Policy
Documents all describe four
categories of knowledge and skills:

Knowledge/Understanding

Thinking

Communication

Application
From these items an overall mark will be determined. This mark represents your most consistent performance on
the critical concepts for this course. Note that diagnostic and formative assessments will NOT count towards the
mark. The due date for an assignment will be clearly communicated at least two days in advance. For each day
that an assignment is overdue, there will be a 10% deduction from the final grade.
According to Ontario Curriculum Policy Documents, seventy percent of your final mark comes from evaluations
done during the course and thirty percent of your final mark comes from your performance on the final
evaluations at the end of the course.
The mark breakdown for this course is as follows:
Term Assessments
70%
Final Assessments
30%
CATEGORY
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Culminating Performance Task
Exam
What are the Learning Skills?
 Responsibility
 Organization
 Independent work
 Collaboration
 Initiative

Weighting out of 100
25%
20%
10%
15%
5%
25%
Learning Skills are evaluated and reported separately. Each Learning
Skill is reported using E, G, S or N (Excellent, Good, Satisfactory, Needs
Improvement). Even though Learning Skills are not part of your mark,
they are critical to your success in this course and their development is
an integral part of your learning.
Self-regulation
For detailed information, visit: http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
I would like to encourage ongoing communication between teacher, student and parent/guardian throughout the
course. I can be contacted at school most efficiently by email at ahamilton@rchs.on.ca or 613-723-9262 ext. 46.
Have a great year!