Ancaster High School
Course Outline 2016
MCR3U – Mathematics, Grade 11 University
Department: Mathematics
TEACHER: D. Taylor
PREREQUISITE: MPM2D
HOURS: 110
CREDIT VALUE: 1
DEPARTMENT HEAD: Mr. Chris Page
TEXTBOOK: N/A
GUIDELINE: The Ontario Mathematics Curriculum Grades 11 -12 2007
COURSE DESCRIPTION:
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.
OVERALL EXPECTATIONS:
Strand
Overall Expectations of Strand
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.
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.
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.
1. determine the values of the trigonometric ratios for angles less than 360º; 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.
B)
Exponential
Functions
C)
Discrete
Functions
D)
Trigonometric
Functions
Weighting
15%
15%
9%
8%
3%
6%
2%
6%
6%
15%
10%
5%
TEACHING STRATEGIES (include, but not limited to):
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Providing appropriate accommodation for students on IEP’s and for English Language Learners and for those who are First Nations, Metis or
Inui;
Utilizing Student Support and Student Alternative Support Programs;
Contacting parents for support and assistance;
Using diagnostic assessment and check-in points to monitor student progress;
Providing differentiation of instruction and assessment to meet the needs of diverse learners;
Providing ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved student learning;
Creating lessons, and assessment and evaluations, that are carefully planned to relate to the curriculum expectations and learning goals, and
as much as possible to the interests, learning styles and preferences of all students;
Developing students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their
learning.
ASSESSMENT AND EVALUATION OF WORK:
Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in the curriculum policy
document. Students will be given numerous and varied opportunities to demonstrate their achievement of the expectations across the four
categories of knowledge and skills.
Midterm and final marks will be calculated using the prescribed learning strands presented in the chart above.
Evidence of achievement can be determined from a variety of sources, including but not limited to: in-class assignments, class presentation,
open-ended questions, observations, quizzes, unit tests, investigations, projects, conversations, portfolios, anecdotal records, self-assessments,
etc. Not every assessment will count towards a student’s final grade. The primary purpose of assessment and evaluation is to improve student
learning.
LEARNING SKILLS:
In addition to curriculum strands, students’ learning skills will be assessed throughout the course and will be communicated during the reporting
period.
Learning Skills:
These skills will be assessed using the following key:
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Responsibility
Independent Work
Organization
Self-regulation
Collaboration
Initiative
E = Excellent
G = Good
S = Satisfactory
NE = Needs Improvement
MARK CALCULATION:
The students’ final marks will be calculated using the following weighting:
Term Work
70 %
Final Exam (and Culminating Projects if applicable)
30 %
Final Mark
100 %
Teachers will take various considerations into account before making a decision about the grade to enter on the report card. Determining a
report card grade will involve teacher’s professional judgement and interpretation of the evidence and should reflect the student’s most
consistent level of achievement with special considerations given to the more recent evidence. Marks are not merely a calculation of averages,
but an evaluation of the consistent achievement of the student. Unit tests are broken up into two components: an open book application/higherorder thinking assignment, and a traditional test based more on Knowledge and Understanding. The test is weighted more than the assignment.
The final exam is the most recent mark on the Overall Expectations – and CAN be used to adjust term marks so a bad test has less impact if they
do well on the exam. The math department does NOT have re-writes due to the multiple opportunities allotted to the student to demonstrate
their understanding.
STUDENT RESPONSIBILITIES:
1) Bring textbook every day to class.
2) Have pencils, paper, erasers, rulers and scientific calculators brought into class every day.
3) Attempt all homework to be able to ask questions the following day: there is a lot of material in this course so the pace is much quicker than in
grade 9 or 10. Stay on top of this so it doesn’t overwhelm you!! (Most classes will have little time for homework take-up as a result).
LATE or PLAGIARIZED WORK:
Late or plagiarized assignments or projects will be dealt with according to the school’s Late and Plagiarized Assignment Policy. Please refer to the
Student Handbook for a detailed outline of consequences.
CONTACT INFORMATION:
Teacher’s Name: D. Taylor
Phone Number: 905-648-4468 ext. 562
Email: dtaylor@hwdsb.on.ca
Website: http://teecha.weebly.com
Extra Help Sessions: Upon request to teacher