MCR3U Course Outline
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.
Units of Study
1.
2.
3.
4.
5.
6.
7.
8.
9.
Functions Quadratics and Radicals ……………............................................... 12 hours
Transformations of Functions and Inverse ……..........................................
12 hours
Exponential Functions Growth and Decay …………………............................… 12 hours
Trigonometry and Identities ………………........................................……..
12 hours
Trigonometric Functions and Transformations…………................................. 12 hours
Sequences and Series and Pascals Triangle Patterns …............…………….... 12 hours
Discrete Functions: Financial Applications of Sequences and Series.......... 12 hours
Assignment: Real World Exponential Growth Report (Parts A,B,C) .............. 8 hours
Assignment: How to Get Out of Credit Card Debt or Student Loans ..........
8 hours
Summative Evaluations
10. Midterm Evaluation .................... 5 hours
11. Final Evaluation .......................... 5 hours
Achievement Categories/Strands
Knowledge / Understanding
35%
Thinking
15 %
Application
35%
Communication
15%
Assessment and Evaluation Strategies
In order to ensure that assessment and evaluation are valid and reliable, and lead to
improvement of student learning, teachers of this course use a variety of the following
strategies to assess student learning and to provide them with feedback:
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teacher observation
oral presentations, interviews
essays, reports, reviews, critiques, letters, journals, creative writing, computer lab work
media works
quizzes, tests, examinations
performance tasks, dramatic presentations
portfolios, design projects, lab work
self-assessment, peer assessment
check lists, rubrics
questions and answers
Some of these strategies are also used for evaluation. However, evaluation is the responsibility
of the teacher and is based on individual student demonstration of course expectations.
Evaluated group tasks likewise must reflect individual accountability for learning and
demonstration of course expectations through work submitted.
MCR3U Course Mark Breakdown
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2 Assignments (Chapter 3 & 7) worth 14% in total
7 Tests worth 56% in total
1 Mid-Term Evaluation worth 10%
1 Final Evaluation worth 20%
Evaluation
Mark
Content
Sem 1
Sem 2
Tentative Dates
TESTS 1& 2
16%
Chapters 1 & 2
TEST 3
8%
Chapter 3
TESTS 4 & 5
16%
Chapter 4 & 5
TESTS 6 & 7
16%
Chapter 6& 7
ASSIGNMENTS
14%
Teacher Assigned
Online Quizzes,
Dropboxes,
Textbook
Assignment
Questions
diagnostic
TBA
Mid-Term Exam
30%
Final Exam
Chapter 1 to 8
TBA
The Report Card:
The report card will focus on two distinct but related aspects of student achievement;
the achievement of curriculum expectations and the development of learning skills. The
report card will contain separate sections for the reporting of these two aspects.
A Summary Description of Achievement in Each Percentage Grade
Range
and Corresponding Level of Achievement
Percentage Achievement
Grade
Level
Range
Summary Description
80-100%
Level 4
A very high to outstanding level of
achievement. Achievement is above the
provincial standard.
70-79%
Level 3
A high level of achievement. Achievement is
at the provincial standard.
60-69%
Level 2
A moderate level of achievement.
Achievement is below, but approaching, the
provincial standard.
50-59%
Level 1
A passable level of achievement.
Achievement is below the provincial standard.
below 50%
Level R
Insufficient achievement of curriculum
expectations. A credit will not be granted.
Achievement Chart: Mathematics, Grades 9-12
50-59%
(Level 1)
Categories
60-69%
(Level 2)
70-79%
(Level 3)
80-100%
(Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the
comprehension of its meaning and significance (understanding)
The student:
Knowledge of content (e.g.,
facts, terms, definitions)
demonstrates
limited knowledge
of content
demonstrates some
knowledge of
content
demonstrates
considerable
knowledge of
content
demonstrates
thorough
knowledge of
content
Understanding of content
(e.g., concepts, ideas, theories,
procedures, processes,
methodologies, and/or
technologies)
demonstrates
limited
understanding of
content
demonstrates some
understanding of
content
demonstrates
considerable
understanding of
content
demonstrates
thorough and
insightful
understanding of
content
Thinking - The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills (e.g.,
focusing research, gathering
information, organizing an
inquiry, asking questions,
setting goals)
uses planning skills uses planning skills uses planning skills uses planning skills
with limited
with moderate
with considerable
with a high degree
effectiveness
effectiveness
effectiveness
of effectiveness
Use of processing skills (e.g.,
inquiry process, problemsolving process, decisionmaking process, research
process)
uses processing
skills with limited
effectiveness
uses processing
skills with some
effectiveness
uses processing
skills with
considerable
effectiveness
uses processing
skills with a high
degree of
effectiveness
Use of critical/creative
thinking processes (e.g., oral
discourse, research, critical
analysis, critical literacy,
metacognition, creative
process)
uses critical /
creative thinking
processes with
limited
effectiveness
uses critical /
creative thinking
processes with
some effectiveness
uses critical /
creative thinking
processes with
considerable
effectiveness
uses critical /
creative thinking
processes with a
high degree of
effectiveness
Communication - The conveying of meaning through various forms
The student:
Expression and organization
of ideas and information
(e.g., clear expression, logical
organization) in oral, graphic,
and written forms, including
media forms
expresses and
organizes ideas
and information
with limited
effectiveness
expresses and
organizes ideas
and information
with some
effectiveness
expresses and
organizes ideas
and information
with considerable
effectiveness
expresses and
organizes ideas
and information
with a high degree
of effectiveness
Communication for different communicates for
communicates for
communicates for
audiences (e.g., peers, adults) different audiences different audiences different audiences
and purposes (e.g., to inform, and purposes with and purposes with and purposes with
to persuade) in oral, written,
limited
some effectiveness
considerable
and visual forms
effectiveness
effectiveness
communicates for
different audiences
and purposes with
a high degree of
effectiveness
Use of conventions (e.g.,
conventions of form, map
conventions), vocabulary, and
terminology of the discipline
in oral, written, and visual
forms
uses conventions,
vocabulary, and
terminology of the
discipline with a
high degree of
effectiveness
uses conventions,
vocabulary, and
terminology of the
discipline with
limited
effectiveness
uses conventions,
vocabulary, and
terminology of the
discipline with
some effectiveness
uses conventions,
vocabulary, and
terminology of the
discipline with
considerable
effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
The student:
Application of knowledge
and skills (e.g., concepts,
procedures, processes, and/or
technologies) in familiar
contexts
Transfer of knowledge and
skills (e.g., concepts,
procedures, methodologies,
technologies) to new contexts
Making connections within
and between various
contexts (e.g., past, present,
and future; environmental;
social; cultural; spatial;
personal; multidisciplinary)
applies knowledge applies knowledge applies knowledge applies knowledge
and skills in familiar and skills in familiar and skills in familiar and skills in familiar
contexts with
contexts with some
contexts with
contexts with a high
limited
effectiveness
considerable
degree of
effectiveness
effectiveness
effectiveness
transfers
knowledge and
skills to new
contexts with
limited
effectiveness
transfers
knowledge and
skills to new
contexts with some
effectiveness
transfers
knowledge and
skills to new
contexts with
considerable
effectiveness
transfers
knowledge and
skills to new
contexts with a high
degree of
effectiveness
makes connections makes connections makes connections makes connections
within and between within and between within and between within and between
various contexts
various contexts
various contexts
various contexts
with limited
with some
with considerable
with a high degree
effectiveness
effectiveness
effectiveness
of effectiveness
Classtime Expectations
The goal of this course is to prepare you for university level studies, both academically and
emotionally. Success at university requires a high degree of maturity, responsibility, and
independence, all skills that must be developed prior to university admission. To this end,
students in this class must demonstrate the ability to contribute productively to the classroom
environment. All members of the class must meet the following expectations.
1. Electronic Devices Required
The Michels Academy is designed to be a technology school. Laptops are expected to be part
of your course materials. You will be working, more times than less, in the online learning
environment (LE) being that all of the course material is provided for you . For safety, it is
recommended that these devices not be left unattended. The Oshawa classroom and most
libraries are wireless environments. Cell phones provide easy access to the Internet and text
messaging between students. As such, they are prohibited during tests and exams to prevent
cheating. The privacy, dignity and safety of others must be maintained through the
appropriate use of cell phones and electronic devices.
2. Attendance
All students are expected to attend class on a daily basis. Any absences must be justified with
a note from a parent or doctor. If a student misses a class, it is his or her responsibility to
make up any missed work. This should be done through discussion with classmates and
consultation of the Michels Academy. Use the TOLL FREE phone number 856-677-3669 to
leave a voice message or send an email to michelsacademy@hotmail.com
3. Punctuality
All students are expected to arrive to class on time in accordance with the school schedule.
Classes begin at the top of the hour. Classtime is typically 2 hours with the teacher and 1 to
1.5 hours in the before or after classtime working within the LE. Lateness disrupts the
classroom environment and is disrespectful to all members of the class.
4. Assignments & Deadlines
It is crucial that students learn to complete assignments by a deadline if they wish to succeed
in university. Students will be given ample time to complete all required assignments. Due
dates for assignments will be set in advance, and will also be available on the course website.
Assignments must be handed in at the beginning of the class on the day on which they are
due. Students who fear that they will be unable to meet these deadlines must conference
with the teacher in advance of the due date.