Toronto District School Board



EAST YORK COLLEGIATE INSTITUTEMCR 3U Course Outline 2016 - 2017This Course Outline is based upon the Ministry of Education and Training Ontario Curriculum for Grade 11 University Mathematics as per the revised document of 2006.Board:Toronto District School BoardSchool:East York Collegiate InstituteCurriculum Leader:R.SinghDeveloping Teachers: I.Skoric, P. Kianpour, George KyritsisDate of Revision:June 2016Course Title:Functions, Grade 11 University PreparationGrade:11Code:MCR 3UCredit Value:1.0Pre-requisite:Principles of Mathematics, Grade 10, AcademicTextbook:Functions 11 Nelson, 20017Resources:Functions 11, McGraw-Hill, 2008Functions 11, Nelson, 2007Mathematics 11, McGraw-Hill Ryerson, 2001Access to Graphing Calculators, Geometer’s Sketchpad & FathomSupplementary Resources:Handouts, Exemplars, etc.Course DescriptionThis 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; and develop facility in determining equivalent algebraic expressions. Students will reason mathematically and communicate their thinking as they solve multi-step problems. Throughout the course, students will engage in the following processes: Problem Solving, Reasoning and Proving, Reflecting, Selecting Tools and Computational Strategies, Connecting, Representing, Communicating.StrandsQuadratic Functions (32 periods) Exponential Functions (17 periods) Discrete Functions (22 periods) Trigonometric Functions (33 periods) General Functions (10 periods)Program Planning ConsiderationsExceptional Students: Additional time will be allowed for tests. Additional accommodations will be provided in consultation with the Guidance, Special Education and ESL departments.Technology: Manipulatives, Graphing Calculators, and Geometer’s Sketchpad will be utilized for hands-on and technology-related applications.Career Education: Links to related fields will be established throughout the course. Co-operative Education: These will be provided in association with Guidance Department. Mathematics Anxiety: Attention will be addressed according to the following:?Cultural perspectives?Positive reinforcements?Variety of assessment techniques?Group structures?Consideration for Learning StylesLearning SkillsAssessment of the learning skills will be done on an ongoing basis throughout the academic year by observations of students at work, checklists and interviews. This will include:?Classwork/homework (Work habits, homework and organization)?Completed work and seeking assistance (Organization and initiative)?Persistence and independence at tasks (Working independently and initiative)?Extension of task (Organization and initiative)?Achievement of group goals (Team work)Assessment StrategiesA variety of teaching/assessment strategies to address students’ needs will be used during the school year. Formative assessments will be ongoing through out the academic year. These may include:?Diagnostic assessment?Formative assessment?Performance assessment?Portfolio assessment? Rubrics? ChecklistsTerm Summative Evaluations (70% Term Work)?Tests, quizzes, tasks and other forms of term summative evaluations will occur throughout the academic year at the end of units of work as outlined in the accompanying course outline.?Students will be provided with reasonable opportunities to master skills relating to the achievement of the curriculumexpectations before assessment and evaluation occurs.?Major evaluations will be announced at least one week in advance.?Accommodations will be made for school activities, statutory holidays, religious days, cultural days, sports events and other occurrences that may impact on any scheduled evaluation. It is the student’s responsibility to notify teachers of such absences in advance and to make up missed work.?Absence on the day of an evaluation must be documented. If a student must miss an evaluation, s/he is expected to:a) see the teacher before the absence to arrange for an alternative date to make up the evaluation; orb) in case of illness or unexpected absence, present a note to the teacher, signed by a parent or guardian, immediately upon their return to explain the absence. An alternate evaluation will then be scheduled at a mutually convenient time.?The East York Late Policy applies to all assignments and evaluations. See your Agenda book.?Cheating will not be tolerated in any form and will be dealt with appropriatelyFinal Mark CalculationCalculation of the Term Mark will be based upon the Categories of the Achievement Chart. This chart is meant to assist teachers in planning instruction and learning activities for the achievement of the curriculum expectations. It is also used in designing assessment and evaluation tools and in providing feedback to students. Each mathematical topic will contain each category in the chart due to the integrated nature of the discipline in mathematics. Final marks will be calculated as follows:Term Work:70%Levels of Achievement:Knowledge and Understanding:50%Level 1: 50 – 59%Application:20%Level 2: 60 – 69%Thinking and Inquiry:20%Level 3: 70 – 79%Communication:10%Level 4: 80 – 100%Final Summative Evaluation(s):30%CommunicationAccess to extra help and mark records. Students are encouraged to consult their teachers on a regular basis for extra help and guidance as it relates to improving their academic performance. Students are also expected to discuss strategies for improving their grades with their teachers. Students are expected to view their report cards as an indication of their current achievement and discuss with teachers for munication with Parents/Guardians. Comments pertaining to academic achievement and learning skills are placed on the report cards are primarily to provide feedback for parents/guardians as well as students. Parent/guardian nights can be used for one to one discussion. At times it may be necessary to contact parents/guardians by telephone to discuss a student’s performance. Parents/guardians are also encouraged to contact teachers as and when the need arises.EAST YORK COLLEGIATE INSTITUTE Mathematics DepartmentMCR 3U Daily Course Outline 2016- 2017Text: Mathematics 11 NelsonStrand #1: CHARACTERISTICS OF FUNCTIONSOverall Expectations: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.PERIODTOPICSECTIONUNIT #2: EQUIVALENT ALGEBRAIC EXPRESSIONS (11 periods)1Adding & Subtracting Polynomials2.12Multiplying polynomials2.23 & 4Factoring Polynomials2.35Quiz6Simplifying Rational Functions2.47Multiplying and dividing Rational Expressions2.68 &9Adding and Subtracting Rational Expressions2.710Review Exercises11TestUNIT #1: INTRODUCTION TO FUNCTIONS (13 periods)1 Relations & Functions1.12Function Notation1.23Exploring Properties of Parent Functions1.34Determining the Domain and Range of a Function1.45Quiz6The Inverse Functions and Its Properties1.57The Inverse of a Quadratic Function3.38Exploring Translations of Parent Functions1.69Investigating Stretches and Reflections1.710Using Transformations to Graph Functions of the Form 11Graphing Assignment12Review13TestUnit #3: QUADRATIC FUNCTIONS (11 periods)1 Properties of Quadratic Functions3.12 &3Determining Max/Min Values of a Quadratic Function3.24Operations with Radicals3.45Quiz6Quadratic Function Models: Solving Quadratic FuncFunction3.57The Zeros of a Quadratic Function3.68Families of Quadratic Functions3.79Linear - Quadratic Systems3.810Review11TestStrand #2: EXPONENTIAL FUNCTIONSOverall Expectations: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 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.PERIODTOPICSECTIONUNIT #4: EXPONENTIAL FUNCTIONS (9 periods)1Working with Integer Exponents4.22Working with Rational Exponents4.33Simplifying Algebraic Expressions Involving Exponents4.44Quiz5Exploring the Properties of Exponential Functions4.56Transformations of Exponential Functions4.67Applications Involving Exponential Functions2.78Review Exercises9TestStrand #3: TRIGONOMETRIC FUNCTIONSOverall Expectations:1. determine the values of the trigonometric 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;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 those arising from real-world applications.UNIT #5: TRIGONOMETRIC RATIOS (14 periods)1Trigonometric Ratios of Acute Angles5.12Evaluating Trigonometric Ratios for Special Angles5.23Exploring Trig. Ratios for Angles Greater than 90than 5.34Evaluating Trig. Ratios for Any Angle Between 0 & 3605Quiz6 & 7Trigonometric identities5.58Quiz9 & 10Sine Law5.611Cosine Law5.712Solving 3D Problems By Using Trigonometry5.813Review14TestUNIT #6: SINUSOIDAL FUNCTIONS (11 periods)1Periodic Functions & Their Properties6.12Investigating the Properties of Sinusoidal Functions6.23 Interpreting Sinusoidal Functions 6.34Quiz5Exploring Transformations of Sinusoidal Functions6.46Using Transformations to Sketch the Graphs of Sinusoidal Functions6.57Investigating Models of Sinusoidal Functions6.68 & 9Solving Problems Using Sinusoidal Models6.710Review11TestStrand #4: DISCRETE FUNCTIONSOverall Expectations: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 relationships involved in arithmetic and geometric sequences and series, and solve problems;3.make connections between sequences, series, and financial applications, and solve problems involving compound interest and ordinary annuities.UNIT #7: SEQUENCES & SERIES & UNIT #8: FINANCIAL APPLICATIONS(10 periods)1 Arithmetic Sequences7.12Geometric Sequences7.23Creating Rules to Define Sequences7.34Pascal's Triangle and Binomial Expansions7.75Quiz6Simple Interest8.17Compound Interest8.28Present Value8.39Review10Test ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download