Rick Hansen - DOC by 9O16ew7


									                       Rick Hansen Secondary School 2011-2012
DEPARTMENT: Mathematics                                             CODE: MCR 3U0
COURSE: Functions, Grade 11, University Preparation                 CREDIT: 1
PREREQUISITE: Principles of Mathematics, Grade 10, Academic
TEACHER: Ms. Johal                                PHONE: (905) 567-4260 x 533 (voicemail)

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, students will:
• Develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve
problems and conduct investigations, to help deepen their mathematical understanding;
• Develop and apply reasoning skills (e.g., use of inductive reasoning, deductive reasoning, and counter-
examples; construction of proofs) to make mathematical conjectures, assess conjectures, and justify
conclusions, and plan and construct organized mathematical arguments;
• Demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding
as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and
processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying
• Select and use a variety of concrete, visual, and electronic learning tools and appropriate computational
strategies to investigate mathematical ideas and to solve problems;
• Make connections among mathematical concepts and procedures, and relate mathematical ideas to
situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events,
art and culture, sports);
• Create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical,
pictorial representations; onscreen dynamic representations), connect and compare them, and select and
apply the appropriate representations to solve problems;
• Communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary
and a variety of appropriate representations, and observing mathematical conventions.

By the end of this course, students will be able to:
 Demonstrate an understanding of a variety of functions (including quadratic, exponential, trigonometric,
    and discrete functions), identify and represent these functions and their inverses, describe properties
    of these functions, and make connections between the numerical, algebraic, and graphical
    representations of these functions using transformations;
 Demonstrate an understanding of: expressions containing rational exponents and radicals; recursive
    sequences and their connection to Pascal’s Triangle; trigonometric ratios for angles less than 360 ;

    periodic relationships and sinusoidal functions;
   Solve problems involving functions, including those arising from real-world applications ;
   Demonstrate an understanding of arithmetic and geometric sequences and series, make connections to
    financial applications, and solve related problems (including those involving compound interest and
Information and communication technologies provide a range of tools that can significantly extend, enrich,
and support student learning in Mathematics. Technology will be used, where appropriate, to reduce the
time spent on routine mathematical tasks, to allow students to devote more of their efforts to thinking and
concept understanding and development. For example:
1. Throughout the term, students will be required to access and print material from the course website:
    myclass.peelschools.org, select Rick Hansen Secondary School from the second drop down menu;
    find the course code. MCR 3U0 Attia.
2. Students will be provided with instructions to download Virtual TI and Geometers’ Sketchpad. This will
    provide them the opportunity to have access to graphing calculator and dynamic geometry software
    outside of the classroom. Students’ access to these resources is a course expectation, and assignments
    may require that the student use this software. Students will also be given the opportunity to use this
    and other software in the classroom.

Assessment and evaluation will be based on provincial curriculum expectations and will incorporate the four
categories of the Provincial Achievement Chart with approximately the following weightings:
    Knowledge &           Application                Communication                    Thinking
         23%                  30%                           17%                            30%
   tests               problem solving    appropriate use of mathematical      investigations
   quizzes             problem posing      language & symbols                   construction of
   assignments         applying           individual or group presentations   mathematical models
                         mathematical       journals                             problem solving
                         models             portfolios

NOTE: On some assessment tasks, students will be graded using a rating scale called a rubric. Based on
any of the categories of the Provincial Achievement Chart for Mathematics, a student’s work may be rated
at a particular level. At some point, these “levels” will be converted to percentage grades using the
following conversion table:

  LEVEL        % Grade        LEVEL        % Grade        LEVEL        % Grade       LEVEL       % Grade

    4++        95 – 100         3+            78             2             65          1-              52

    4+            93             3            75             2-            62          R+              45

     4            88            3-            72             1+            58          R               40

    4-            82            2+            68             1             55          R-          0 - 35
During the term, students will have many opportunities to practice the various skills they are learning and
may receive feedback in the form of a written comment, a level, or a score. These practice opportunities
(called FORMATIVE ASSESSMENTS) are not necessarily counted as part of their final grade. They are
intended to provide feedback with respect to how well the student is grasping the concepts being taught.
70% of the students final grade will be based on work that is done throughout the term in class. The work
that students complete throughout the term for grading purposes is called SUMMATIVE EVALUATION.
In any given unit, overall and specific expectations will be assessed to measure student achievement in the
areas of knowledge/understanding, application, communication, and problem solving. The categories assessed
will vary with each assessment task, and will carry different weightings depending on the complexity of the
task. Students will receive feedback in the form of levels or marks.
        At the end of the course, students are expected to complete a FINAL SUMMATIVE, worth 30% of
their final mark. This summative could take the form of a performance task, an exam, a formal writing
piece, or a combination of these.
                 FINAL GRADE: Term Work (70%) + Final Summative Assessment (30%)

1. Deadlines are set to encourage students to manage their workload and time. Some task deadlines are
   negotiable; some are absolute.
2. There will be "key assessment tasks" that must be completed by students in order for their teachers to
   properly determine how well students have grasped the concepts or skills that have been taught in a
   unit/course. A student who fails to submit one of these tasks may receive a mark of 'zero' if any of the
   following conditions apply:
         a) s/he was provided with sufficient or reasonable time to complete the task
         b) s/he had the opportunity to negotiate an extension with the teacher prior to the deadline
         c) the assessment has already been marked and returned to the whole class
         d) the assessment was plagiarized from another person's work
   Since students must provide sufficient evidence of their learning, incomplete tasks could result in the
   loss of their credit. It is therefore imperative that all students submit all assigned assessments in
   order to demonstrate a thorough understanding of course expectations and concepts.
3. It is never acceptable to submit work late without negotiating alternate deadlines. This responsibility
   will be reflected in the learning skills on the mid-term and final report card.

It is an expectation that each student is assessed not only on their academic achievement but also on their
Learning Skills. These skills include: Responsibility, Organization, Independent Work, Collaboration,
Initiative, Self-regulation. Students will have the opportunity to assess themselves and their classmates
in these categories in addition to the teacher providing feedback. Students will be provided a rubric,
checklist or some other form of feedback sheet when this type of feedback occurs.

Note to Student and Parents/Guardians: Please sign below to show that you are aware of the
expectations of this course and that you have the name and contact number for your son/daughter's

PARENT SIGNATURE: _______________________________ DATE: ________________

STUDENT SIGNATURE: _____________________________ DATE: ________________

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