THE DR. G. W.

WILLIAMS SECONDARY SCHOOL

MATHEMATICS DEPARTMENT
Subject Head: Brad MacIntosh 39 Dunning Avenue
Tel: 905.727.3131 x 441 Aurora, Ontario
Email: bradley.macintosh@yrdsb.edu.on.ca L4G 1A2

Tel: 905.727.3131
Fax: 905.727.8067

Credit Value: 1.0 Prerequisite: MCR3U1 or MCT4C1

THIS COURSE extends students’ experience with functions. Students will investigate the TEXTBOOK
properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques
for combining functions; broaden their understanding of rates of change; and develop facility in Advanced
applying these concepts and skills. Students will also refine their use of the mathematical Functions
(Nelson)
processes necessary for success in senior mathematics. This course is intended both for students
taking the Calculus and Vectors course as a prerequisite for a university program and for those
wishing to consolidate their understanding of mathematics before proceeding to any one of a
variety of university programs.

1. Rates of Change
ASSESSMENT AND EVALUATION of student achievement are
2. Polynomial based on the provincial curriculum expectations and the
Units and Rational
Functions
Achievement Chart for Mathematics, which identifies four
Of 3. Trigonometric
Functions
categories. Throughout the semester, we will provide you with
various opportunities (e.g., quizzes, tests, tasks, journals) to
Study 4. Log Functions
5. Combinations demonstrate your achievement of the curriculum expectations
of Functions
across all categories and receive feedback from your teacher. Your
final mark will appear on the report card as a percent. It is policy
that 70% of your final mark will be based on assessments that
occur throughout the term and 30% will be based on the final
summative assessments that occur at the end of the course. The
components of your final mark are shown in the chart below.
THE
Knowledge
TEACHERS The acquiring of Mathematics-specific content , and the
30%
comprehension of its meaning and significance (i.e.,
of this COURSE knowledge of facts, procedures, use of tools)
Application
The use of knowledge and skills to make connections
(In no particular order)
within and between various contexts (i.e., transferring 20%
knowledge and skills, making connections)
Thinking
 Mr. Brad MacIntosh (ext. 441) The use of critical and creative thinking skills and/or
processes (i.e., understanding the problem, making and 10%
bradley.macintosh@yrdsb.edu.on.ca
carrying out a plan, reasoning, proving, problem solving)
Communication
The conveying of meaning through various forms (i.e.,
clarity and organization of expression, use of 10%
models/representations, use of terms and symbols)

Final Exam 30%

[more on reverse side ]

My Student’s Name:________________________________________ Date:___________________

I have read the Mathematics Department’s Course Outline.

The email address given below will enable the mathematics teacher
to provide me with occasional progress reports.

Parent/Guardian’s

Signature: _____________________________________________________________________

Email Address: _________________________________________________________________

Additional Email Address: ________________________________________________________

 By the completion of this course every student is required to demonstrate each of the following curriculum expectations as outlined by the
Ministry of Education in The Ontario Curriculum.

Rates of  Demonstrate an understanding of average and instantaneous rates of change, and determine, numerically and graphically.
change  Interpret the AROC of a function over a given interval and the IROC of a function at a given point.
 Identify and describe some key features of polynomial functions, and make connections between the numeric, graphical, and
Polynomial algebraic representations of polynomial functions.
and rational  Identify and describe some key features of the graphs of rational functions, and represent rational functions graphically.
functions  Solve problems involving polynomial and simple rational equations graphically and algebraically.
 Demonstrate an understanding of solving polynomial and simple rational inequalities.
 Demonstrate an understanding of the meaning and application of radian measure.
Trigonometric  Make connections between trigonometric ratios and the graphical and algebraic representations of the corresponding trig
functions functions and between trig functions and their reciprocals, and use these connections to solve problems.
 Solve problems involving trigonometric equations and prove trigonometric identities.
 Demonstrate an understanding of the relationship between exponential expressions and logarithmic expressions, evaluate
logarithms, and apply the laws of logarithms to simplify numeric expressions.
Logarithmic
 Identify and describe some key features of the graphs of logarithmic functions, make connections among the numeric, graphical,
functions and algebraic representations of logarithmic functions, and solve related problems graphically.
 Solve exponential and simple logarithmic equations in one variable algebraically, including real-world problems.
 Determine functions that result from the addition, subtraction, multiplication, and division of two functions and from the
Combinations composition of two functions, describe some properties of the resulting functions, and solve related problems.
of functions  Compare the characteristics of functions, and solve problems by modeling and reasoning with functions, including problems with
solutions that are not accessible by standard algebraic techniques.

Your learning skills — works independently, teamwork, organization, work habits/homework, and initiative — will be evaluated, separate from
your achievement of the expectations in the course. This evaluation will not be used when determining your final mark. Indicators for each of
the learning skills are as follows (abridged list from Growing Success, 2010):

 Responsibility  Completes and submits class work, homework, and assignments according to agreed-upon timelines.
Takes responsibility for and manages own behaviour
 Organization  Devises and follows a plan and process for completing work and tasks.
Establishes priorities and manages time to complete tasks and achievement goals.
 Independent Work  Uses class time appropriately to complete tasks.
Follows instructions with minimal supervision.
 Collabaration  Responds positively to the ideas, opinions, values, and traditions of others.
Shares information, resources, and expertise and promotes critical thinking to solve problems and
make decisions.
 Initiative  Demonstrates the capacity for innovation and a willingness to take risks.
Demonstrates curiosity and interest in learning.
 Self-Regulation  Sets own individual goals and monitors progress towards achieving them.
Seeks clarification or assistance when needed.

The Mathematics Department EXPECTS

that you, as a willing responsible student, will:
To maximize your performance
 be prepared, and on time, for each and every class; on assessments, it is essential
 actively pursue your own mathematics education (participate); that you keep up with your
 do your homework regularly and get extra help when needed; understanding of mathematics.
 get caught up with your notes and assignments
if one or more classes are missed; To help you do this we offer
 keep an open mind – each semester is a fresh start and extra help every day, during 3rd
a new opportunity and 4th periods, in the Mathletic
Centre (room 219) from a senior
student.
Please make your teacher aware of any
In addition, arrangements
UPCOMING absences. If you are absent for
for extra help can be made
an assessment, see your teacher as soon as
with your teacher.
possible upon your return to school and be
prepared to do the assessment that day.
For a prolonged absence, discuss possible
options with your teacher. If you “skip” an
assessment it is possible you will receive a
mark of ZERO.