Gibraltar Leadership Academy

Course Outline

Course Title: Advanced Functions

Course Code: MHF4U

Course Type: University Preparation

Grade: 12

Credit Value: 1.0

Prerequisites: Functions, Grade 11 (MCR3U)

Co requisites: None

Course developed by: Date: July 2017

Gibraltar Leadership Academy
Course revised by: Date: July 2017
Gibraltar Leadership Academy
Course based on Ministry curriculum document: The
Ontario Curriculum, Grades 11 and 12, Mathematics,
2007

Course Outline Grade 12 (MHF4U)

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 GIBRALTAR LEADERSHIP ACADEMY
Course Outline Advanced Functions, Grade 12 (MHF4U)
Department: Mathematics

Course Description / Rationale

This course extends students experience with functions. Students will investigate the properties of
polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining
functions; broaden their understanding of rates of change; and develop facility in applying these
concepts and skills. Students will also refine their use of the mathematical processes necessary for
success in senior mathematics.

Overall Curriculum Expectations

By the end of this course, students will:
1. demonstrate an understanding of the relationship between exponential expressions and logarithmic
expressions, evaluate logarithms, and apply the laws of logarithms to simplify numeric expressions;
2. identify and describe some key features of the graphs of logarithmic functions, make connections among the
numeric, graphical, and algebraic representations of logarithmic functions, and solve related problems
graphically;
3. solve exponential and simple logarithmic equations in one variable algebraically, including those in problems
arising from real-world applications.
4. demonstrate an understanding of the meaning and application of radian measure;
5. make connections between trigonometric ratios and the graphical and algebraic representations of the
corresponding trigonometric functions and between trigonometric functions and their reciprocals, and use these
connections to solve problems;
6. solve problems involving trigonometric equations and prove trigonometric identities identify and describe
some key features of polynomial functions, and make connections between the numeric, graphical, and
algebraic representations of polynomial functions;
7. identify and describe some key features of the graphs of rational functions, and represent rational functions
graphically;
8. solve problems involving polynomial and simple rational equations graphically and algebraically;
9. demonstrate an understanding of solving polynomial and simple rational inequalities.
10. demonstrate an understanding of average and instantaneous rate of change, and determine, numerically and
graphically, and interpret the average rate of change of a function over a given interval and the instantaneous
rate of change of a function at a given point;
11. determine functions that result from the addition, subtraction, multiplication, and division of two functions and
from the composition of two functions, describe some properties of the resulting functions, and solve related
problems;
12. compare the characteristics of functions, and solve problems by modelling and reasoning with functions,
including problems with solutions that are not accessible by standard algebraic techniques.

Course Outline Grade 12 (MHF4U)

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Outline of Course Content
Unit Unit Title Approximate hours
1 Review of Essential Skills 10
2 Characteristics of Functions 20
3 Polynomial and Rational Functions 20
4 Trigonometric Functions 25
5 Exponential and Logarithmic Functions 25
Review and Summative Evaltuation 10
Total Hours: 110

Teaching & Learning Strategies

In this class, a variety of teaching strategies will be used to enhance students learning. These include (but are not
limited to): note taking, interactive lessons, cooperative work, investigations, independent learning and study notes.

Learning Skills:
In addition to earning a mark on the report card, Learning Skills will be evaluated as outlined by Growing Success.
Assessment, Evaluation and Reporting in Ontario Schools. 2010. The Learning Skills are: Responsibility,
Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. The Learning Skills are evaluated using
four-point scale: E for Excellent, G for Good, S for Satisfactory, and N for Needs Improvement

Obtaining Extra Help:

Students are expected and encouraged to seek extra help from the teacher when needed. From home, students are
encouraged to visit www.khanacademy.com for further explanations on confusing concepts.

Late Assignment Submission Policy

Students are responsible not only for their behaviour in the classroom and the school but also for providing evidence
of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved
by the teacher. Growing Success, page 43. If a student has not already procured an extension from a teacher and does
not meet assignment deadlines, he/she has up until the time the marked assignments are returned to submit the work for
a full mark. Any work submitted after this will be marked and given a mark up to 50.

Resources
Nelson Advanced Functions e-textbook

Plagiarism
Students are expected to think independently and work honestly. All students must avoid presenting the work or ideas
of others as their own. It is in the best interest of each student to build habits which contribute to genuine academic,
personal, and social growth, and which attest to sound character. Plagiarism is an academic dishonesty which cannot be
tolerated at GLA. The first offence will result in a mark of zero and all previous work may be put to scrutiny.
Subsequent offence may result in removal from school.

Some Considerations for Program Planning

Motivating students and instilling positive habits of mind, such as a willingness and determination to persist, to think
and communicate with clarity and precision, to take responsible risks, and to question and pose problems, are also
integral to high-quality instruction. Since no single instructional approach can meet all the needs of each learner,
teachers select classroom activities that are based on an assessment of students individual needs, proven learning
theory, and best practices. In effective Math programs, teachers present and assess content in a variety of techniques
keeping the diverse abilities of all the students. They also provide frequent opportunities for students to rehearse,
practice, and apply skills and strategies, and to make their own choices. The Ontario Curriculum, Grade 11-12,
Mathematics, 2007 (Revised), Grades 9 to 12 Program Planning and Assessment, (Updated 2009)

Use of Technology
Laptops, smart phones and I-pads are not always required in the MHF4U course. However, on the occasion we are
using technology, please adhere to the guidelines below:
Course Outline Grade 12 (MHF4U)
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 It is the students responsibility what is shown on their device and who they allow to use their device
Students should bring their device to class only if it has been requested by the Teacher.
Students should be aware of the schools policy on internet use and acceptable websites please refer to your agenda.

ASSESSMENT AND EVALUATION POLICY: Evidence of student achievement for evaluation is collected over time from three different sources
observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student
learning. (Growing Success, 39)
In class activities, group work, discovery questions, class questions, board work, homework check, etc.
Term Work: 70% Seventy per cent of the grade will be based on evaluation conducted throughout the course. Growing Success,41
Final Evaluation = 30% Thirty per cent of the grade will be based on a final evaluation administered at or towards the end of the course. This
evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of
evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall
expectations for the course. (Growing Success,41)

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE:

Assessment and Evaluation
Evaluation in this course will be continuous throughout the semester and will include a variety of evaluation methods.
Assessment for Learning Assessment as Learning Assessment of Learning

Student Product Student Product Student Product

Diagnostic test Assignment Assignment

Pre-tests Tests (scale/rubric)
Review questions
Quizzes Exam
Entrance tickets
Peer feedback (anecdotal) Quizzes
Exit tickets
Entrance ticket

Observation Observation Observation

Whole class discussions (anecdotal) Class discussions (anecdotal) In-class questions

Performance tasks (anecdotal/scale) Peer explanation (anecdotal)
Practice questions (anecdotal)
Participation

Conversation Conversation Conversation

Student teacher conferences Student teacher conferences Student teacher conferences

(checklist) (checklist)
(checklist)
Question and Answer Session
Class participation (anecdotal) Class participation (anecdotal) (checklist)

ACHIEVEMENT CATEGORIES:
Students will be assessed according to the following four achievement categories:

Knowledge & Understanding Thinking Communication Application

35% 15% 15% 35%
LEARNING SKILLS
Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation

Term Work (70%) Category Weight

In class assignments (15%) Knowledge & Understanding (35%)
Tests (40%) Application (35%)
Quizzes (15%) Communication (15%)
Thinking/Inquiry (15%)
Cumulative Evaluation (30%)
Final Exam (30%)

Course Outline Grade 12 (MHF4U)

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