GRADE 11 MCR3U

Department: Mathematics

Course Title: Functions, Grade 11, University Preparation, MCR3U  

Course Code: MCR3U 

Course Type: University Preparation 

Department Head: Reema Dhawan, Ph.D. M.Sc., M.Ed., OCT

Prerequisite: MPM2D, Principles of Mathematics, Grade 10, Academic  

Hours: 110

Credits: 1.0

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. 

Assessment: The process of gathering information that accurately reflects how well a student is achieving the identified curriculum expectations in a subject or course. 

The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. 

At EduSmile Ontario High School, we address the three purposes of classroom assessment: assessment for learning, assessment as learning and assessment of learning, as described in Growing Success (2010). 

Assessment for Learning
 

Strategies used in assessment for learning are diagnostic in nature. They help teachers ascertain where students are presently in their learning and to adjust their presentation of subject material accordingly. Before commencing specific instruction, teachers will utilize both formal diagnostic tools and informal questioning to ascertain student readiness to learn new mathematical concepts and to acquire information about the interests and learning preferences of individuals in the class. In addition, we provide ongoing formative assessment in order that students’ progress can be frequently monitored, and teachers’ feedback can be timely and relevant. These processes help instructors to plan lessons that are differentiated and personalized to optimize the success of each student. 

Assessment as Learning 

Strategies utilized in assessment as learning focus upon fostering students’ abilities to become their own best assessors. At EduSmile Ontario High School, we use Assessment as learning strategies that involve self- assessment and peer-assessment with guidance from the teacher. These strategies aid students in monitoring their own progress. This aspect of formative assessment helps students achieve learning goals, adjust in their learning approaches, and set individual goals for learning. 

Assessment of Learning 

At EduSmile Ontario High School, we understand that assessment of learning provides the mechanism for the evaluation of the quality of student learning based on established performance standards and is integral to the assigning of a counting grade value to represent that quality. 

STUDENT EVALUATION CRITERIA 

1. TERM - 70%   Students’ work throughout the semester will account for  the 70% of their final grade:

· Teacher will collect and track evidence of students’ learning through observations of their work; conversations with them; and evaluating the work they produce.

· Teacher will provide descriptive feedback to help students with further study and improvement. 

          2.   FINAL - 30%  Final Exam, Project, or Combination of both

          3. FINAL REPORT CARD GRADE CALCULATION - 100% 

Relative Emphasis/Weighting of Categories on Achievement Chart throughout the Course 

1. KNOWLEDGE 35%  Knowledge of the content and understanding of the mathematical  concepts.

2. THINKING 15% Use of planning and processing skills, and critical and creative thinking     processes to solve  problems. 

3. COMMUNICATION 25%     Oral, visual, and written expression and organization of ideas and mathematical thinking, communication for different audiences/purposes, and use of mathematics conventions, vocabulary, and terminology.

4. APPLICATION 25%      Application of knowledge and skills in familiar contexts, and transfer of knowledge and skills to new contexts; Ability to make connections within and between various contexts.