MHF4U
Advanced Functions, Grade 12, University Preparation
Department: Mathematics
Course Developer:Dianna Jiang
Course Development Date: June 2017
Revision Date:
Revised by:
Course Title:Advanced Functions
Course Type:University Preparation
Ministry Course Code: MHF4U
Credit Value:1.0
Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Mathematics, 2007(revised)
Prerequisite(s) and corequisite(s): MCR3U
Department: Mathematics
Course Developer:Dianna Jiang
Course Development Date: June 2017
Revision Date:
Revised by:
Course Title:Advanced Functions
Course Type:University Preparation
Ministry Course Code: MHF4U
Credit Value:1.0
Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Mathematics, 2007(revised)
Prerequisite(s) and corequisite(s): MCR3U
School: Elite High School
Department: Mathematics
Course Developer:Dianna Jiang
Course Development Date: June 2017
Revision Date:
Revised by:
Course Title:Advanced Functions
Course Type:University Preparation
Ministry Course Code: MHF4U
Credit Value:1.0
Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Mathematics, 2007(revised)
Prerequisite(s) and corequisite(s): MCR3U
Units  Length 

Unit 1 Characteristics of functions  27.5 hours 
Unit 2 Polynomial and rational functions  27.5 hours 
Unit 3 Trigonometric functions  27.5 hours 
Unit 4 Exponential and logarithmic functions  27.5 hours 
Total Number of Instructional Hours  110 hours 
Column 2  Column 3  Column 4  

Student Product 



Observation 



Conversation 



Percentage  

Term Work

70% 
Cumulative Activity(ies)

30% 
Sample Terms:
K/U: Arrange, calculate, check, define, explain, organize, prioritize, recognize, record, write
T/I: Analyze, Appraise, conclude, experiment, inspect, investigate, predict, research
C: Articulate, challenge, clarify, compare, engage, express, justify, present, propose, reflect
A: Adapt, combine, connect, create, devise, evaluate, Integrate, invent, lead, modify, perform
Program Planning Consideration
In order to apply their knowledge effectively and to continue to learn, students must havea solid conceptual foundation in mathematics. Successful classroom practices engagestudents in activities that require higherorder thinking, with an emphasis on problemsolving. Learning experienced in the primary, junior, and intermediate divisions should
have provided students with a good grounding in the investigative approach to learningnew mathematical concepts, including inquiry models of problem solving, and thisapproach continues to be important in the senior mathematics program.
Literacy skills can play an important role in student success in mathematics courses. Many of the activities and tasks students undertake in mathematics courses involve the use of written, oral, and visual communication skills. For example, students use language to record their observations, to explain their reasoning when solving problems, to describe their inquiries in both informal and formal contexts, and to justify their results in small group conversations, oral presentations, and written reports. The language of mathematics
includes special terminology. The study of mathematics consequently encourages students to use language with greater care and precision and enhances their ability to communicate effectively.
simulations, multimedia resources, databases, sites that give access to large amounts of statistical data, and computerassisted learning modules.
Applications such as databases, spreadsheets, dynamic geometry software, dynamic statistical software, graphing software, computer algebra systems (CAS), wordprocessing software, and presentation software can be used to support various methods of inquiry in mathematics. Technology also makes possible simulations of complex systems that can be useful for problemsolving purposes or when field studies on a particular topic are not feasible.
Since many of the students at Elite School are likely to have English as their second language, the following accommodations are anticipated:
 Use of a variety of instructional strategies (e.g., extensive us of visual cues, scaffolding, manipulative, pictures, diagrams, graphic organizers; attention to clarity of instructions)
 Modeling of preferred ways of working in mathematics; previewing of textbooks; preteaching of key vocabulary; peer tutoring; strategic use of studentsâ€™ first languages
 Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, materials that reflect cultural diversity)
Granting of extra time, simplification of language used in problems and instructions