Overall expectations are in the areas of Exponential and Logarithmic Function, Reflecting, Trigonometric Functions, Polynomial and Rational Functions, and Characteristics of Functions . At the end of the course, students will:

Exponential and Logarithmic Function:

• Demonstrate an understanding of the relationship between exponential expressions and logarithmic expressions, evaluate logarithms, and apply the laws of logarithms to simplify numeric expressions;
• 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;
• Solve exponential and simple logarithmic equations in one variable algebraically, including those in problems arising from real-world applications.
  Trigonometric Functions

Trigonometric Functions:

• Demonstrate an understanding of the meaning and application of radian measure;
• 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;
• Solve problems involving trigonometric equations and prove trigonometric identities.

In Foundations:

• Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts;
• Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts;
• Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.

Polynomial and Rational Functions:

• Identify and describe some key features of polynomial functions, and make connections between the numeric, graphical, and algebraic representations of polynomial functions;
• Identify and describe some key features of the graphs of rational functions, and represent rational functions graphically;
• Solve problems involving polynomial and simple rational equations graphically and algebraically;
• Demonstrate an understanding of solving polynomial and simple rational inequalities.

A variety of teaching and learning strategies are implemented to allow students many opportunities to attain, demonstrate and retain the necessary skills for success in this course and many courses after.
Through a series of written, reading and oral communications, learning activities/labs in the classroom, students will have sufficient opportunities to attain new knowledge as well as display that knowledge for assessment and evaluation. The teacher will use a variety of strategies listed below:

In conjunction with The Ontario Curriculum, Grade 11 and 12 Achievement Chart, work will be assessed in the following manner:

Assessment AS Learning strategies to be used in this course include:

✓ Discussion of learning goals and success criteria
✓ Rubrics
✓ Learning Log Sheet
✓ Learning contract and student portfolio questionnaire
✓ Teacher feedback through conferences and interviews
✓ Classroom instructions
✓ Self-assessment activities
✓ Scaffolding learning
✓ Peer-assessment
✓ Checklist
✓ KWL Chart
✓ Entrance Ticket
✓ Exit Ticket

Assessment FOR Learning strategies to be used in this course include:

✓ Teacher feedback through conferencing, written comments and verbal input
✓ Pre-unit diagnostic questionnaire and worksheets
✓ Self-assessment activities
✓ Reflection sheets based on learning contract
✓ Peer assessment activities
✓ Checklist

Assessment OF Learning strategies to be used in this course include:

✓ Tests
✓ Oral Tests
✓ Mini-Tests
✓ Individual and group assignments
✓ Classroom presentations
✓ Rubrics
✓ Project
✓ Formal examination

For ELL Learners

As students taking this course have already completed ESL courses at varied levels, this course will only make some accommodations for ESL learners.
Teachers will plan programs that recognise the diversity of their students and provide accommodations that meet their particular abilities. Some considerations will be:

– Use of a variety of instructional strategies e.g. differentiated Instruction, flexible groupings, styles of presentation, organizational methods, use of technology, preferred seating, visual cues, simplification/repetition of instructions, simultaneous use of oral and written instructions, use of students first language, visual aids, dual language materials

– Use of assessment accommodations such as allowance of extra time, alternative assessment strategies, simplified language and instructions, use of technology, oral responses, demonstrations or visual representations.

– Use of a variety of learning resources such as visual material, easier text, bilingual dictionaries, and materials suitable to students’ cultural background.

– Address English proficiency differently by building on students’ strengths, chunking materials and the use of appropriate resources.

Antidiscrimination Education

The ESL program enables students to recognize the contributions of various cultures to Canada including the unique role of Aboriginal people in the historical and cultural development of the country. Students are encouraged to share information with each other about their languages and cultures and about their experiences; this will help students to develop a sense of personal identity and belonging. Both students and the teacher will explore aspects of intercultural communication – for example, how different cultures interpret the use of eye contact and body language in conversation and during presentations.

In the ESL program, students develop the ability to detect negative bias and stereotypes in literary texts and informational materials. They also learn to use inclusive and non-discriminatory language in both oral and written work.

The Role of Technology

Students whenever appropriate will be encouraged to use Information and communications technologies (ICT) to support and communicate their learning. For example, students working individually or in groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world. Students can also use digital cameras and computers to design and present the results of their research to their classmates. All students will be made aware of issues of Internet privacy, safety and responsibilities use, as well as the ways in which this technology is being abused, for example when it is used to promote hatred.

Career Education

English language learners require special attention to the area of career education. These students will be given guidance in exploring the full range of educational and career opportunities available to them in Canada. In addition to offering classroom activities that build on the strengths, abilities, and language that students bring with them, this course will adapt career education materials as needed and provide students with career-related opportunities such as career research, job shadowing and field trips.

Planning For Students with Special Needs

Classroom teachers are the key educators of students who have special education needs. They have a responsibility to help all students learn, and they work collaboratively with special education teachers, where appropriate, to achieve this goal. Special Education Transformation: The Report of the Co-Chairs with the Recommendations of the Working Table on Special Education, 2006 endorses a set of beliefs that should guide program planning for students with special education needs in all disciplines. Those beliefs are as follows:

➢ All students can succeed.
➢ Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students.
➢ Successful instructional practices are founded on evidence-based research, tempered by experience.
➢ Classroom teachers are key educators for a student’s literacy and numeracy development.
➢ Each student has his or her own unique patterns of learning.
➢ Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs.
➢ Fairness is not sameness.

In any given classroom, students may demonstrate a wide range of learning styles and needs. Teachers plan programs that recognize this diversity and give students performance tasks that respect their particular abilities so that all students can derive the greatest possible benefit from the teaching and learning process. The use of flexible groupings for instruction and the provision of ongoing assessment are important elements of programs that accommodate a diversity of learning needs.

If the student requires either accommodations or modified expectations, or both, the relevant information, as described in the following paragraphs, must be recorded in his or her Individual Education Plan (IEP). More detailed information about planning programs for students with special education needs, including students who require alternative programs and/or courses, can be found in The Individual Education Plan (IEP): A Resource Guide, 2004 (referred to hereafter as the IEP Resource Guide, 2004). For a detailed discussion of the ministry’s requirements for IEPs, see Individual Education Plans: Standards for
Development, Program Planning, and Implementation, 2000 (referred to hereafter as IEP Standards, 2000). (Both documents are available at www.edu.gov.on.ca.)

Environmental Education

This scope and sequence document identifies the learning expectations in the curriculum that relate to, or provide opportunities for, environmental education. Educators in every discipline can use it to inform program planning, in order to take advantage of opportunities to support students’ development of related skills and knowledge.

Most of the expectations in the secondary curriculum that relate explicitly to aspects of environmental education are found in the science, geography, and technological education curricula. In other disciplines, connections to environmental topics or issues are often found in the examples or teacher prompts that accompany curriculum expectations. Broad opportunities for environmental education exist in most disciplines, as noted at the start of each discipline’s section in this guide.

Another important consideration for program planning in many disciplines is to incorporate learning in the outdoors as a component of environmental education. Learning in the outdoors not only offers a unique context for learning but also provides experiential learning outside the classroom to foster a connection to local places and to develop a greater understanding of ecosystems and nature. Educators must always consider safety issues when students engage in learning in the outdoors, assessing potential dangers and implementing measures to protect students from risk. When planning for learning in the outdoors, educators must meet the requirements of all board and ministry policies, including those related to safety.

Financial Literacy Education

Financial literacy is part of the elementary and secondary curriculum in many different subjects such as mathematics, social studies, Canadian and World studies, business studies and many others. In some subjects, students may be learning specific skills such as understanding money, consumer awareness, personal finances, budgeting and money management that will help them develop financial literacy skills. In other subjects, financial literacy connections may be made as students learn about their place in the world, as a responsible and compassionate citizen or when they study different economic systems.

Through the curriculum, students are developing skills in critical thinking, decision-making and problem solving that can be applied to subjects at school and to real life situations.

Ontario First Nation, Metis, and Inuit Education Policy Framework

First Nation, Métis, and Inuit students in Ontario will have the knowledge, skills, and confidence they need to successfully complete their elementary and secondary education in order to pursue postsecondary education or training and/or to enter the workforce. They will have the traditional and contemporary knowledge, skills, and attitudes required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in Ontario will have knowledge and appreciation of contemporary and traditional First Nation, Métis, and Inuit traditions, cultures, and perspectives.

The Role of Information and Communications Technology

Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ language learning. ICT tools include multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings.

Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.

Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

Teachers will find the various ICT tools useful in their teaching practice, both for whole-class instruction and for the design of curriculum units that contain varied approaches to learning to meet diverse student needs.

Cooperative Education, Health and Safety

Cooperative education and other forms of experiential learning, such as job shadowing, field trips, and work experience, enable students to apply the skills they have developed in the classroom to real-life activities in the community and in the world of business and public service. Cooperative education and other workplace experiences also help to broaden students’ knowledge of employment opportunities in a wide range of fields, including publishing, advertising, and media-related industries. In addition, students develop their understanding of workplace practices, certifications, and the nature of employer–employee relationships.

Health and safety issues must be addressed when learning involves cooperative education and other workplace experiences. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure students understand the importance of issues relating to health and safety in the workplace. Before taking part in workplace learning experiences, students must acquire the knowledge and skills needed for safe participation. Students must understand their rights to privacy and confidentiality as outlined in the Freedom of Information and Protection of Privacy Act. They have the right to function in an environment free from abuse and harassment, and they need to be aware of harassment and abuse issues in establishing boundaries for their own personal safety. They should be informed about school and community resources and school policies and reporting procedures with respect to all forms of abuse and harassment.

All cooperative education and other workplace experiences will be provided in accordance with the Ministry’s policy document entitled Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000.

The Ontario Curriculum, Grades 11 and 12, Mathematics, Revised 2007
Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, 2010
Advanced Functions Text Book
Nelson Education
Advanced Functions 12 Text Book
McGraw-Hill Ryerson
Advanced Functions 12 Study Guide
McGraw-Hill Ryerson
Teacher-prepared lessons and material
Computer
YouTube
Teacher’s Guide Resource 12

Online Graphing Calculator:
http://my.hrw.com/math06_07/nsmedia/tools/Graph_Calculator/graphCalc.html
https://www.desmos.com/