How to get started with MCV4U:

Step 1:  Select course(s), add to cart and checkout.

Step 2:  After payment, complete the registration form which can be found in your email confirmation.

Step 3:  Send all required documentation to info@llinstitute.com

International students please contact info@llinstitute.com before registration

Course Code: MCV4U

Grade: 12

Course Description:

This course builds on students’ previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.

Prerequisite: The Advanced Functions course (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U).

MCV4U Course Outline

Ministry of Education Curriculum for Grade 12 Mathematics

Assessment & Evaluation Components

The primary purpose of assessment and evaluation is to improve student learning. Assessment is the process of gathering information from a variety of sources (including student/teacher conferences, discussions, assignments, demonstrations, projects, performances and tests) that accurately reflect student learning.

Three types of assessment are used:

Assessment for learning is used by students and teachers to determine what students already know and can do with their knowledge, so teachers can plan instruction and further assessment.

Assessment as learning focuses on fostering students’ abilities to assess their own learning goals, reflect on their learning, and make adjustments in their learning approaches.

Assessment of learning is used to record and report what has been learned in the past.

Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. Evaluation accurately summarizes and communicates to parents, other teachers, employers, institutions of further education, and students themselves what students know and can do with respect to the overall curriculum expectations. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the course.

There are four levels of achievement for students who are passing this course:

Level 1 – (50-52%)

Level 1 (53-56%)

Level 1+ (57-59%)

Level 2 – (60-62%)

Level 2 (63-66%)

Level 2 + (67-69%)

Level 3 – (70-72%)
Level 3 is the provincial standard for student achievement.

Level 3 (73-76%)

Level 3 + (77-79%)

Level 4 – (80-86%)

Level 4 (87-94%)

Level 4 + (95-100%)

A wide range of assessment strategies (tests, portfolios, journals, essays, presentations, observation, conferencing and projects), combined with an array of instrument tools (including detailed marking schemes, checklists, rubrics and exemplars), is used in order to measure student achievement of overall course expectations.