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Course Code: MHF4U
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. This course is intended both for students taking the Calculus and Vectors course as a prerequisite for a university program and for those wishing to consolidate their understanding of mathematics before proceeding to any one of a variety of university programs.
Prerequisite:Functions, Grade 11, University Preparation, or Mathematics for College Technology, Grade 12, College Preparation.
MHF4U 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.