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Advanced Functions

Course Description

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.

Teaching & Learning Strategies

As in a conventional classroom, instructors employ a range of strategies for teaching a course:

Well-presented, clear writing and helpful graphics and equations

Research assignments, with direct instruction and coaching

In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:

  • Electronic simulation activities

  • Discussion boards and email

  • Assessments with real-time feedback

  • Interactive activities that engage both the student and teacher in subject

Strategies for Assessment & Evaluation of Student Performance:

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

evaluation is based on the provincial curriculum expectations and the achievement levels

outlined in the curriculum document. Assessment for improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Assessment of learning. The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. It occurs at or near the end of a cycle of learning.

Assessment as Learning:

Answering to teacher’s questions (Observation, Conversation)

Discussion on Learning (Conversation)

Practicing on Basics

Assessment for Learning:

Peer feedback (Conversation)

Independent class work (Student product)

Class discussions (Observation)

Assigned Questions (Student Product)

Worksheet (Student Product)

Unit Cumulative Review (Conversation)

Assessment of Learning:

Assignments (Student Product)

Performance tasks (Student Product)

Debate (with rubric) (Observation)

Unit test (Student product)

Categories

Students will be assessed and evaluated according to the four categories and their respective weighting.

Knowledge and Understanding:

Knowledge of forms of texts (e.g., novels plays, essays, poems), conventions, terminology and strategies (e.g., for reading and writing)

– Understanding of information, ideas concepts, and themes

– Understanding of relationship among facts, ideas, concepts, and themes

– Understanding of the uses and effect of rhetorical elements (e.g., stylistic devices, voice) in literary and informational texts

Thinking: The use of critical and creative thinking skills and/or processes, as follows:

– Critical and creative thinking skills (e.g., reflecting, analyzing, hypothesizing, explaining)

– Inquiry skills (e.g., formulating questions; planning; selecting strategies and resources; analyzing, interpreting, and assessing information; forming conclusions)

Knowledge and Understanding:

Knowledge of forms of texts (e.g., novels plays, essays, poems), conventions, terminology and strategies (e.g., for reading and writing)

– Understanding of information, ideas concepts, and themes

– Understanding of relationship among facts, ideas, concepts, and themes

– Understanding of the uses and effect of rhetorical elements (e.g., stylistic devices, voice) in literary and informational texts

Thinking: The use of critical and creative thinking skills and/or processes, as follows:

– Critical and creative thinking skills (e.g., reflecting, analyzing, hypothesizing, explaining)

– Inquiry skills (e.g., formulating questions; planning; selecting strategies and resources; analyzing, interpreting, and assessing information; forming conclusions)

Communication:

– Communication of information and ideas (e.g., through logical organization) communication for different audiences and purposes (e.g., choice of language and style)

– Use of various forms of communication (e.g., essays, narratives, debates, poems, reports)

Academic Dishonesty - Cheating and Plagiarism:

Learning tasks that students complete as well as the assignments, tests and exams that students submit for evaluation must be their own work. Cheating and plagiarism is a serious offence that will not be condoned. Academic consequences will result.

Late and Missed Assignments - Student Roles and Responsibilities:

Students are expected to:

- be responsible for providing evidence of their achievement of the overall expectations within the frame specified by the teacher, and in a form approved by the teacher; understand that there will be consequences for not completing assignments for evaluation and/or for submitting those assignments late;

- use class time productively;

- in extenuating circumstances, request an extension from the teacher before the due date.

Mark deductions for late and missed assignments may apply to major assignments only

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