KAI Global School

Advanced Functions(MHF4U)

Course Code

MHF4U

Location

Online - Ontario - Canada

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About the course

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. Curriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007  
  • Course Type: University
  • Credit Value: 1.0
  • Prerequisite: MCR3U, Functions, Grade 11, University or MCT4C, Mathematics for College Technology, Grade 12, College
  • Department: Mathematics
    Course Developer by KAI Global School Development Date: 2022-2023  

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Advanced Functions(MHF4U)

Unit One: Characteristics of Functions (26 Hours)

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In this unit, students will revisit fundamental facts related to a distance-time graph, reinforcing their understanding of this graphical representation. The curriculum includes a comprehensive review of transformations and their impact on a given graph. Essential concepts such as function notation, relations, range, domain, and function notation will also be revisited to ensure a solid understanding.

Towards the culmination of the unit, strategies will be introduced to enhance comprehension of rates of change, providing students with effective tools to navigate this critical aspect of the mathematical landscape. Through this holistic approach, students will consolidate and strengthen their grasp of these foundational mathematical principles.

Unit Two: Polynomial and Rational Functions (27Hours)

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In this unit the students will investigate polynomial and rational functions. They will extend their knowledge about linear and quadratic functions to include cubic, quartic and quintic functions. Students will explore their graphs and characteristics, also distinguish polynomial functions from sinusoidal and exponential functions, and compare and contrast the graphs of various polynomial functions with the graphs of other types of functions. Students will also determine, through investigation with and without technology, key features (i.e., vertical and horizontal asymptotes, domain and range, intercepts, positive/negative intervals, increasing/decreasing intervals) of the graphs of rational functions that are the reciprocals of linear and quadratic functions, and make connections between the algebraic and graphical representations of these rational functions. Students will solve problems involving applications of simple rational functions and equations and explain the difference between the solution to an equation in one variable and the solution to an inequality in one variable, also demonstrate that given solutions satisfy an inequality and determine solutions to simple rational inequalities in one variable by graphing the corresponding functions, using graphing technology, and identifying intervals for which x satisfies the inequalities.In this unit, students will explore polynomial and rational functions, expanding their knowledge from linear and quadratic functions to include cubic, quartic, and quintic functions. They'll analyze graphs and characteristics, distinguishing polynomial functions from sinusoidal and exponential functions. Comparative analysis will involve contrasting polynomial functions with other types. Students will determine key features (vertical/horizontal asymptotes, domain/range, intercepts, positive/negative intervals, increasing/decreasing intervals) of rational functions, reciprocals of linear and quadratic functions. Connections between algebraic and graphical representations will be emphasized. Problem-solving will include applications of simple rational functions and equations. The difference between solutions to equations and inequalities in one variable will be explained, demonstrating solution satisfaction and determining solutions to simple rational inequalities via graphing technology, identifying satisfying intervals for x.

Unit Three: Trigonometric Functions (27 Hours)

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In this unit, students will acknowledge the radian as an alternative unit for measuring angles in addition to degrees. The radian measure of an angle will be defined as the length of the arc subtended by this angle at the center of a unit circle. They will then establish and apply the relationship between radian and degree measure. The unit also involves sketching graphs for f(x)=sinx and f(x)=cosx using angle measures expressed in radians. Students will determine and describe key properties, such as a period of 2Ď€ and an amplitude of 1, in terms of radians.

Furthermore, students will learn to represent a sinusoidal function with an equation, either given its graph or properties, with angles expressed in radians. Recognition of trigonometric identities as equations universally true within a domain will be emphasized. Students will prove these identities through reasoning skills, employing various relationships, and verify them using technology. This unit offers a comprehensive exploration of the radian measure, trigonometric functions in radians, and the principles of trigonometric identities.

Unit Four : Exponential and Logarithmic Functions (27Hours)

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In this unit, students establish connections between logarithmic and exponential equations, recognizing their interrelation. The correlation between the laws of exponents and the laws of logarithms will be highlighted, and students will verify these logarithmic laws with or without the use of technology. Application of logarithmic laws to simplify and evaluate numerical expressions is another focus.

The unit also encompasses problem-solving involving exponential and logarithmic equations, emphasizing algebraic solutions. Real-world applications will be explored, demonstrating the practical relevance of solving problems in this context. Overall, the unit provides a comprehensive understanding of the connections and applications of logarithmic and exponential equations, offering a practical and theoretical foundation for students.

Final Exam (3 Hours)

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The final assessment task is a proctored three-hour exam, constituting 30% of the student's final mark.

Resources required by the student:

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  • A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work.
  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
  • Stable internet connection
  • A non-programmable, non-graphing, scientific calculator.
Resources provided by KAI global school

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  • Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
  • Supplemental Readings
  • Tutorial Videos / Instructions through Screencast
  • Solution Videos
  • Gizmos, Labster, Mathletics, GeoGebra, Padlet  (The school will distribute accounts to students)

Overrall expectations

By the end of the course you will:

Exponential And Logarithmic Functions

By the end of this course, students will:

  • 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

By the end of this course, students will

  • 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.
Polynomial And Rational Functions

By the end of this course, students will

 

  • 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.
Characteristics Of Functions

By the end of this course, students will

 

  • demonstrate an understanding of average and instantaneous rate of change, and determine, numerically and graphically, and interpret the average rate of change of a function over a given interval and the instantaneous rate of change of a function at a given point;
  • determine functions that result from the addition, subtraction, multiplication, and division of two functions and from the composition of two functions, describe some properties of the resulting functions, and solve related problems;
  • compare the characteristics of functions, and solve problems by modelling and reasoning with functions, including problems with solutions that are not accessible by standard algebraic techniques

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Learn more about

Advanced Functions(MHF4U)

Strategies for Assessment

Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.

Assessment for learning is:

  • Ongoing
  • Is tied to learning outcomes
  • Provides information that structures the teachers’ planning and instruction
  • Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Teaching and Learning Strategies

Grade 12 HHS4U, Families in Canada examines issues and challenges facing individuals and families in Canada’s diverse society. In this course, students will draw on sociological, anthropological and psychological theories and research to examine factors affecting families and assess policies and practices intended to support Canadian families.Social sciences and humanities courses focus on the use of disciplined, structured inquiry to understand human beings, human behaviour, and human nature. These courses promote the use of reason as part of the structured inquiry process, while also recognizing the limitations of reason as a way of learning, knowing, and understanding.

  • Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Encourage students to identify and question assumptions and values that underlie individual behaviour and family and social/cultural life.
  • Challenge texts, reading “underneath, behind, and beyond” texts and questioning how they influence us and others and whose interests they serve, enables students to develop their critical literacy skills.
  • Engage actively in solving problems confronted by individuals, families, diverse groups, institutions, and societies.
  • Opportunities to enhance their self-understanding and understanding of others through an examination of their personal belief systems and also of the foundations and implications of different viewpoints and lived experiences of others.
  • Students develop an understanding and appreciation of the contexts through which their own and others’ world views are formed through a proximity of their own perceptions, attitudes, values, and beliefs with those of others.
  • Encouraged to be mindful of their responsibilities with respect to the environment and of the importance of making morally and ethically responsible decisions.
  • Explore how theories and concepts can influence social action, and how such action can affect the well-being of individuals, families, and communities throughout the world.
  • Opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
  • By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of: animations, videos, discussion forums, live chat and other interactive objects.

Final Grade

Percentage of Final Mark Categories of Mark Breakdown
70% Assessments of Learning Tasks Throughout the Term
30% Final Written Examination And/Or RST

A student’s final grade is reflective of their most recent and most consistent level of achievement.

The balance of the weighting of the categories of the achievement chart throughout the course is:

CHALLENGE AND CHANGE IN SOCIETY Knowledge Inquiry/Thinking Communication Application
100% 20% 30% 20% 30%

Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.
First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.
Upon completion of a course, KAI global school will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Considerations for Online Courses

Cheating and Plagiarism

KAI global school commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.

In the event of incidences of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.

Improper Citation
Grades 11 and 12

  • First Instance: A warning and an opportunity to redo the piece.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.

Unaccredited Paraphrasing
Grade 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 75%.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim
Grades 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 50%.
  • Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism
Grade 11 and 12

  • First Instance: A grade of zero. No opportunity to resubmit.
  • Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.

Teachers will use differentiated instructional approaches such as:

  • adjusting the method or pace of instruction
  • using a variety of resources
  • allowing a wide choice of topics
  • adjusting the learning environment
  • scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Special Educational Needs Student Planning.

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

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

The teacher will use the following strategies:

Students with Special Educational Needs
  • Extra time on tests and extended deadlines for major assessments
  • Complete tasks or present information in ways that cater to individual learning styles
  • Variety of teaching and learning strategies
  • Scaffolding
  • Break down (chunk) assignments
  • A computer for assessments and exams
  • Formula sheets, memory aids
  • oral and written instructions
  • Cue cards during instruction and Assessments
  • Graphic organizers
  • Specific strategies to enhance recall
  • Non-verbal cues and reminders to remain focused
  • Oral testing
  • Allow for sufficient response time
  • Experiential learning experiences so that students can make connections between curriculum and real-world examples
  • Conferencing
  • Prompting students through lessons and assessments
  • Refocusing strategies
  • Periodic breaks

ESL Student Program Planning

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with English as Second Language
  • Body language and non-verbal communication
  • Model expectations
  • Subject-specific dictionary
  • Cooperative learning
  • Concrete examples and materials
  • Avoid idioms
  • Bilingual Dictionaries
  • Buddy system
  • Peer tutors
  • Allow sufficient response time
  • Graphic organizers
  • Scaffolding
  • Story maps
  • Conferencing
  • Pre-writing strategies
  • Literature circle
  • Journal
  • Previewing course readings / texts
  • Materials that reflect cultural diversity
  • Free voluntary reading
  • Guided Reading
  • Guided Writing
  • Think Aloud
  • Whole-Class Response
  • Editing checklist

Supporting First Nations, MĂ©tis and Inuit Students

KAI global school will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, MĂ©tis, and Inuit) peoples in our shared heritage and in the future in Ontario.
KAI global school will:

  • increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, MĂ©tis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
  • continue to identify and share practices and resources to help improve First Nation, MĂ©tis, and Inuit student achievement and close the achievement gap
  • increase the training in our schools to respond to the learning and cultural needs of First Nation, MĂ©tis, and Inuit students
  • provide quality programs, services, and resources at our schools to support First Nation, MĂ©tis, and Inuit student
  • provide quality programs, services, and resources at our schools who support First Nation, MĂ©tis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
  • provide curriculum links that facilitates learning about contemporary and traditional First National, MĂ©tis, and Inuit cultures, histories, and perspectives among all students
  • develop awareness among teachers of the learning styles of First Nation, MĂ©tis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, MĂ©tis, and Inuit students
  • implement targeted learning strategies for effective oral communication and mastery of reading and writing
  • implement strategies for developing critical and creative thinking
  • provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, MĂ©tis, and Inuit students
  • provide a supportive and safe environment for all First Nation, MĂ©tis, and Inuit students

Role of Information and Communication Technology

ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to 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. ICT used in this course will include:

Information and Communication Technology
  • Websites
  • Online libraries
  • Archives
  • Public records
  • YouTube
  • Curriculum Digital Resources
  • Widgets
  • Online Graphing Calculator
  • Cell phones
  • iPads
  • DVDs
  • Digital Camera
  • Edsby
  • Gsuite
  • Office 365
  • Gizmos
  • Labster
  • Gradeslam
  • Mathspace
  • Mathletics
  • Screencastify

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.

During this course the teacher will:

  • ensure  that all students develop the knowledge and skills they need to make informed education and career/life choices;
  • Provide learning environment and online school-wide opportunities for this learning; and;
  • Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
  • Use the four-step inquiry process linked to the four areas of learning
    • Knowing yourself – Who am I ?
    • Exploring opportunities – What are my opportunities?
    • Making decisions and setting goals – Who do I want to become?
    • Achieving goals and making transitions – What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.

See what our students says

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Peampat P.

I love the freedom of self-studying. I can work on my own time. I also have a flexible schedule and super supportive teachers.

Yosr. K

Besides the fact that Kanata Academy International helped me to enlarge my field of knowledge and be eager to learn, what I love most about it is how understanding and kind the teachers are. Their motivational words and their encouragement helped me more than anything to develop self-confidence, discover my strengths and work on my weaknesses.

Natalie. S

I love everything about KAI;  especially the assignments in the courses. My teachers always ask me to do interesting projects and presentations… I felt a sense of achievement every time I completed my work. I also felt so energized and motivated when receiving encouraging feedback from my teachers. The kind of assessments I did at KAI really encourages me a lot.

Zaineb. M

Kanata Academy International has given me the chance to explore my academic abilities and excel in all the courses. The teachers are very supportive and kind, and they were by our side until the end. I am grateful for this wonderful learning experience!

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