Mathematics

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Prerequisite Chart for Mathematics, Grades 9–12This chart maps out all the courses in the discipline and shows the links between courses and the possibleprerequisites for them. It does not attempt to depict all possible movements from course to course.Note: Advanced Functions (MHF4U) mustbe taken prior to or concurrently withCalculus and Vectors (MCV4U).Calculus andVectorsMCV4UGrade 12UniversityAdvancedFunctionsMHF4UGrade 12UniversityPrinciplesof MathematicsMPM1DPrinciplesof MathematicsMPM2DFunctionsMCR3UGrade 11UniversityMathematics ofData ManagementMDM4UGrade 12UniversityGrade 9AcademicGrade 10AcademicTFunctions andApplicationsMCF3MGrade 11University/CollegeMathematics forCollege TechnologyMCT4CGrade 12CollegeTHE ONTARIO CURRICULUM, GRADES 11 AND 12 | Mathematics10Foundationsof MathematicsMFM1PGrade 9AppliedMathematicsLDCCGrade 9Foundationsof MathematicsMFM2PGrade 10AppliedMathematicsLDCCGrade 10Foundations forCollegeMathematicsMBF3CGrade 11CollegeMathematics forWork and EverydayLifeMEL3EGrade 11WorkplaceNotes:• T – transfer course• LDCC – locally developed compulsory credit course (LDCC courses are not outlined in this document.)Foundations forCollegeMathematicsMAP4CGrade 12CollegeMathematics forWork and EverydayLifeMEL4EGrade 12Workplace
Half-Credit CoursesThe courses outlined in this document are designed to be offered as full-credit courses.However, with the exception of the Grade 12 university preparation courses, they may also bedelivered as half-credit courses.Half-credit courses, which require a minimum of fifty-five hours of scheduled instructionaltime, must adhere to the following conditions:The two half-credit courses created from a full course must together contain allof the expectations of the full course. The expectations for each half-credit coursemust be divided in a manner that best enables students to achieve the requiredknowledge and skills in the allotted time.A course that is a prerequisite for another course in the secondary curriculum maybe offered as two half-credit courses, but students must successfully complete bothparts of the course to fulfil the prerequisite. (Students are not required to completeboth parts unless the course is a prerequisite for another course they wish to take.)The title of each half-credit course must include the designation Part 1 or Part 2.A half credit (0.5) will be recorded in the credit-value column of both the reportcard and the Ontario Student Transcript.Boards will ensure that all half-credit courses comply with the conditions described above,and will report all half-credit courses to the ministry annually in the School OctoberReport.CURRICULUM EXPECTATIONSThe expectations identified for each course describe the knowledge and skills that studentsare expected to acquire, demonstrate, and apply in their class work, on tests, and invarious other activities on which their achievement is assessed and evaluated.Two sets of expectations are listed for each strand, or broad curriculum area, of each course.The overall expectations describe in general terms the knowledge and skills that studentsare expected to demonstrate by the end of each course.The specific expectations describe the expected knowledge and skills in greaterdetail. The specific expectations are arranged under numbered subheadings thatrelate to the overall expectations and that may serve as a guide for teachers as theyplan learning activities for their students. The specific expectations are also numberedto indicate the overall expectation to which they relate (e.g., specific expectation3.2 is related to overall expectation 3 in a given strand). The organization ofexpectations in subgroupings is not meant to imply that the expectations in anysubgroup are achieved independently of the expectations in the other subgroups.The subheadings are used merely to help teachers focus on particular aspects ofknowledge and skills as they develop and use various lessons and learning activitieswith their students.In addition to the expectations outlined within each strand, a list of seven “mathematicalprocess expectations” precedes the strands in all mathematics courses. These specificexpectations describe the knowledge and skills that constitute processes essential to theeffective study of mathematics. These processes apply to all areas of course content, andTHE PROGRAM IN MATHEMATICS11
Page 3 and 4: CONTENTSINTRODUCTION 3Secondary Sch
Page 5 and 6: INTRODUCTIONThis document replaces
Page 7 and 8: and art. It is important that these
Page 9 and 10: THE PROGRAM INMATHEMATICSOVERVIEW O
Page 11: Courses in Mathematics, Grades 11 a
Page 15 and 16: The Grade 11 university preparation
Page 17 and 18: Grade 11FOUNDATIONS FORCOLLEGEMATHE
Page 19 and 20: THE MATHEMATICALPROCESSESPresented
Page 21 and 22: REASONING AND PROVINGReasoning help
Page 23 and 24: Mental computation involves calcula
Page 25 and 26: ASSESSMENTAND EVALUATIONOF STUDENTA
Page 27 and 28: THE ACHIEVEMENT CHART FOR MATHEMATI
Page 29 and 30: course and reflects the correspondi
Page 31 and 32: Categories 50−59%(Level 1)60−69
Page 33 and 34: The approaches and strategies used
Page 35 and 36: If the student requires either acco
Page 37 and 38: use of a variety of instructional s
Page 39 and 40: THE ROLE OF INFORMATION AND COMMUNI
Page 41: they need to be aware of harassment
Page 45 and 46: Functions, Grade 11University Prepa
Page 47 and 48: A. CHARACTERISTICS OF FUNCTIONSOVER
Page 49 and 50: 2.5 solve problems involving the in
Page 51 and 52: 2.2 determine, through investigatio
Page 53 and 54: 2. Investigating Arithmetic andGeom
Page 55 and 56: D. TRIGONOMETRIC FUNCTIONSOVERALL E
Page 57: Sample problem: The relationship be
Page 60 and 61: MATHEMATICAL PROCESS EXPECTATIONSTh
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Grade 11, University/College Prepar
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MATHEMATICAL PROCESS EXPECTATIONSTh
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THE ONTARIO CURRICULUM, GRADES 11 A
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2. Comparing Financial Services 3.
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Grade 11, Grade University/College
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Mathematics for Work andEveryday Li
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A. EARNING AND PURCHASINGOVERALL EX
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B. SAVING, INVESTING, ANDBORROWINGO
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C. TRANSPORTATION AND TRAVELOVERALL
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Advanced Functions,Grade 12Universi
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A. EXPONENTIAL AND LOGARITHMICFUNCT
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B. TRIGONOMETRIC FUNCTIONSOVERALL E
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C. POLYNOMIAL AND RATIONALFUNCTIONS
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Sample problem: Investigate, using
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D. CHARACTERISTICS OF FUNCTIONSGrad
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2.3 determine, through investigatio
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Calculus and Vectors,Grade 12Univer
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A. RATE OF CHANGEOVERALL EXPECTATIO
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B. DERIVATIVES AND THEIRAPPLICATION
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joules the bird gets if it spends t
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2.3 solve problems involving the ad
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Mathematics of DataManagement, Grad
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A. COUNTING AND PROBABILITYOVERALL
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B. PROBABILITY DISTRIBUTIONSOVERALL
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2.7 make connections, through inves
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2.3 describe how the use of random
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as a measure of the fit of the data
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Mathematics for CollegeTechnology,
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A. EXPONENTIAL FUNCTIONSOVERALL EXP
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B. POLYNOMIAL FUNCTIONSOVERALL EXPE
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3.6 determine the value of a variab
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2.2 sketch the graphs of f(x) = sin
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D. APPLICATIONS OF GEOMETRYOVERALL
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Foundations for CollegeMathematics,
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A. MATHEMATICAL MODELSOVERALL EXPEC
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Years after 1955 Population of Gees
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payable monthly. Use a given amorti
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etween the two variables (i.e., by
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MATHEMATICAL PROCESS EXPECTATIONSTh
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Grade 12, Workplace Preparationmont
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The Ministry of Education wishes to
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Mathematics

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