Advanced Functions: Content and Reporting Targets

Mathematical Processes across all strands: Problem Solving; Reasoning and Proving; Reflecting; Selecting Tools
and Computational Strategies; Connecting, Representing, and Communicating

Introductory Unit Unit 1 Unit 2

• Sketch graphs from descriptions of a set of properties, from a • Polynomial functions – • Rational functions
description of a scenario, using prior knowledge of: Characteristics embed • Embed average and
- Function notation average and instantaneous instantaneous rates of
- Vertical line test rates of change change
- Key properties of functions: • Solving equations – embed • Solving equations
• average rate of change intervals of increase/ • Embed inequalities
• instantaneous rate of change decrease • Explore behaviour around
• zeros • Transformations asymptotes
• y-intercept/initial condition • Explore end behaviours
• domain and range • Embed inequalities
- Inverse functions
- Transformations of functions
- Difference tables
Unit 3 Unit 4 Unit 5 Unit 6
• Radian measure and graphing • Trigonometric functions • Exponential and • Consolidate characteristics
primary and their reciprocal • Solving equations logarithmic functions of functions (compare and
trigonometric functions (using • Solving problems • Average and instantaneous contrast)
key properties) • Identities rates of change • Composition of functions
• Square scale • Transformations • Exponent laws/laws of • Compound functions
• Rate of change logarithms • Generalize functions
• Include non-natural number
bases
• Solve exponential and
logarithmic equations

TIPS4RM: Advanced Functions (MHF4U) – Overview 2008 1

 Rationale
Inclusion of the Introductory Unit:
• This Introductory Unit is not to be presented as a review unit. Rather, build conceptual understanding

of general functions based on key concepts previously studied.

• Build a framework of key concepts that can be applied to all functions, e.g., average rate of change,

intervals of increase/decrease, domain/range, zeros.

Embedding ‘average and instantaneous rates of change’ with each type of function:
• The different natures of the average and instantaneous rates of change of various types of functions

can be appreciated more deeply by linking them function by function.

• A gradual building of this key concept allows re-visiting it as students’ thinking matures.

Splitting polynomial and rational functions into two units:

• The framework of key concepts developed in the Introductory Unit is applied to familiar polynomial

functions.
• Concepts of average rate of change, and end behaviours can be established with polynomial functions

without the added complexity of asymptotes.

• Polynomial and rational functions have different properties.

• Concepts of rational functions can be built on known properties of polynomial functions.

Positioning trigonometry after rational functions:

• The tangent and reciprocal functions are introduced as applications of concepts of rational functions.

Splitting trigonometry into two units:

• The initial focus is on introducing radian measure, and revisiting all of the Grade 11 concepts using

radians, e.g., zeros, period, amplitude, domain/range, phase shift.

• Rates of change are connected to graphs and numerical representations in the first trigonometric unit to

consolidate graphical properties.

• Some consolidation of basic trigonometric facts is needed before students are ready to pose and solve

problems that can be modelled by these functions.

Using Unit 6 for consolidating and culminating:

• Allows for a consolidation of characteristics of functions to compare and contrast the various types of

functions in this course;

• Uses the characteristics of functions as the basis for combining and composing functions;

• Concepts provide opportunities to generalize functions and properties of functions.

TIPS4RM: Advanced Functions (MHF4U) – Overview 2008 2

 Advanced Functions – Planning Tool
P Number of pre-planned lessons (including instruction, diagnostic and formative
assessments, summative assessments other than course performance tasks)
J Number of jazz days of time (instructional or assessment)
T Total number of days
CPT Course performance task

Cluster of
Unit Overall Expectations P J T
Curriculum Expectations
0 • Revisit contexts studied in the Grade 11 C1 identify and describe some key features of
Functions course (MCR3U) using polynomial (linear, quadratic, trigonometric,
simplifying assumptions, adding precision exponential)* functions, and make
to the graphical models, and discussing key connections between the numeric, graphical,
features of the graphs using prior academic and algebraic representations of polynomial*
language (e.g., domain, range, intervals of functions
increase/decrease, intercepts, slope) and
‘local maximum/minimum,’ ‘overall D1 demonstrate an understanding of average and
maximum/minimum.’ instantaneous** rate of change, and
• Recognize that transformations previously determine, numerically and graphically, and
applied to quadratic and trigonometric interpret the average rate of change of a
functions also apply to linear and function over a given interval and the
exponential functions, and to functions in instantaneous rate of change of a function at a
6 1 7
general. given point**
• Use function notation to generalize
relationships between two functions that *reviews characteristics of functions already
are transformations of each other and known
whose graphs are given.
• Represent key properties of functions **to be addressed in Units 1, 2, 3, 4, 5, and 6
graphically and using function notation.
• Form inverses of functions whose graphs
are given, and apply the vertical line test to
determine whether or not these inverses are
functions.
1 • Identify and use key features of C1 identify and describe some key features of
polynomial functions. polynomial functions, and make connections
• Solve problems using a variety of tools and between the numeric, graphical, and algebraic
strategies related to polynomial functions. representations of polynomial functions
• Determine and interpret average and
instantaneous rates of change for C3 solve problems involving polynomial and
polynomial functions. simple rational* equations graphically and
algebraically

C4 demonstrate an understanding of solving

polynomial and simple rational inequalities*
15 2 17

D1 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

*to be addressed in Unit 2

TIPS4RM: Advanced Functions (MHF4U) – Overview 2008 3

 Cluster of
Unit Overall Expectations P J T
Curriculum Expectations
2 • Identify and use key features of rational C2 identify and describe some key features of the
functions. graphs of rational functions, and represent
• Solve problems using a variety of tools and rational functions graphically
strategies related to rational functions.
• Determine and interpret average and C3 solve problems involving polynomial* and
instantaneous rates of change for rational simple rational equations graphically and
functions. algebraically

C4 demonstrate and understanding of solving

polynomial* and simple rational inequalities 6 1 7

D1 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

* addressed in Unit 1
3 • Explore, define and use radian measure. B1 demonstrate an understanding of the meaning
• Graph primary trigonometric functions and an application of radian measure
their reciprocals in radians and identify key
features of the functions. B2 make connections between trigonometric
• Solve problems using a variety of tools and ratios and the graphical and algebraic
strategies related to trigonometric representations of the corresponding
functions. trigonometric functions and between
• Determine and interpret average and trigonometric functions and their reciprocals,
instantaneous rates of change for and use these connections to solve problems
9 1 10
trigonometric functions.
D1 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
4 • Graph and transform sinusoidal functions B2 make connections between trigonometric
using radian measure. ratios and the graphical and algebraic
• Identify domain, range, phase shift, period, representations of the corresponding
amplitude, and vertical shift of sinusoidal trigonometric functions and between
functions using radian measures. trigonometric functions and their reciprocals,
• Develop equations of sinusoidal functions and use these connections to solve problems
from graphs and descriptions expressed in
radian measure. B3 solve problems involving trigonometric
• Solve problems graphically that can be equations and prove trigonometric identities
11 2 13
modelled using sinusoidal functions.
• Prove trigonometric identities.
• Solve linear and quadratic trigonometric
equations using radian measures.
• Make connections between graphic and
algebraic representations of trigonometric
relationships.

TIPS4RM: Advanced Functions (MHF4U) – Overview 2008 4

 Cluster of
Unit Overall Expectations P J T
Curriculum Expectations
5 • Develop the understanding that the A1 demonstrate an understanding of the
logarithmic function is the inverse of the relationship between exponential expressions
exponential function. and logarithmic expressions, evaluate
• Simplify exponential and logarithmic logarithms, and apply the laws of logarithms
expressions using exponent rules. to simplify numeric expressions
• Identify features of the logarithmic
function including rates of change. A2 identify and describe some key features of the
• Transform logarithmic functions. graphs of logarithmic functions, make
• Evaluate exponential and logarithmic connections between the numeric, graphical,
expressions and equations. and algebraic representations of logarithmic
• Solve problems that can be modelled using functions, and solve related problems
exponential or logarithmic functions. graphically 12 1 13

A3 solve problems involving exponential and

logarithmic equations algebraically, including
problems arising from real-world applications

D1 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
6 • Consolidate understanding of D1 demonstrate an understanding of average and
characteristics of functions (polynomial, instantaneous rate of change, and determine,
rational, trigonometric, and exponential). numerically and graphically, and interpret the
• Create new functions by adding, average rate of change of a function over a
subtracting, multiplying, or dividing given interval and the instantaneous rate of
functions. change of a function at a given point
• Create composite functions.
• Determine key properties of the new D2 determine functions that result from the
functions. addition, subtraction, multiplication, and
• Generalize their understanding of a division of two functions and from the 13 1 14
function. composition of two functions, describe some
properties of the resulting functions, and solve
related problems

D3 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
CPT Course Performance Task 4
Total Days 72 9 85

The number of prepared lessons represents the lessons that could be planned ahead based on the range of student
readiness, interests, and learning profiles that can be expected in a class. The extra time available for “instructional
jazz” can be taken a few minutes at a time within a pre-planned lesson or taken a whole class at a time, as informed
by teachers’ observations of student needs.

The reference numbers are intended to indicate which lessons are planned to precede and follow each other. Actual
day numbers for particular lessons and separations between terms will need to be adjusted by teachers.

TIPS4RM: Advanced Functions (MHF4U) – Overview 2008 5

Introductory Unit: Advanced Functions MHF4U

Lesson Outline

Big Picture

Students will:
• revisit contexts studied in the Grade 11 Functions course (MCR3U) using simplifying assumptions, adding
precision to the graphical models, and discussing key features of the graphs using prior academic language
(e.g., domain, range, intervals of increase/decrease, intercepts, slope) and ‘local maximum/minimum,’ ‘overall
maximum/minimum;’
• recognize that transformations previously applied to quadratic and trigonometric functions also apply to linear
and exponential functions, and to functions in general;
• use function notation to generalize relationships between two functions that are transformations of each other
and whose graphs are given;
• represent key properties of functions graphically and using function notation;
• form inverses of functions whose graphs are given, and apply the vertical line test to determine whether or not
these inverses are functions.

Day Lesson Title Math Learning Goals Expectations

1–2 Adding Precision to • From initial simplifying assumptions about a context and the D1.1, D3.1, and
Graphical Models corresponding distance/time graph, introduce the setting up C1.2
and Their complicating factors in the context and analyse adjustments
Descriptions needed in the graph e.g., swimming laps in a pool; riding a
bicycle up a hill, down a hill, or on the flat.
(lessons not • Use the following academic language to describe changes:
included) speed (rate of change), intervals of increase/decrease,
domain/range, overall and local maximum, and overall and
local minimum.
• Graph corresponding speed/time graphs.
3 Transformations • Use function notation to generalize relationships between Setting up C1.6,
Across Function sets of two congruent functions, e.g., h ( x ) = f ( x ) + 2 to A2.3
Types generalize a line and the line shifted 2 units, a parabola and
the parabola shifted 2 units up, an exponential function and
(lesson not the exponential function shifted 2 unit up; f ( x ) = g ( x + 3) .
included)
• Use graphical and numerical representations of the functions.
• Introduce the concept that lines and exponential functions
can be seen through a transformational lens.
• Graph y = f ( x ) − 3 from any given y = f ( x ) .
4 Using Function • Use function notation to generalize relationships between Setting up C1.6
Notation to sets of two functions, one a single transformation of the other
Generalize e.g., h ( x ) = 2 f ( x ) to generalize a sinusoidal function and the
Relationships stretched sinusoidal function, a line and the stretched line, a
parabola and the stretched parabola, an exponential function
(lesson not and the stretched exponential function shifted 2 units up;
included) f ( x ) = g ( x + 3) .
• Use graphical and numerical representations of the functions.

TIPS4RM: MHF4U – Introductory Unit 2008 6

 Day Lesson Title Math Learning Goals Expectations
5 Representing Key • Interpret graphically, values shown in function notation, e.g., Setting up C1.7,
Properties of Graph y = f ( x ) that has all of the following properties: 2.2, A2.1
Functions f (1) = 2, f ( 3) = f ( −1) = 0, f ( 0 ) = 4, f ( x ) > 0 for x < 0, and
Graphically and
f ( x ) < 0 for x > 0, domain x ∈ ℜ, range −4 < y < 4.
Using Function
Notation • Explore multiple solutions to each of the above, noting the
lack of information for determining concavity.
(lesson not included) • Represent critical points and key regions of the graph of a
function using functional notation.
6 Forming Inverses • Form inverses of given functions (graphical representations) Setting up A1.1,
and Function and determine whether or not the inverse is a function. 2.2
Testing

(lesson not included)

7 Jazz Day to
summarize

TIPS4RM: MHF4U – Introductory Unit 2008 7