OntarioGrade 11
Master Grade 11 Functions
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Exponential functions were killing me. The video lessons made growth and decay finally click. Went from 68% to 84%.
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Grade 11 Functions Help: Master MCR3U FastHelp
OE_ID | Expectations | StudyPug Topic |
|---|---|---|
ON.OE.11F.A1.1 | 11F.A1.1: Explain the meaning of the term function, and distinguish a function from a relation that is not a function, through investigation of linear and quadratic relations using a variety of representations (i.e., tables of values, mapping diagrams, graphs, function machines, equations) and strategies (e.g., identifying a one-to-one or many-to-one mapping; using the vertical-line test) |
ON.OE.11F.A1.2 | 11F.A1.2: Represent linear and quadratic functions using function notation, given their equations, tables of values, or graphs, and substitute into and evaluate functions |
ON.OE.11F.A1.3 | 11F.A1.3: Explain the meanings of the terms domain and range, through investigation using numeric, graphical, and algebraic representations of the functions f(x) = x, f(x) = x^2, f(x) = ?x, and f(x) = 1/x; describe the domain and range of a function appropriately; and explain any restrictions on the domain and range in contexts arising from real-world applications |
ON.OE.11F.A1.4 | 11F.A1.4: Relate the process of determining the inverse of a function to their understanding of reverse processes |
ON.OE.11F.A1.5 | 11F.A1.5: Determine the numeric or graphical representation of the inverse of a linear or quadratic function, given the numeric, graphical, or algebraic representation of the function, and make connections between the graph of a function and the graph of its inverse |
ON.OE.11F.A1.6 | 11F.A1.6: Determine the relationship between the domain and range of a function and the domain and range of the inverse relation, and determine whether or not the inverse relation is a function |
ON.OE.11F.A1.8 | 11F.A1.8: Determine, through investigation using technology, the roles of the parameters a, k, d, and c in functions of the form y = af(k(x ? d)) + c, and describe these roles in terms of transformations on the graphs of f(x) = x, f(x) = x^2, f(x) = ?x, and f(x) = 1/x |
ON.OE.11F.A1.9 | 11F.A1.9: Sketch graphs of y = af(k(x ? d)) + c by applying one or more transformations to the graphs of f(x) = x, f(x) = x^2, f(x) = ?x, and f(x) = 1/x, and state the domain and range of the transformed functions |
ON.OE.11F.A2.1 | 11F.A2.1: Determine the number of zeros of a quadratic function, using a variety of strategies |
ON.OE.11F.A2.2 | 11F.A2.2: Determine the maximum or minimum value of a quadratic function whose equation is given in the form f(x) = ax^2 + bx + c, using an algebraic method |
ON.OE.11F.A2.3 | 11F.A2.3: Solve problems involving quadratic functions arising from real-world applications and represented using function notation |
ON.OE.11F.A2.4 | 11F.A2.4: Determine, through investigation, the transformational relationship among the family of quadratic functions that have the same zeros, and determine the algebraic representation of a quadratic function, given the real roots of the corresponding quadratic equation and a point on the function |
ON.OE.11F.A2.5 | 11F.A2.5: Solve problems involving the intersection of a linear function and a quadratic function graphically and algebraically |
ON.OE.11F.A3.1 | 11F.A3.1: Simplify polynomial expressions by adding, subtracting, and multiplying |
ON.OE.11F.A3.2 | 11F.A3.2: Verify, through investigation with and without technology, that ?ab = ?a ? ?b, a ? 0, b ? 0, and use this relationship to simplify radicals and radical expressions obtained by adding, subtracting, and multiplying |
ON.OE.11F.A3.3 | 11F.A3.3: Simplify rational expressions by adding, subtracting, multiplying, and dividing, and state the restrictions on the variable values |
ON.OE.11F.B1.1 | 11F.B1.1: Graph, with and without technology, an exponential relation, given its equation in the form y = a^x (a > 0, a ? 1), define this relation as the function f(x) = a^x, and explain why it is a function |
ON.OE.11F.B1.2 | 11F.B1.2: Determine, through investigation using a variety of tools and strategies, the value of a power with a rational exponent |
ON.OE.11F.B1.3 | 11F.B1.3: Simplify algebraic expressions containing integer and rational exponents, and evaluate numeric expressions containing integer and rational exponents and rational bases |
ON.OE.11F.B2.2 | 11F.B2.2: Determine, through investigation using technology, the roles of the parameters a, k, d, and c in functions of the form y = af(k(x ? d)) + c, and describe these roles in terms of transformations on the graph of f(x) = a^x (a > 0, a ? 1) |
ON.OE.11F.B2.4 | 11F.B2.4: Determine, through investigation using technology, that the equation of a given exponential function can be expressed using different bases, and explain the connections between the equivalent forms in a variety of ways |
ON.OE.11F.B2.5 | 11F.B2.5: Represent an exponential function with an equation, given its graph or its properties |
ON.OE.11F.B3.2 | 11F.B3.2: Identify exponential functions, including those that arise from real-world applications involving growth and decay, given various representations, and explain any restrictions that the context places on the domain and range |
ON.OE.11F.C1.1 | 11F.C1.1: Make connections between sequences and discrete functions, represent sequences using function notation, and distinguish between a discrete function and a continuous function |
ON.OE.11F.C1.5 | 11F.C1.5: Determine, through investigation, recursive patterns in the Fibonacci sequence, in related sequences, and in Pascal's triangle, and represent the patterns in a variety of ways |
ON.OE.11F.C1.6 | 11F.C1.6: Determine, through investigation, and describe the relationship between Pascal's triangle and the expansion of binomials, and apply the relationship to expand binomials raised to whole-number exponents |
ON.OE.11F.C2.1 | 11F.C2.1: Identify sequences as arithmetic, geometric, or neither, given a numeric or algebraic representation |
ON.OE.11F.C2.3 | 11F.C2.3: Determine the formula for the sum of an arithmetic or geometric series, through investigation using a variety of tools and strategies, and apply the formula to calculate the sum of a given number of consecutive terms |
ON.OE.11F.C3.1 | 11F.C3.1: Make and describe connections between simple interest, arithmetic sequences, and linear growth, through investigation with technology |
ON.OE.11F.C3.2 | 11F.C3.2: Make and describe connections between compound interest, geometric sequences, and exponential growth, through investigation with technology |
ON.OE.11F.C3.5 | 11F.C3.5: Explain the meaning of the term annuity, and determine the relationships between ordinary simple annuities, geometric series, and exponential growth, through investigation with technology |
ON.OE.11F.D1.1 | 11F.D1.1: Determine the exact values of the sine, cosine, and tangent of the special angles: 0?, 30?, 45?, 60?, and 90? |
ON.OE.11F.D1.3 | 11F.D1.3: Determine the measures of two angles from 0? to 360? for which the value of a given trigonometric ratio is the same |
ON.OE.11F.D1.4 | 11F.D1.4: Define the secant, cosecant, and cotangent ratios for angles in a right triangle in terms of the sides of the triangle, and relate these ratios to the cosine, sine, and tangent ratios |
ON.OE.11F.D1.5 | 11F.D1.5: Prove simple trigonometric identities, using the Pythagorean identity sin^2 x + cos^2 x = 1; the reciprocal identities secx = 1/cosx, cscx = 1/sinx, and cotx = 1/tanx; the quotient identity tanx = sinx/cosx; and the Pythagorean identities 1 + tan^2 x = sec^2 x and 1 + cot^2 x = csc^2 x |
ON.OE.11F.D1.6 | 11F.D1.6: Pose problems involving right triangles and oblique triangles in two-dimensional settings, and solve these and other such problems using the primary trigonometric ratios, the cosine law, and the sine law (including the ambiguous case) |
ON.OE.11F.D2.1 | 11F.D2.1: Describe key properties of periodic functions arising from real-world applications, given a numeric or graphical representation |
ON.OE.11F.D2.5 | 11F.D2.5: Determine, through investigation using technology, the roles of the parameters a, k, d, and c in functions of the form y = af(k(x ? d)) + c, where f(x) = sinx or f(x) = cosx with angles expressed in degrees, and describe these roles in terms of transformations on the graphs of f(x) = sinx and f(x) = cosx |
ON.OE.11F.D2.8 | 11F.D2.8: Represent a sinusoidal function with an equation, given its graph or its properties |
ON.OE.11F.D3.2 | 11F.D3.2: Identify periodic and sinusoidal functions, including those that arise from real-world applications involving periodic phenomena, given various representations, and explain any restrictions that the context places on the domain and range |
Complete Ontario Grade 11 Functions, University Preparation (MCR3U) Coverage
Grade 11 Functions, University Preparation (MCR3U) Lessons
69
Video Explanations
406
Practice Problems
757
Ontario Standards
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Ontario Grade 11 Functions, University Preparation (MCR3U) Math FAQ
We’ve got answers to some popular questions.
What are the main topics covered in Grade 1 math in Alberta?
Grade 1 math in Alberta covers counting to 100, basic addition and subtraction within 20, introduction to fractions (halves), shape recognition, and simple data representation through concrete graphs.
How can I help my child transition from kindergarten to Grade 1 math?
Encourage counting during daily activities, practice simple addition with objects, and explore shapes in your environment. Maintaining a positive attitude towards math is crucial for a smooth transition.
Are there specific math skills my child should master by the end of Grade 1?
By the end of Grade 1, children should confidently count to 100, add and subtract within 20, recognize basic shapes, understand the concept of half, and create simple concrete graphs.
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