The expectations in this folder are reproduced from The Ontario Curriculum, Grades 11 and 12: Mathematics (revised 2007), the Grade 11 university preparation course MCR3U — Functions, published by the Ontario Ministry of Education.
The official sources
Functions, Grade 11, University Preparation (MCR3U) — Ontario Curriculum and Resources
The verbatim text is from the Ministry’s published document (MCR3U appears on pages 43–55). © Queen’s Printer for Ontario, 2007. Reproduced for educational use.
About the codes
The 2007 document prints the strand letters — its headings read “A. Characteristics of Functions” and so on — and numbers each strand’s overall expectations
1., 2., 3.and its specific expectations1.1, 1.2, …. What it does not print is the combined form: codes likeA1andB2.3, used throughout this site, join the printed letter to the printed number in the style teachers and course outlines commonly use. They are consistent within this site, but you will not find the combined codes printed in the Ministry’s pages.
Two small honesty notes about the reproduction:
- The heading for group
A3(Determining Equivalent Algebraic Expressions) carries a printed footnote: “The knowledge and skills described in the expectations in this section are to be introduced as needed, and applied and consolidated, as appropriate, in solving problems throughout the course.” - The sample problem in
C2.3is printed beside a diagram (a staircase pattern of grey and white linking cubes) that cannot be reproduced as text; a bracketed note marks its place. The mathematics is typeset (stacked fractions, radical bars, true superscripts) the way the document prints it, using LaTeX — wording untouched.
Each page keeps its code, and every lesson, exploration, and task in
this course links back to the codes it addresses. The codes are also
tags, so every page tagged #A3 can be gathered in one place.
Why the codes matter more than they look
A code is a shared address. When a student asks “why are we doing this?”, the answer is a link. When a department writes a course outline, or a teacher takes over a class partway through, the codes are what make one person’s planning legible to another.