High Grade Academy

MCV4U

MCV4U – Calculus and Vectors

At High Grade Academy, our MCV4U course, also known as Calculus and Vectors, is designed to provide students with a robust understanding of advanced mathematical concepts essential for their future academic and professional success. Below, you’ll find detailed information about the MCV4U course, including key learning objectives, course content, pricing, and enrollment details.

Course Overview

MCV4U – Calculus and Vectors is a critical course for students aiming to enhance their mathematical skills in preparation for advanced studies and careers in STEM fields. This course provides a thorough understanding of calculus and vector mathematics, essential for disciplines such as engineering, physics, and computer science. At High Grade Academy, we offer a well-rounded curriculum designed to foster both theoretical knowledge and practical application.

Key Learning Objectives

  • Develop a deep understanding of calculus concepts including limits, derivatives, and integrals.
  • Master vector operations and their applications in various contexts.
  • Gain proficiency in analytical geometry, focusing on conic sections and coordinate systems.
  • Apply mathematical principles to solve real-world problems and prepare for post-secondary education.

Course Content

Limits and Continuity

  • Evaluating limits analytically and graphically.
  • Understanding continuity and its significance in calculus.

Derivatives

  • Defining and interpreting the derivative.
  • Learning differentiation techniques and applying them to various problems.
  • Utilizing derivatives for optimization and curve sketching.

Integrals

  • Fundamentals of integration and its geometric meaning.
  • Techniques for integrating functions, including substitution and integration by parts.
  • Applying integration to solve problems related to area, volume, and differential equations.

Vectors

  • Introduction to vector operations such as addition, subtraction, and scalar multiplication.
  • Exploring dot product and cross product.
  • Applying vector concepts to physics and engineering problems.

Analytical Geometry

  • Properties and equations of conic sections: parabolas, ellipses, and hyperbolas.
  • Coordinate geometry and transformations.

Course Structure

Duration

Typically one academic semester.

Format

Combination of lectures, interactive sessions, and hands-on activities.

Assessment:

Includes quizzes, assignments, mid-term exams, and a final exam.

Resources:

Access to advanced technology and software for enhanced learning.

Pricing

  • Standard Price: $550 per course.
  • Promotional Price: $450 per course for students who register by August 20th, 2024.

Enrollment and Requirements

  • Prerequisites: Completion of prior mathematics courses as required by the curriculum.
  • Enrollment: Open to all students meeting the prerequisites. Contact us to schedule an enrollment consultation.

Why Choose High Grade Academy?

At High Grade Academy, we are dedicated to providing an exceptional educational experience with a focus on student success. Our MCV4U course is taught by experienced instructors who are committed to delivering personalized instruction and support. Our advanced resources and interactive learning environment ensure that students not only understand mathematical concepts but also apply them effectively. Choose High Grade Academy to prepare for future academic and career achievements with confidence.

Ready to excel in calculus and vectors? Enroll in MCV4U at High Grade Academy today and take advantage of our promotional pricing.

Contact us now to secure your spot and start your journey towards academic excellence!

Frequently Asked Questions

Unit OrderUnit NameSuggested Time
Unit 0Prerequisite Review of Concepts5 Hours
Unit 1Introduction to Functions15 Hours
Unit 2Algebraic Expressions13 Hours
Mid Semester Point
Unit 3Quadratic Functions20 Hours
Unit 4Exponential Functions15 Hours
Unit 5Functions & Applications of Trig25 Hours
Unit 6Discrete Functions15 Hours
FINALFinal Exam2 Hours
View Sample Gradebook Total110 Hours

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

This course is designed to provide students with the necessary skills and knowledge as well as a development of an attitude that supports these skills and knowledge responsibly. The course design is geared to meet and exceed the prerequisite requirements for studying mathematics at the University level. The framework of course delivery focuses the “big pictures” or underlying principles, of mathematics as outlined on page 4 of the Ontario Ministry of Education document: The organization of the course is packaged into six distinct units which correspond with the Ontario Curriculum, Grades 11 and 12 Mathematics document. However, the number of units has been redesigned to what the author considers a more constructive development of material promoting a more manageable chunking of information from a students’ perspective. In addition, a pre-unit has been added to review and assess the knowledge and skills of students prior to commencing the actual grade 11 course material. Teachers will be providing an assessment for learning opportunity at the beginning of the course; after the pre-unit as recommended in the Growing Success 2010 document. Teachers will be able to use the results of this diagnostic to identify gaps in concepts for learners and provide opportunities to bridge these gaps preparing all learners to be successful in the Grade 11 Functions course by establishing a strong prerequisite foundation.
Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.

This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.

A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
  • Are fair to all students
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
  • Accommodate the needs of students who are learning the language of instruction
  • Ensure that each student is given clear directions for improvement
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
  • Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

  • Speijer, Jacob. McGraw-Hill Ryerson Functions 11. Toronto: McGraw-Hill Ryerson, 2009.
  • Small, Marian. Nelson Functions 11. Toronto: Nelson Education, 2008.

Reference: Mathematics, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.

MCR3U is a Grade 11 Functions course at a university preparation level.
3U refers to the Grade level of the courses and the pathway. 3 means it is a grade 11 course and U means it is a university preparation course.

Prerequisite: MPM2D, Grade 10 Principles of Mathematics

Click here for more information on Ontario secondary curriculum and their prerequisites

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Yes, we can send the marks for your online courses directly to OUAC, OCAS, your home, and to your day school.

Semesters: Fall, Winter, and Summer

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