MCT4C - Grade 12 Mathematics for College Technology

Grade 12 Mathematics for College Technology image
Course Code: MCT4C Course Type: College Preparation Format: Online School Course Prerequisite: MCR3U, Grade 11 Functions or MCF3M, Grade 11 Functions and Applications Tuition Fee (CAD): $574 Demo Lesson

Course Description For MCT4C Grade 12 Mathematics for College Technology Online Course

This course encourages students to extend their knowledge of functions. Students will investigate and apply properties of polynomial, exponential, and trigonometric functions; continue to represent functions numerically, graphically, and algebraically; develop facility in simplifying expressions and solving equations; and solve problems that address applications of algebra, trigonometry, vectors, and geometry.

Summary Of Units And Timelines For Grade 12 Mathematics for College Technology MCT4C

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the MCT4C course profile.

Unit OrderUnit NameSuggested Time
Unit 1Trigonometric Ratios and Vectors30 Hours
Unit 2Sinusoidal Functions16 Hours
Unit 3Solve Exponential Equations16 Hours
Mid Semester Point
Unit 4Polynomial Functions30 Hours
Unit 5Geometry16 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.

The Grade 12 college preparation course Mathematics for College Technology provides excellent preparation for success in technology-related programs at the college level. It extends the understanding of functions developed in the Grade 11 university/college preparation course, Functions and Applications, using a more applied approach, and may help students who decide to pursue certain university programs to prepare for the Grade 12 university preparation course Advanced Functions. Exponential and trigonometric functions are revisited, developing algebraic skills needed to solve problems involving exponential equations and extending the skills associated with graphical representations of trigonometric functions. The Polynomial Functions strand extends to polynomial functions concepts that connect graphs and equations of quadratic functions. Finally, students apply geometric relationships to solve problems involving composite shapes and figures and investigate the properties of circles and their applications.

The mathematical processes are to be integrated into student learning in all areas of this course.
Throughout this course, students will:

  • Problem Solving – develop, select, apply, compare, and adapt a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding
  • Reasoning and Proving – develop and apply reasoning skills (e.g., use of inductive reasoning, deductive
    reasoning, and counter-examples; construction of proofs) to make mathematical
    conjectures, assess conjectures, and justify conclusions, and plan and construct
    organized mathematical arguments;
  • Reflecting – demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions)
  • Selecting Tools and Computational Strategies – select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems
  • Connecting – make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports)
  • Representing – create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems
  • Communicating – communicate mathematical thinking orally, visually, and in writing, using precise mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions

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.

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.


Frequently Asked Questions

MCT4C is a Grade 12 Mathematics for College Technology course at a College preparation level.

4C refers to the Grade level of the courses and the pathway. 4 means it is a grade 12 course and C means it is a college preparation course.

Click here for more information on Course Coding System

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.

Student & Parent Recommendations

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Emaan Khan
I decided to take this course through a friend's recommendation, who told me that it was a great experience. Despite that, I was still a bit unsure but decided to take a leap of faith and purchase the course. It was an amazing decision because this was the best way for me to achieve a high mark and thorough understanding of the course content. There were no hidden fees whatsoever, and once you paid the initial amount for the course, that was it. I'm a senior in high school and took MHF4U and it was a great experience. The lessons were easy to follow along and understand, and the workload was a breeze as well, considering how exceptional the teaching was. The Unit Tests were also very simple to follow along, especially with the phenomenal lessons and organization. I was also pleasantly surprised with the response time through emails, as it was very fast, with teachers and administrators. I also received my report cards very quickly, after submitting my request through the site. Plus, when I received marked work back, it was easy to follow along and helpful to see what I needed to work on. Overall, this was an absolutely awesome experience and i'd definitely recommend that anyone who is on the fence about taking an online course should for sure do it with OVS!
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Justin Ariburnu
Ontario Virtual school was an amazing experience. They helped me earn a credit and achieve the grade I wanted. The teacher I had for my course (HFA4U) was extremely helpful and made it easy for me to understand the concepts taught in the course as the slideshows were easy to follow. The website was amazing and super easy to navigate through. It even allowed my parents to sign into my account as a "guardian" so they can look at my work and my sure I am on track. The lessons were super easy to follow as the slides shows were interactive and clear making it easy for the viewer to comprehend. There were no hidden fees at any given point during the corosue the expense was the flat fee (purchasing the course.) My work I submitted was always returned very quick and I was provided with feedback to always help me improve for the next assignment. When requesting my midterm and final report card the admin made it super easy as they processed it very quickly and sent it over to my school. Quick and simple! Overall Ontario Virtual School was an amazing experience as the admin and staff are all professionals and made it easy for me to gain my credit while at the same time teaching me a lot as I left the course (HFA4U) with lots of great knowledge.
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Brooklynn Seitz
I took the MAP4C class and was able to complete my prerequisite course for my other academic adventures. My teacher Mr. Luu was very responsive with not only his feedback on tests and emails, but also with grading. I highly recommend this course to anyone looking to upgrade or complete their math. Ontario Virtual School is a very simple website to navigate and I was happy to have found this online school.
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Judha
My experience with OVS was very wonderful. I thoroughly enjoyed the course and experienced learning from a wonderful teacher that helped me when I needed it most. My grade 12 math course was well structured and I ended up learning the material well. This org is very good for students picking up credits outside of a typical school. Deadlines are mostly your own with a teacher to help you when you need it. 10/10 Virtual Class Experience.
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Mélanie Barré
My experience taking online courses with OVS was phenomenal! I took grade 12 Advanced Functions MHF4U and my teacher was Mr. Currie. He was extremely quick with responding to any of my questions and marking my tests, discussion posts and lab simulations. The corrections were always sent to me within 24h, even on the weekends! The course lessons were easy to follow and were delivered in an organized fashion. Doing the course at my own pace allowed me to achieve unmatched success. I would highly recommend OVS to any students interested in following the Ontario curriculum who are looking to "reach ahead" in their high school studies.
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Mike Gutsell
I recently took ENG 12 with Mr. Ford to upgrade my previous high school mark. It was very challenging but accessible. The lectures were well organized and easy to follow. Mr. Ford was very, very prompt with grading and answering emails. The expectations of the course were realistic and the practice test/exam was something I wish I'd had in high school. Not only were there practice questions but tips on what was expected from each answer. All-in-all a great experience.