MBF3C - Grade 11 Foundations for College Mathematics

Grade 11 Foundations for College Mathematics image
Course Code: MBF3C Course Type: College Preparation Format: Online School Course Prerequisite: MFM2P, Grade 10 Foundations of Mathematics or MPM2D, Grade 10 Principles of Mathematics Tuition Fee (CAD): $574 Demo Lesson

Course Description For MBF3C Grade 11 Foundations for College Mathematics Online Course

MBF3C allows students to gain a fundamental understanding of mathematics as a problem-solving tool for use in everyday life. Throughout this course, students will consolidate their mathematical skills as they solve problems based on real-world situations.

Summary Of Units And Timelines For Grade 11 Foundations for College Mathematics MBF3C

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 MBF3C course profile.

Unit OrderUnit NameSuggested Time
Unit 1Probability15 Hours
Unit 2One Variable Statistics18 Hours
Unit 3 Quadratic Relations20 Hours
Mid Semester Point
Unit 4Trigonometry20 Hours
Unit 5Exponents & Exponential Relations20 Hours
Unit 6Compound Interest & Personal Finance14 Hours
FINALFinal Exam3 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 extends students’ understanding of quadratic relations. It encourages them to investigate situations involving exponential growth; solve problems involving compound interest; solve financial problems connected with vehicle ownership; develop their ability to reason by collecting, analyzing, and evaluating data involving one variable; connect probability and statistics, and solve problems in geometry and trigonometry. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

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.

  • 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.


Frequently Asked Questions

MBF3C is a Grade 11 Foundations for College Mathematics course at a college preparation level.

3C refers to the Grade level of the courses and the pathway. 3 means it is a grade 11 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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Maneli Panahandeh
I took BAF3M-04 (accounting) and learned a lot of useful things. The quality and materials of the lessons were really informative and quite easy to follow and the assessments used a variety of questions to test my knowledge. Fortunately, there were no hidden fees and the process of receiving my report card was always short and easy. My teachers would always respond to my questions and would mark my work within 48 hours. Overall, I really enjoyed the course and support received from the school.
Abigail Forbes image
Abigail Forbes
My experience with OVS was awesome. I enrolled in the BAF3M-04 Grade 11 Accounting Course and my teacher was Mr. Scott Lewis. The quality of the lessons and learning materials were great and I had no issues with them. There were absolutely NO hidden fees. What I loved the most is how fast and quickly Mr. Lewis marked and returned my assessments. He’d usually hand them back the next day. Admin support was amazing, they helped me with the scheduling of my exam and they were really nice and understanding of the situation. Also, you get 1 year to finish the whole course, but, they also give students an extra week on top of the 1 year deadline. This really helped me when I had to do my exam, I didn’t have to stress about how little time I had left to finish the course in time. Ontario Virtual School is a great option for people who want to learn online. I highly recommend it.